3

Mathematics
Quarter 1 – Module 13:
Subtracting 3 to-4 Digit Numbers
from 3 to-4 Digit Numbers

CO_Q1_Mathematics 3_ Module 13
Mathematics – Grade 3
Alternative Delivery Mode
Quarter 1 – Module 13: Subtracting 3 to-4 Digit Numbers from 3 to-4 Digit Numbers
First Edition, 2020

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 3

Mathematics
Quarter 1 – Module 13:
Subtracting 3 to-4 Digit Numbers
from 3 to-4 Digit Numbers
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our
dear learners, can continue your studies and learn while at home.
Activities, questions, directions, exercises, and discussions are
carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide
you step-by-step as you discover and understand the lesson
prepared for you.
Pre-tests are provided to measure your prior knowledge on
lessons in each SLM. This will tell you if you need to proceed on
completing this module or if you need to ask your facilitator or your
teacher’s assistance for better understanding of the lesson. At the
end of each module, you need to answer the post-test to self-
check your learning. Answer keys are provided for each activity
and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the
Teacher are also provided to our facilitators and parents for
strategies and reminders on how they can best help you on your
home-based learning.
Please use this module with care. Do not put unnecessary
marks on any part of this SLM. Use a separate sheet of paper in
answering the exercises and tests. And read the instructions
carefully before performing each task.
If you have any questions in using this SLM or any difficulty in
answering the tasks in this module, do not hesitate to consult your
teacher or facilitator.
Thank you.
 What I Need to Know

This module was designed and written with you in mind. The
scope of this module permits it to be used in many different
learning situations. The lessons are arranged to follow the standard
sequence of the course but the order in which you read them can
be changed to correspond with the Mathematics Grade 3
learning materials you are using.

After going through this module, you are expected to:

1. Subtract 3 to-4 Digit Numbers from 3 to-4 Digit Numbers.
(M3NS-lg-32.6)

Enjoy your journey. Good luck!

1 CO_Q1_Mathematics 3_ Module 13
 What I Know

Compute the following:

1.) 5 489
- 476 A. 5 310 B. 5 013 C. 5 130 D. 5 031

2.) 6 548
- 2 432 A. 4 110 B. 4 113 C. 4 110 D. 4 116

3.) 8 106
- 985 A. 7 121 B. 8 121 C. 7 131 D. 8 131

4.) 634
- 579 A. 53 B. 55 C. 61 D. 65

5.) 3 633
- 3 566 A. 56 B. 67 C. 78 D. 89

2 CO_Q1_Mathematics 3_ Module 13
 Subtracting 3 to-4-Digit
Lesson Numbers from 3 to-4-Digit
1 Numbers without and with
Regrouping
There are so many instances in life when you need to solve
things involving subtraction of whole numbers. In playing, buying
anything, paying debts and many other situations, we need to be
aware on how to subtract numbers in order for us to get the right
value of the thing we dealt with. If you intend to buy something,
you count the money the store gave to you as change. Thus, in
many circumstances in your day to day life, you applied your
subtraction skills, may it be with or without regrouping.

What’s In
Let us review the concept of problems involving addition
including money that you have learned in the previous lessons by
answering the following questions.
1.) Mario has 456 marbles and Roy has 231 chips. How many toys
do the two boys have?

2.) Christine bought 315 pads of paper and Ana bought 120
pads of papers. How many pads of paper do the two girls
have?

3.) Find the value of 479 added to 635?

4.) Francis combined his 500 toy cards to that of Mark which has
700 toy cards. How many toy cards do the two boys have?

5.) Mother bought 550 oranges, 750 apples and 1500 pineapples.
How many fruits does mother have?
3 CO_Q1_Mathematics 3_ Module 13
 What’s New

In the previous lesson, you performed addition operation

through expanded form. In subtracting numbers, we can also
apply the expanded form method.

Activity 1
Use expanded method to subtract the given numbers.
1.) 9 452 9 000 + 400 + 50 + 2
- 7 231 - 7 000 + 200 + 30 + 1

2.) 5 356 5 000 + 300 + 50 + 6

- 2 143 - 2 000 + 100 + 40 + 3

3.) 734 700 + 30 + 4

- 322 - 300 + 20 + 2

4.) 6 467 6 000 + 400 + 60 + 7

- 465 - 400 + 60 + 5

The expanded method in subtracting numbers is said to be

the long method when we subtract numbers involving large digits.
The activity illustrates subtraction of numbers without
regrouping using the expanded method. Do you know how to use
this method in subtraction with regrouping?

4 CO_Q1_Mathematics 3_ Module 13
 This time, let us use the expanded method in subtracting
numbers with regrouping.
Remember, we use regrouping in subtraction when the
minuend is smaller than the subtrahend.
Regrouping means borrowing to the next place value to
make the minuend greater than the subtrahend so that we can
do the subtraction process.
Do the next activity to learn regrouping using the expanded
form.

Activity 2
Fill in the missing numbers to complete the subtraction process
with regrouping using the expanded form.
1.) Subtract 9 451 by 7 538.
Thousands hundreds tens ones
9 451 9 000 + 400 + 50 + 1 (minuend)
- 7 238 - 7 000 + 500 + 30 + 8 (subtrahend)

Remember that we do the subtraction starting at the ones place.

Is it possible to subtract 8 from 1? ______

What will you do to the minuend so that you can subtract the
normal way? _________________________
Yes, do the regrouping!

We can borrow from the number at the tens place value which is
50. We will now borrow 10 from the tens place.

Thousands hundreds tens ones

40
9 451 9 000 + 400 + 50 + (1 + 10)
- 7 538 - 7 000 + 500 + 30 + 8

5 CO_Q1_Mathematics 3_ Module 13
Again, we borrow 10 at the tens place. So, 50 -10 = 40.
Then we add 10 to the ones place. So, 1 + 10 = 11.
Can you now subtract at the ones place?
Thousands hundreds tens ones
40
9 451 9 000 + 400 + 50 + 11
- 7 538 - 7 000 + 500 + 30 + 8

11 – 8 = ?
If your answer is 3, then you are correct!
Now that you are done in the ones place, kindly proceed to the
tens place.
Thousands hundreds tens ones
40
9 451 9 000 + 400 + 50 + 11
- 7 538 - 7 000 + 500 + 30 + 8
3
40 – 30 = ?
If your answer is 10, then you are correct!
Now that you are done in the tens place, then proceed to the
hundreds place.
Thousands hundreds tens ones
40
9 451 9 000 + 400 + 50 + 11
- 7 538 - 7 000 + 500 + 30 + 8
10 3

Can you subtract 500 from 400? ______

What will you do to make subtraction possible? ________________
Yes, do the regrouping again!
This time, hundreds place will borrow 1 000 from thousands place.
Can you show the solution below?
Thousands hundreds tens ones
40
9 451 9 000 + 400 + 50 + 11
- 7 538 - 7 000 + 500 + 30 + 8
10 3
6 CO_Q1_Mathematics 3_ Module 13
If you borrow 1 000 to thousands place then add that 1 000 to
hundreds place, then congratulations! You got it right!
Thousands hundreds tens ones
8 000 1 400 40
9 451 9 000 + 400 + 50 + 11
- 7 538 - 7 000 + 500 + 30 + 8
1 000 900 10 3

Can you now write the final answer to the empty cell?
Thousands hundreds tens ones
8 000 1 400 40
9 451 9 000 + 400 + 50 + 11
- 7 538 - 7 000 + 500 + 30 + 8
1 000 900 10 3

For the next two items, fill in the empty cells by subtracting
numbers with regrouping using the expanded form.

Remember that you can only borrow:

 10 to the tens place
 100 to the hundreds place
 1 000 to the thousands place

2.) Subtract 2 718 from 5 346

5 346 5 000 + 300 + 40 + 6

- 2 718 - 2 000 + 700 + 10 + 8

3.) Subtract 1 352 from 6 334

6 334 6 000 + 300 + 30 + 4

- 1 352 - 1 000 + 300 + 50 + 2

7 CO_Q1_Mathematics 3_ Module 13
 What is It

For this lesson, you will focus in subtracting 3 to-4 digit

numbers from 3 to-4 digit numbers with or without regrouping.
Example: 9 875 – 8 641 = ?
Study carefully the table below. Take note of how the answer
is obtained. Remember that the process of obtaining the answer is
as important as the answer itself.

1. Subtract the 2. Subtract the 3. Subtract the 4. Subtract the

ones. tens. hundreds. thousands.
9 875 9 875 9 875 9 875
- 8 641 - 8 641 - 8 641 - 8 641
4 34 234 1 234

Checking:
In checking, try to add the difference and the subtrahend. If
the sum will be the minuend, then your difference is correct. See
example below.
9 875 1 234
- 8 641 + 8 641
1234 9 875

The minuend is 9 875 while the number to be subtracted or

the subtrahend is 8 641.The answer is the difference. The difference
between 9 875 and 8 641 is 1 234. The table above shows a
systematic way of answering the equation. You indicate what you
want to find, and what you need to do. You used subtraction in
order to find the difference of the whole numbers.

8 CO_Q1_Mathematics 3_ Module 13
 Observe how the minuends and the subtrahends are properly
aligned so that all the ones, tens, hundreds, and thousands digits
are written in their respective columns.
The subtraction process in our previous example is a case in
which each digit of the subtrahend is less than to its corresponding
digit in the minuend. Such process is called subtracting numbers
without regrouping.
In the next example, we will show a case where the digits of
the subtrahend are greater than their corresponding digits in the
minuend. Cases like this will undergo subtracting numbers with
regrouping.
Example: 9 547 – 658 = ?

Subtract the Subtract the Subtract the Subtract the

ones. tens. Regroup. hundreds. thousands.
Regroup. Regroup. Regroup.

3 17 13 14 13 14 13
954 7 4 3 17 8 4 3 17 8 4 3 17
- 65 8 9 5 4 7 9 5 4 7 95 4 7
9 - 6 5 8 - 6 5 8 - 6 5 8
8 9 8 8 9 88 8 9

The method above tells you how to subtract numbers with

regrouping. The minuend is 9 547 and the subtrahend or the
number to be subtracted is 658. The difference is 8 889.
In summary, when subtracting numbers, follow these simple
steps:
Step 1. Align the digits properly by writing all the ones, tens,
hundreds, and thousands in their respective columns.

Step 2. Start subtracting from the rightmost place to the leftmost

place.
Step 3. Regroup whenever the digit in the subtrahend is greater
than the digit in the minuend.

9 CO_Q1_Mathematics 3_ Module 13
 What’s More

Subtract the following.

1. 8 537 2. 7 642 3. 9 752 4. 6 430 5. 762

- 3 154 - 4 321 - 3 863 - 551 - 673

What I Have Learned

In subtracting 3 to-4 digit numbers from 3 to-4 digit numbers,

be sure to align all the ones, tens, hundreds, thousands properly so
that it will not be difficult for you to subtract.
1. The bigger or the larger number must be your minuend
and be sure to write it on top or it must be written first.
2. The smaller or the lesser number must be written next or at
the bottom of the larger number as the subtrahend.
3. Do not forget to regroup the ones, tens, hundreds,
thousands, whenever the digit in your subtrahend is larger
than its corresponding digit in the minuend.
4. Look back.
You need to check if your answer is correct. Add the
difference and the subtrahend to be sure that your
answer is correct. When the sum is congruent with your
minuend, therefore your difference is right.

10 CO_Q1_Mathematics 3_ Module 13
 What I Can Do

Find what number is being asked.

1. What is the difference between 8 753 and 962?
2. What number is 320 less than 1 975?
3. Subtract 514 from 2 469?
4. What is 6 788 less than 899?
5. Take away 485 from 3 274.

Assessment

Fill in the box with the correct difference. Check your answer
by adding your difference and the subtrahend. Do this on your
paper.
1.) 8 325 2.) 6 546 3.) 7 432
- 3 124 - 3 657 - 323

4.) 843 5.) 10 421

- 564 - 3 210

11 CO_Q1_Mathematics 3_ Module 13
 Additional Activities

Table of fruits harvested in a farm.

Number
Fruits Variety Total
of Fruits
Apple Mango
Mango 568
Carabao Mango
1 011
Lakatan
Banana 443
Latundan

Answer the questions below.

1. How many Apple Mangos are there if there are 253
Carabao Mangos?
2. How many Latundan bananas are there if there are 275
Lakatan bananas?
3. How many fruits are left when 253 Carabao Mangos were
sold?
4. How many fruits are left when 275 Lakatan were sold?

12 CO_Q1_Mathematics 3_ Module 13
CO_Q1_Mathematics 3_ Module 13 13
What I Know What's In What’s More
1) B
2) D 1.) 5383
1) 687 2.) 3321
3) A
2) 435 3.) 5889
4) B
3) 1 114 4.) 5879
5) B
4) 1 200 5.) 89
5) 1 800
What's New
Activity 1
1. 2221 = 2000 + 200 + 20 + 1
2. 3213 = 3000 + 200 + 10 + 3
3. 412 = 400 + 10 + 2
4. 6002 = 6000 + 0 + 0 + 2
Activity 2
1. 1 913
2. 5 346 3. 6 334
- 2 718 - 1 352
2 628 4 982
Additional Activity
What I Can Do Assessment
1.) 315
1) 5201
2.) 168
1.) 7791 2) 2889
3.) 758
2.) 1655 3) 7109
4.) 736
3.) 1955 4) 279
4.) 5889 5) 7211
5.) 2789
Answer Key
References:
Department of Education. 2016. “About the K to 12 Mathematics
Curriculum Guide (Grade 1 to 10)”. Accessed February, 2020.
http://lrmds.deped.gov.ph/.

Department of Education. 2010. Lesson Guide in Mathematics

Grade 3. 134-135. Pasig City: Bureau of Elementary

Education in coordination with Ateneo De Manila University.

14 CO_Q1_Mathematics 3_ Module 13
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Telefax: (632) 8634-1072; 8634-1054; 8631-4985

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