Despite the generally acknowledged relevance of providing students with rich, challenging tasks that require genuine problem solving, several studies have shown that these tasks are often lacking in textbooks. Bringing new textbooks to the market might feel as a logical solution for this, but maybe there is also another way of resolving this problem in which teachers can also play a pivotal role: Enriching textbook tasks. In this paper we report about a case study carried out in a Norwegian fifth-grade classroom in which we explored Denisse Thompson’s suggestion (2012) to make textbooks richer by modifying existing textbook exercises. The focus in our study is on multi-digit algorithmic subtraction. The analysis of the students’ worksheets shows some interesting differences between the original and the enriched tasks.