Curriculum  /  Math  /  2nd Grade  /  Unit 2: Adding and Subtracting Within 100  /  Lesson 13

Adding and Subtracting Within 100

Lesson 13

Math

Unit 2

2nd Grade

Lesson 13 of 21

Objective

Relate subtraction with place value drawings to the standard algorithm.

Student-Facing

I can record my subtraction thinking vertically. 

Common Core Standards

Core Standards

  • 2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
  • 2.NBT.B.9 — Explain why addition and subtraction strategies work, using place value and the properties of operations. Explanations may be supported by drawings or objects.

Foundational Standards

  • 1.NBT.C.4
  • 1.NBT.C.5
  • 1.NBT.C.6
  • 1.OA.B.3
  • 1.OA.B.4

Criteria for Success

  1. Understand how a subtraction problem can be represented using numbers stacked vertically, aligned by place value as in a place value chart. 
  2. Represent a subtraction problem in a vertical model with numbers aligned by place value. 

Tips for Teachers

  • Since this is the first time students will solve subtraction situations with two-digit numbers within 100 using the standard algorithm there are no situations where students need to decompose a ten to subtract in this lesson. 
  • In directions, we direct students to record their thinking vertically. Some people may refer to this as stacking where, when using the standard algorithm, students show their mathematical thinking by recording the numbers on top of each other aligned by place value. 
  • As a reminder, students do not need to know that the strategy is called the standard algorithm and are not expected to be fluent with this method until fourth grade (4.NBT.B.4); therefore, students' work should be supported with place value drawings as they internalize and make sense of the process.  

Warm Up

5-10 minutes

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Anchor Tasks

15-25 minutes

Problem 1

Trevor showed his subtraction with the place value drawing shown below. 

a.   What subtraction problem was Trevor solving? Write an equation to represent his work.

b.   How could you represent this problem and solution vertically, similar to how it is modeled in the place value chart? 

Purpose

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Problem 2

Model subtracting using a place value chart. Record your thinking vertically. 

a.   66 - 25 =______ 

b.   58 - 34 =______

Purpose

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Problem Set

15-20 minutes

Target Task

5-10 minutes

Model subtracting using a place value chart. Record your thinking vertically. 

a.   75 - 22 = 

b.   68 - 36 =

Student Response

Additional Practice

Daily Word Problems, Warm Ups, and Center Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

Word Problems and Fluency Activities

Next

Relate subtraction with place value drawings to the standard algorithm in situations with one decomposition and explain thinking.

Lesson 14
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Lesson Map

A7CB09C2-D12F-4F55-80DB-37298FF0A765

Topic A: Adding & Subtracting with Multiples of Ten

Topic B: Strategies for Adding within 100

Topic C: Strategies for Subtracting within 100

Topic D: Working within 100 and Categorical Data

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