Curriculum  /  Math  /  2nd Grade  /  Unit 5: Adding and Subtracting Within 1,000  /  Lesson 10

Adding and Subtracting Within 1,000

Lesson 10

Math

Unit 5

2nd Grade

Lesson 10 of 25

Objective

Relate addition with place value drawings to algorithms in situations with up to two compositions of a new ten or hundred.

Student-Facing

I can add vertically to solve situations with a new ten or hundred. 

Common Core Standards

Core Standards

  • 2.NBT.B.7 — Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

Foundational Standards

  • 1.NBT.B.2
  • 2.NBT.A.1
  • 2.NBT.A.2

Criteria for Success

  1. Represent addition situations where a new ten or a new hundred is made using expanded notation and place value drawings. 
  2. Connect expanded notation and place value drawings when adding, particularly with compositions of new hundreds and tens. 
  3. Represent addition situations by using partial sums algorithm, in particular situations with compositions of a new ten and hundred. 
  4. Connect partial sums algorithm to expanded form notation. 
  5. Connect partial sums algorithm to standard algorithm. 
  6. Represent addition situations using standard algorithms where compositions of a new ten or hundred are made. 

Tips for Teachers

  • Students explored the standard algorithm in Unit 2 with two-digit numbers. Like with their work with two-digit numbers, students should attend to precision and lining up their digits by place value to be sure they are adding the correct digits for each place value. Connecting to place value drawings and expanded notation can support student work with this. 
  • As a reminder, students are not expected to be fluent with the standard algorithm until grade 4 so students should have plenty of work with relating the standard algorithm to place value understanding through concrete manipulatives, drawings, and more abstract strategies such as expanded form notation. 
  • This lesson could be split over two days if students need more practice with partial sums algorithm and the standard algorithm for addition. If splitting between two days, Anchor Tasks 1 and 2 should be prioritized for day 1 with the extension problems in Anchor Task 2 notes and Anchor Task 3 should be prioritized for day 2 with the Target Task given after that lesson. 

Lesson Materials

  • Hundreds place value chart (1 per student) — Work Mat Template — These should be laminated or in sheet protectors to reuse
  • Sheet protectors (1 per student)
  • Dry erase marker (1 per student)

Warm Up

5-10 minutes

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Anchor Tasks

15-25 minutes

Problem 1

Rishi and Kamala solved the problem 136 + 247 using different methods. 

Rishi's work

$$\begin{array}{crcrcrcc} &100 &+ &30 &+ &6 &&&\\ + \ \ \ &200 &+ &40 &+ &7 &&&\\ \hline &300 &+ &70 &+ &13 &= &383 \end{array}$$

Kamala's work

 

a.   Solve the following using Rishi and Kamala's strategies. 

  1. 209 + 155 = _____

  2. 290 + 155 = _____

b.   Explain how solving these two equations was similar and different. 

Purpose

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Problem 2

Reyna showed her thinking to solve 136 + 247 below. 

a.   What do you notice and what do you wonder about Reyna's work? How is it similar to Rishi and Kamal's work in Anchor Task 1?

b.   Solve using totals below to solve the following problems. 

  1. 238 + 153 = _____

  2. 148 + 296 = _____

  3. 467 + 75 = _____

Purpose

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Problem 3

Leo and Devi solved the problem 265 + 185 using different methods. 

a.   What do you notice about how they both solved the problem? What was similar? What was different?

b.   Solve vertically. Use a place value drawing to help if needed. 

  1. 155 + 370 = _____

  2. 376 + 95 = _____

  3. 432 + 173 = ____

  4. 88 + 654 = _____

Purpose

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Problem Set

15-20 minutes

Target Task

5-10 minutes

 Solve vertically with a matching place value drawing.

a.   873 + 89 = _____

b.   398 + 125 = _____

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

Mentally subtract 10 and 100 from numbers within 1,000.

Lesson 11
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Lesson Map

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

Topic A: Adding with Mental Strategies

Topic B: Adding within 1,000

Topic C: Subtracting with Mental Strategies

Topic D: Subtracting within 1,000

Topic E: Story Problems and Explaining Addition and Subtracting Thinking

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