Curriculum  /  Math  /  2nd Grade  /  Unit 5: Adding and Subtracting Within 1,000  /  Lesson 16

Adding and Subtracting Within 1,000

Lesson 16

Math

Unit 5

2nd Grade

Lesson 16 of 25

Objective

Use concrete manipulatives to subtract within 1,000 with up to two decompositions.

Student-Facing

I can use base ten blocks to represent subtraction with up to two decompositions.

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. Build a three-digit number to represent hundreds, tens, and ones for minuend in the problem with base ten blocks.
  2. Evaluate if there are enough hundreds, tens, and ones to subtract. If not, remodel the whole by decomposing a hundred into 10 tens and a ten into 10 ones and remodel the whole number as a sum of hundreds, more than 10 tens, and more than 10 ones to subtract. 
  3. Subtract units by place value to find the difference.

Tips for Teachers

Lesson Materials

  • Base ten blocks (10 hundreds, 18 tens, 18 ones per student)
  • Hundreds place value chart (1 per student) — Work Mat Template — These should be laminated or in sheet protectors to reuse

Warm Up

5-10 minutes

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Anchor Tasks

15-25 minutes

Problem 1

Build each number and then use base ten blocks to remodel each number two ways. 

a.   708

  1. 6 hundreds _____ tens _____ ones.

  2. _____ hundreds 9 tens _____ ones

b.   432

  1. 3 hundreds _____ tens _____ones

  2. _____ hundreds _____ tens 12 ones

c.   300

  1. _____ hundreds 10 tens _____ones

  2. _____ hundreds _____tens 10 ones 

d.   Create a subtraction equation where you subtract from 300, and 300 is remodeled as 2 hundreds 10 tens and 0 ones. 

e.   Create a subtraction equation where you subtract from 300, and 300 is remodeled as 2 hundreds 9 tens and 10 ones. 

Purpose

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Problem 2

Think about if there are enough hundreds, tens, and ones to subtract in each situation. Record how you remodeled the number and find the difference. 

a.   708 - 516 = _____

____ hundreds ____tens _____ones

b.   708 - 99 =_____

____ hundreds ____tens _____ones

c.   432 - 141 = _____

____ hundreds ____tens _____ones

d.   432 - 244 =_____

____ hundreds ____tens _____ones

Purpose

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Problem Set

15-20 minutes

Target Task

5-10 minutes

Use a place value work mat and base ten  blocks to solve. Record your answers. 

a.   943 - 426 = _____

How did you remodel 943 to subtract? 

_____ hundreds _____ tens _____ ones

b.   431 - 89 = _____

How did you remodel 431 to subtract? 

_____ hundreds _____ tens _____ ones

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

Use place value drawings to subtract within 1,000 with up to one decomposition.

Lesson 17
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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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