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

Adding and Subtracting Within 1,000

Lesson 2

Math

Unit 5

2nd Grade

Lesson 2 of 25

Objective

Add multiples of 10 and 100 to numbers within 1,000.

Student-Facing

I can add many 10s and 100s to numbers within 1,000.

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.
  • 2.NBT.B.8 — Mentally add 10 or 100 to a given number 100—900, and mentally subtract 10 or 100 from a given number 100—900.

Foundational Standards

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

Criteria for Success

  1. Understand that adding multiple hundreds will result in a change in value of the hundreds place. 
  2. Understand that adding multiple tens may result in a change in the tens place and in some cases a change in the hundreds place when the count crosses the next hundred. 
  3. Represent adding multiple tens or hundreds with arrow notation and continuing the count by adding one 10 or 100 at a time. 
  4. Represent adding multiple tens or hundreds with an empty number line with equal interval jumps for each ten or hundred. 

Tips for Teachers

Students have had extensive work with number lines in Units 3 and 4. If students need additional support with number lines, ask students supporting questions about the structure of number lines as they explore using them as a tool for addition with three-digit numbers. 

Lesson Materials

  • Optional: Base ten blocks (10 hundreds, 18 tens, 18 ones per student)
  • Empty Number Line (1 per student) — 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

Show how you could count on to find the missing number. 

a.   529 + 40 = _____

b.   70 + 619 = _____

c.   275 + 300 = _____

d.   500 + 148 = _____

Purpose

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Problem 2

Use an empty number line to show how you would add. Record your answer. 

a.   545 + 30 = ______

b.   40 + 385 = ______

c.   400 + 233 = ______

d.   165 + 500 = ______

Purpose

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Problem 3

Show how you find the value of the missing number.

a.   50 + 150 = _____

b.   375 + _____ = 395

c.   300 + 494 = _____

d.   659 + _____ = 959

Purpose

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Problem Set

15-20 minutes

Target Task

5-10 minutes

Show how you find the value of the missing number.

a.   300 + 410 = ___

b.   111 + 60 = _____

c.   400 + 225 =_____

d.   264 + 50 = _____

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 the associative property to make a multiple of 100 or multiple of 10 to add.

Lesson 3
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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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