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

Adding and Subtracting Within 1,000

Lesson 5

Math

Unit 5

2nd Grade

Lesson 5 of 25

Objective

Use concrete manipulatives to add within 1,000 with up to one composition.

Student-Facing

I can use concrete manipulatives to add within 1,000 and make new hundreds or tens. 

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 three-digit numbers to represent hundreds, tens, and ones for 2 addends in the problem. 
  2. Combine like units together to add. When there are more than 9 of a given unit, exchange 10 units for one of the next larger unit (i.e., 10 ones for 1 ten or 10 tens for 1 hundred).

Tips for Teachers

If students struggled with making a new ten in the Target Task from Lesson 4 before the lesson, review two-digit addition situations where a new ten is made using base ten blocks, drawings, and abstract strategies to support the work of the lesson with three-digit numbers. 

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

a.   Fill in the blank to make each equation true. Use base ten blocks to help you.

  1. 4 ones + 8 ones = 1 _______ 2 ones

  2. 4 tens + 8 tens = 1 _______ 2 tens

b.   What's similar and what's different about the equations in Part (a)?

c.   Use base ten blocks to find the total. 

  1. 130 + 270 = _____

  2. 250 + 150 = _____

  3. 360 + 140 = _____

  4. 120 + 380 = _____

d.   What pattern did you notice?

Purpose

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Problem 2

a.   Use base ten blocks to find the total solve. 

i. 248 + 61 = _____

ii. 248 + 171 = _____

b.   What did you notice was the same and different about finding the total for these two equations?

Purpose

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Problem 3

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

a.   271 + 434 = _____

Did you make a new hundred?  Explain your thinking.

b.   189 + 208 = _____

Did you make a new hundred?  Explain your thinking.

c.   368 + 251 = _____

Did you make a new hundred?  Explain your thinking.

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.   172 + 264 = _____

Did you make a new hundred?  Explain your thinking.

b.   338 + 156 = _____

Did you make a new hundred?  Explain your thinking.

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 concrete manipulatives to add within 1,000 with up to two compositions.

Lesson 6
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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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