DMPS Elementary Office of Academics



Chapter 3 – Basic Facts and RelationshipsChapter Essential Question: How can you use patterns and strategies to find sums and differences for basic facts?Before(Grade One)Chapter Three Standards Grade TwoAfter (Grade Three)Represent and solve problems involving addition and subtraction.(1.OA.1)Add and subtract within 20.(1.OA.6)Operations and Algebraic Thinking 2: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.I can use doubles facts as a strategy for finding sums for near doubles facts.I can recall sums for basic facts using properties and strategies.I can recall sums for addition facts using the make a ten strategy.I can find sums of three addends by applying the Commutative and Associative Properties of Addition.I can use the inverse relationship of addition and subtraction to recall basic facts.I can recall differences for basic facts using mental strategies.I can find differences on a number line to develop the mental strategy of decomposing to simplify facts.Represent and solve problems involving multiplication and division.(3.OA.1)Solve problems involving the four operations and explain patterns in arithmetic.(3.OA.8)Operations and Algebraic Thinking 1: Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.I can use bar models to represent a variety of addition and subtraction solutions.I can write equations to represent and solve a variety of addition and subtraction situations.Operations and Algebraic Thinking 4: Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.I can solve problems involving equal groups by using the strategy act it out.I can write equations using repeated addition to find the total number of objects in arrays.Each day the math block will begin with 15 minutes of Daily Math Review and Mental Math. The focus of DMR should be either prerequisite standard skills or previous chapter concepts that were not mastered. The focus of mental math should be based on the current Chapter’s skills and concepts. Adjust the amount of questions in DMR and MM to fit into the 15 minute time block. Suggested Go Math Pacing and ResourcesAll lessons are paced for one day, unless otherwise indicated. Teachers may adjust to meet students’ needs. Launching the ChapterPre-AssessmentReview Prerequisite SkillsMath Mountains: TE 159I Hop on the Line: TE 159IShow What You Know AssessmentIdentify Tier 2 and Tier 3 Groups for Small Group Instruction.Day Before Lesson 3.1Vocabulary Activity Develop vocabulary for describing addition and subtraction. TE 161H,162A-CVocabulary BuilderIdentify students who will need further vocabulary support for Chapter Three.Preview Chapter CentersIntroduce chapter games, activities, and literature students will be using during center time.School – Home LetterRead together and send home.I Can StatementEssential QuestionImplementation NotesCenters by LessonTeacher Notes Lesson 3.1OA.2I can use doubles facts as a strategy for finding sums for near doubles facts.How can you use doubles facts to find sums for near doubles facts? Make certain to present both ways of solving near-doubles (doubles + 1; doubles – 1).A: Ways to GoL: Doubles on the FarmG: Caterpillar ChaseClick here to enter text.3.1 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: Country: Critters – Level FCountry: Critters – Level SAnimated Math Model:Add DoublesLesson 3.2OA.2I can recall sums for basic facts using properties and strategies.What are some ways to remember sums?Teachers may want to have students identify all of the problems that fall under the umbrella of a strategy and solve all at once. (e.g., “What problems are doubles or near doubles. Let’s star them and solve them.”)A: Ring TossL: Doubles on the FarmG: Caterpillar ChaseClick here to enter text.3.2 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: HYPERLINK "" Country: Critters – Level G HYPERLINK "" Country: Critters – Level JAnimated Math Model:Practice the Facts Add ZeroLesson 3.3OA.2I can recall sums for addition facts using the make a ten strategy.How is the make a ten strategy used to find sums?Finding a fact by deriving through 10 can be shown very nicely on a number line in addition to the tree diagram shown in the book.A: Ring TossG: Caterpillar ChaseClick here to enter text.3.3 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: HYPERLINK "" Country: Critters – Level P HYPERLINK "" Country: Critters – Level QAnimated Math Model:Make a Ten to AddLesson 3.4OA.2I can find sums of three addends by applying the Commutative and Associative Properties of Addition.How do you add three numbers? Teacher should emphasize that making a 10, if possible, should be the first priority.A: Ring TossG: Caterpillar ChaseClick here to enter text.3.4 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: HYPERLINK "" Country: Critters – Level K HYPERLINK "" Country: Critters – Level RAnimated Math Model:Add Three NumbersLesson 3.5OA.2I can use the inverse relationship of addition and subtraction to recall basic facts.How are addition and subtraction related?Bar models and Part/Whole Boxes can both be used to show the relationship between addition and subtraction.Be aware that some problems are written in the sum = addend + addend and difference = minuend – subtrahend format.A: Canine CollectionL: Game TimeG: Caterpillar ChaseClick here to enter text.3.5 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: HYPERLINK "" Numberopolis: Carn – Level D HYPERLINK "" Numberopolis: Carn – Level JAnimated Math Model:Relate Addition and SubtractionLesson 3.6OA.2I can recall differences for basic facts using mental strategies.What are some ways to remember differences?Other than -1, -2, and -3; teachers may want to have students rewrite subtraction problems as missing addend addition problems.A: A Heap of SheepL: Benny, Bessie and the BlueberriesG: On the Ferris WheelClick here to enter text.3.6 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: HYPERLINK "" Numberopolis: Carn – Level B HYPERLINK "" Numberopolis: Carn – Level GAnimated Math Model:Count Back to SubtractI Can StatementEssential QuestionImplementation NotesCenters by LessonTeacher Notes Lesson 3.7OA.2I can find differences on a number line to develop the mental strategy of decomposing to simplify facts.How does getting to 10 in subtraction help when finding differences?This work can be done via an open number line as well. Subtraction on a number line can be shown as:Take Away (as it is shown in the book)Distance between the two numbersA: A Heap of SheepL: Benny, Bessie and the BlueberriesG: On the Ferris WheelClick here to enter text.3.7 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: NoneAnimated Math Model:Think Addition to SubtractLesson 3.8OA.1I can use bar models to represent a variety of addition and subtraction situations.How are bar models used to show addition and subtraction problems?Bar models and Part/Whole Boxes can both be used to show the relationship between addition and subtraction.A: Quilting BeeL: Game TimeG: On the Ferris WheelClick here to enter text.3.8 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: NoneAnimated Math Model:Represent Addition and SubtractLesson 3.9OA.1I can write equations to represent and solve a variety of addition and subtraction situations.How are number sentences used to show addition and subtraction situations?Be aware that students may use a different, but acceptable equation to solve the problem.A: Canine CollectionL: Game TimeG: Caterpillar ChaseClick here to enter text.3.9 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: HYPERLINK "" Numberopolis: Carn – Level M HYPERLINK "" Numberopolis: Carn – Level DAnimated Math Model:Problem Solving StrategyLesson 3.10OA.4I can solve problems involving equal groups by using the strategy act it out.How can acting it out help when solving a problem about equal groups?Two-Color CountersTalk about strategies other than counting by ones to find the totals.A: Way to GoL: Doubles on the FarmClick here to enter text.3.10 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: HYPERLINK "" Country: Critters = Level VAnimated Math Model:NoneLesson 3.11OA.4I can write equations using repeated addition to find the total number of objects in arrays.How can you write an addition sentence for problems with equal groups?Two-Color CountersTeachers can build Commutativity by talking about counting columns as well.A: Lucy GooseyL: Doubles on the FarmClick here to enter text.3.11 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: HYPERLINK "" Country: Critters = Level WAnimated Math Model:NoneAdditional Resources for Chapter 3Operations in Algebraic Thinking 1Operations in Algebraic Thinking 2Operations in Algebraic Thinking 4Mastering the Basic Facts in Addition and Subtraction: Chapter 2: Plus 1 and Plus 2Mastering the Basic Facts in Addition and Subtraction: Chapter 3: Adding 0Mastering the Basic Facts in Addition and Subtraction: Chapter 4: Adding 10Mastering the Basic Facts in Addition and Subtraction: Chapter 5: DoublesMastering the Basic Facts in Addition and Subtraction: Chapter 6: Making 10Mastering the Basic Facts in Addition and Subtraction: Chapter 7: Using 10sMastering the Basic Facts in Addition and Subtraction: Chapter 8: Using DoublesCGI – Addition and Subtraction Story BankBlue Square GameChapter 4 – 2-Digit AdditionChapter Essential Questions: How do you use place value to add 2-digit numbers? What are some different ways to add 2-digit numbers?Before(Grade One)Chapter Four Standards Grade TwoAfter (Grade Three)Represent and solve problems involving addition and subtraction.(1.OA.1, 1.OA.2)Use place value understanding and properties of operations to add and subtract.(1.NBT.4, 1.NBT.6)Number & Operations in Base Ten 6: Add up to four two-digit numbers using strategies based on place value and properties of operations.I can find a sum by breaking apart a 1-digit addend to make a 2-digit addend a multiple of 10.I can use compensation to develop flexible thinking for 2-digit addition.I can apply place-value concepts when using a break-apart strategy for 2-digit addition.I can model 2-digit addition with regrouping.I can draw quick pictures and record 2-digit addition using the standard algorithm.I can record 2-digit addition using the standard algorithm.I can find sums of three 2-digit numbers.I can find sums of four 2-digit numbers.Represent and solve problems involving multiplication and division.(3.OA.3)Use place value understanding and properties of operations to perform multi-digit arithmetic.(3.NBT.2)Number & Operations in Base Ten 9: Explain why addition and subtraction strategies work, using place value and the properties of operations.I can model 2-digit addition with regrouping.Number & Operations in Base Ten 5: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.I can record 2-digit addition using the standard algorithm. I can practice 2-digit addition with and without regrouping.I can rewrite horizontal addition problems vertically in the standard algorithm format.Operations & Algebraic Thinking 1: Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.I can solve problems involving 2-digit addition using the strategy draw a diagram.I can represent addition situations with number sentences using a symbol for the unknown number.Each day the math block will begin with 15 minutes of Daily Math Review and Mental Math. The focus of DMR should be either prerequisite standard skills or previous chapter concepts that were not mastered. The focus of mental math should be based on the current Chapter’s skills and concepts. Adjust the amount of questions in DMR and MM to fit into the 15 minute time block. Suggested Go Math Pacing and ResourcesAll lessons are paced for one day, unless otherwise indicated. Teachers may adjust to meet students’ needs. Launching the ChapterPre-AssessmentReview Prerequisite SkillsCount on Me TE 233IModel and Write TE 233IShow What You Know AssessmentIdentify Tier 2 and Tier 3 Groups for Small Group Instruction.Day Before Lesson 4.1Vocabulary Activity Concentration TE 236AVocabulary BuilderTE 235 - Identify students who will need further vocabulary support for Chapter Four.Preview Chapter CentersIntroduce chapter games, activities, and literature students will be using during center time.School – Home LetterRead together and send home.I Can StatementEssential QuestionImplementation NotesCenters by LessonTeacher Notes Lesson 4.1NBT.6I can find a sum by breaking apart a 1-digit addend to make a 2-digit addend a multiple of 10. How does breaking apart a number make it easier to add?Base-Ten BlocksStudents could break up a problem in multiple ways depending on strategy choice: 27 + 8 = 27 + 3 + 5 or 27 + 8 = 20 + (7 + 8).L: Nature’s NumbersG: 2-Digit ShuffleClick here to enter text.4.1 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: HYPERLINK "" Country: Critters – Level QAnimated Math Model:NoneLesson 4.2NBT.6I can use compensation to develop flexible thinking for 2-digit addition.How can you make an addend a ten to help solve an addition problem? Students could break up a problem in multiple ways depending on strategy choice: 27 + 8 = 27 + 3 + 5 or 27 + 8 = 20 + (7 + 8).A: Cool BladesG: 2-Digit ShuffleClick here to enter text.4.2 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: HYPERLINK "" Country: Critters – Level QAnimated Math Model:NoneLesson 4.3NBT.6I can apply place-value concepts when using a break-apart strategy for 2-digit addition.How do you break apart addends to add tens and then add ones?Students could break up a problem in multiple ways depending on strategy choice: 27 + 8 = 27 + 3 + 5 or 27 + 8 = 20 + (7 + 8).A: Cool BladesL: Nature’s NumbersG: 2-Digit ShuffleClick here to enter text.4.3 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: NoneAnimated Math Model:Break Apart Numbers to AddLesson 4.4NBT.6/9I can model 2-digit addition with regrouping.When do you regroup in addition?Base-Ten BlocksIt is not mathematically incorrect to refer to a place value drawing of 62 as 5 tens and 12 ones.A: Pebble BeachL: Nature’s NumbersG: 2-Digit ShuffleClick here to enter text.4.4 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: HYPERLINK "" Country: Block – Level LAnimated Math Model:Model 2 Digit AdditionLesson 4.5NBT.6I can draw quick pictures and record 2-digit addition using the standard algorithm.How do you record 2-digit addition?Base-Ten BlocksStudents may continue to use strategies based in place value. Teachers need not feel obligated to move students to using a standard algorithm in second grade.A: Pebble BeachL: Nature’s NumbersG: Soccer SumsClick here to enter text.4.5 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: HYPERLINK "" Country: Block – Level L HYPERLINK "" Country: Block – Level MAnimated Math Model:Model and Record 2-Digit AddLesson 4.6NBT.6I can record 2-digit addition using the standard algorithm.How do you record the steps when adding 2-digit numbers?Students may continue to use strategies based in place value. Teachers need not feel obligated to move students to using a standard algorithm in second grade.A: MarbelousL: Butterfly FarmG: Soccer SumsClick here to enter text.4.6 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: HYPERLINK "" Country: Block – Level M HYPERLINK "" Country: Block – Level PAnimated Math Model:Model and Record 2-Digit AddI Can StatementEssential QuestionImplementation NotesCenters by LessonTeacher Notes Lesson 4.7NBT.5I can practice 2-digit addition with and without regrouping.How do you record the steps when adding 2-digit numbers?Students may continue to use strategies based in place value. Teachers need not feel obligated to move students to using a standard algorithm in second grade.A: All That JazzL: Butterfly FarmG: Soccer SumsClick here to enter text.4.7 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: HYPERLINK "" Numberopolis: Carn – Level PAnimated Math Model:Practice 2-Digit AdditionLesson 4.8NBT.5I can rewrite horizontal addition problems vertically in the standard algorithm format.What are two different ways to write addition problems?Students may continue to use strategies based in place value. Teachers need not feel obligated to move students to using a standard algorithm in second grade.A: MarbelousL: Butterfly FarmG: Soccer SumsClick here to enter text.4.8 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: HYPERLINK "" Country: Block – Level MAnimated Math Model:Rewrite 2 Digit AdditionLesson 4.9OA.1I can solve problems involving 2-digit addition using the strategy draw a diagram.How can drawing a diagram help when solving addition problems?Students may use a different equation to solve the story problems other than the one listed. Students may use any strategy to solve the problems.A: Aqua AdditionL: School StoreG: 2-Digit ShuffleClick here to enter text.4.9 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: NoneAnimated Math Model:NoneLesson 4.10OA.1I can represent addition situations with number sentences using a symbol for the unknown number.How do you write number sentence to represent a problem?Students may use a different equation to solve the story problems other than the one listed. Students may use any strategy to solve the problems.A: Aqua AdditionA: Cool BladesG: Soccer SumsClick here to enter text.4.10 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: HYPERLINK "" Numberopolis: Carn – Level PAnimated Math Model:NoneLesson 4.11NBT.6I can find sums of three 2-digit numbersWhat are some ways to add three numbers?Students may use a different equation to solve the story problems other than the one listed. Students may use any strategy to solve the problems.A: Aqua AdditionA: All That JazzG: Soccer SumsClick here to enter text.4.11 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: NoneAnimated Math Model:NoneLesson 4.12NBT.6I can find sums of four 2-digit numbers.What are some ways to add four numbers?Students may use a different equation to solve the story problems other than the one listed. Students may use any strategy to solve the problems.Click here to enter text.4.12 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: NoneAnimated Math Model:NoneAdditional Resources for Chapter 4Number and Operations in Base Ten 9Number and Operations in Base Ten 5Operations in Algebraic Thinking 1CGI – Addition and Subtraction Story BankEquations and Expressions PracticeAddition and Subtraction PuzzlesMastering the Basic Facts in Addition and Subtraction: Chapter 2: Plus 1 and Plus 2Mastering the Basic Facts in Addition and Subtraction: Chapter 3: Adding 0Mastering the Basic Facts in Addition and Subtraction: Chapter 4: Adding 10Mastering the Basic Facts in Addition and Subtraction: Chapter 5: DoublesMastering the Basic Facts in Addition and Subtraction: Chapter 6: Making 10Mastering the Basic Facts in Addition and Subtraction: Chapter 7: Using 10sMastering the Basic Facts in Addition and Subtraction: Chapter 8: Using Doubles2.NBT.5 : What does this standard mean the students will know and be able to do?There are various strategies that Second Grade students understand and use when adding and subtracting within 100.The standard algorithm of carrying or borrowing is neither an expectation nor a focus in Second Grade. Adding and subtracting fluently refers to knowledge of procedures, knowledge of when and how to use them appropriately, and skill in performing them flexibly, accurately, and efficiently. Students should have experiences solving problems written both horizontally and vertically. They need to communicate their thinking and be able to justify their strategies both verbally and with paper and pencil.Possible StrategiesPlace Value Strategy67 + 25 =I broke both 67 and 25 into tens and ones. 6 tens plus 2 tens equals 8 tens. Then I added the ones. 7 ones plus 5 ones equals 12 ones. I then combined my tens and ones. 8 tens plus 12 ones.Counting On and Decomposing a Number Line Leading to Ten67 + 25 = I wanted to start with 67 and then break 25 apart. I started with 67 and counted on to my next ten. 67 plus 3 gets me to 70. I then added 2 more to get to 72. I then added my 20 and got to mutative Property67 + 25 =I broke 67 and 25 into tens and ones so I had to add 60+7+20+5. I added 60 and 20 first to get 80. Then I added 7 to get 87. Then I added 5 more. My answer is 92.Relationship between Addition and Subtraction63 – 32 =I broke apart both 63 and 32 into tens and ones. I know that 2 plus 1 equals 3, so I have 1 left in the ones place. I know that 3 plus 3 equals 6, so I have a 3 in my tens place. My answer has a 1 in the ones place and 3 in the tens place, so my answer is 31.Other Possible Strategies:Incremental addingCompensationAdding upIncremental subtractingSubtracting by place valueAssociative PropertyIdentity Property of 02.NBT.6: What does this standard mean the students will know and be able to do?This standard calls for students to add a string of two-digit numbers (up to four numbers) by applying place value strategies and properties of operations.Students demonstrate addition strategies with up to four two-digit numbers either with or without regrouping. Problems may be written in a story problem format to help develop a stronger understanding of larger numbers and their values. Example: 43 + 34 + 57 + 24 = ___Student AAssociative PropertyI saw the 43 and 57 and added them first, since I know 3 plus 7 equals 10. When I added them 100 was my answer. Then I added 34 and had 134. Then I added 24 and had 158.Student BPlace Value Strategies I broke up all of the numbers into tens and ones. First I added the tens. 40 + 30 + 50 + 20 = 140. Then I added the ones. 3 + 4 + 7 + 4 = 18. Then I combined the tens and ones and had 158 as my answer.Student CPlace Value + Associative Property I broke up all the numbers into tens and ones. First I added up the tens. 40 + 30 + 50 + 20. I changed the order of the numbers to make adding easier. I know that 30 plus 20 equals 50 and 50 more equals 100. Then I added the 40 and got 140.Student DThen I added up the ones. 3 + 4 + 7 + 4. I changed the order of the numbers to make adding easier. I know that 3 plus 7 equals 10 and 4 plus 4 equals 8. 10 plus 8 equals 18. I then combined my tens and my ones. 140 plus 18 equals 158.Chapter 5 – 2-Digit SubtractionChapter Essential Question: How do you use place value to subtract 2-digit numbers with and without regrouping?Before(Grade One)Chapter Five Standards Grade TwoAfter (Grade Three)Represent and solve problems involving addition and subtraction.(1.OA.1)Use place value understanding and properties of operations to add and subtract.(1.NBT.4)Number & Operations in Base Ten 5: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.I can break apart a 1-digit subtrahend to subtract it from a 2-digit number.I can break apart a 2-digit subtrahend to subtract it from a 2-digit number.I can model 2-digit subtraction with regrouping.I can draw quick pictures and record 2-digit subtraction using the standard algorithm.I can record 2-digit subtraction using the standard algorithm.I can practice 2-digit subtraction with and without regrouping.I can rewrite horizontal subtraction problems vertically.I can use addition to find differences.Represent and solve problems involving multiplication and division.(3.OA.1)Use place value understanding and properties of operations to perform multi-digit arithmetic.(3.NBT.2)Operations & Algebraic Thinking 1: Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.I can solve problems involving 2-digit subtraction by using the strategy draw a diagram.I can represent subtraction situations with number sentences using a symbol for the unknown number.I can analyze word problems to determine what operations to use to solve multistep problems.Number & Operations in Base Ten 9: Explain why addition and subtraction strategies work, using place value and the properties of operations.I can model 2-digit subtraction with regrouping.Each day the math block will begin with 15 minutes of Daily Math Review and Mental Math. The focus of DMR should be either prerequisite standard skills or previous chapter concepts that were not mastered. The focus of mental math should be based on the current Chapter’s skills and concepts. Adjust the amount of questions in DMR and MM to fit into the 15 minute time block. Suggested Chapter PacingAll lessons are paced for one day, unless otherwise indicated. Teachers may adjust to meet students’ needs. Launching the ChapterPre-AssessmentReview Prerequisite SkillsCount on Me Subtraction! TE 313IRegroup to 100! TE 313IShow What You Know AssessmentIdentify Tier 2 and Tier 3 Groups for Small Group Instruction.Day Before Lesson 5.1Vocabulary Activity Bingo TE 316AVocabulary BuilderTE 315 - Identify students who will need further vocabulary support for Chapter Five.Preview Chapter CentersIntroduce chapter games, activities, and literature students will be using during center time.School – Home LetterRead together and send home.I Can StatementEssential QuestionImplementation NotesCenters by LessonTeacher Notes Lesson 5.1NBT.5I can break apart a 1-digit subtrahend to subtract it from a 2-digit number.How does breaking apart a number make subtracting easier? As well as breaking up the subtrahend, students could use a compensating strategy:32 – 7 = (32 – 2) – 5; 32 – 7 = (32 – 10) + 3A: Ways to GoL: Comic Books for SaleG: Subtraction ActionClick here to enter text.5.1 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: NoneAnimated Math Model:NoneLesson 5.2NBT.5I can break apart a 2-digit subtrahend to subtract it from a 2-digit number.How does breaking apart a number make subtracting easier?As well as breaking up the subtrahend, students could use a compensating strategy: 32 – 17 = (32 – 10) – 2 – 5; 32 – 17 = (32 – 20) + 3A: Ways to GoL: Comic Books for SaleG: Subtraction ActionClick here to enter text.5.2 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: NoneAnimated Math Model:NoneLesson 5.3NBT.5NBT.9I can model 2-digit subtraction with regrouping.When do you regroup in subtraction?Use Base Ten BlockThere are other acceptable strategies other than trading a ten for 10 ones that can be used.Students may continue to use strategies based in place value. Teachers need not feel obligated to move students to using a standard algorithm in second grade.A: Sticker SubtractionL: Comic Books for SaleG: What is the DifferenceClick here to enter text.5.3 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: Country Countdown: Block Busters – Level QAnimated Math Model:Model 2-Digit SubtractionLesson 5.4NBT.5I can draw quick pictures and record 2-digit subtraction using the standard algorithm.How do you record 2-digit subtraction? Use Base Ten BlockSame note as in 5.3A: RegroupingL: Comic Books for SaleG: What is the DifferenceClick here to enter text.5.4 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: Country Countdown: Block Busters – Level RAnimated Math Model:Model + Record 2-Digit SubtractionLesson 5.5NBT.5I can record 2-digit subtraction using the standard algorithm.How do you record the steps when subtracting 2-digit numbers?Use Base Ten BlockSame note as in 5.3A: Super SubtractionL: Comic Books for SaleG: What is the DifferenceClick here to enter text.5.5 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: Country Countdown: Block Busters – Level RNumberopolis: Carnival Stories – Level MNumberopolis: Carnival Stories – Level QAnimated Math Model:2-Digit SubtractionLesson 5.6NBT.5I can practice 2-digit subtraction with and without regrouping. How do you record the steps when subtracting 2-digit numbers?Same note as in 5.3Mid-Chapter Checkpoint OptionalA: Measuring UpL: Comic Books for SaleG: What is the DifferenceClick here to enter text.5.6 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: Numberopolis: Carnival Stories – Level RAnimated Math Model:Practice 2-Digit SubtractionI Can StatementEssential QuestionImplementation NotesCenters by LessonTeacher Notes Lesson 5.7NBT.5I can rewrite horizontal subtraction problems vertically in the standard algorithm format.What are two different ways to write subtraction problems?Same note as in 5.3A: Measuring UpL: Comic Books for SaleG: What is the DifferenceClick here to enter text.5.7 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: Country Countdown: Block Busters – Level QAnimated Math Model:Rewrite 2-Digit SubtractionLesson 5.8NBT.5I can use addition to find differences.How can you use addition to solve subtractions problems?This strategy will resonate with many students. This can be shown on an open number line as well.A: We’re in the MoneyL: Party PlansG: What is the DifferenceClick here to enter text.5.8 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: NoneAnimated Math Model:NoneLesson 5.9OA.1I can solve problems involving 2-digit subtraction by using the strategy draw a diagram.How can drawing a diagram help when solving subtraction problems?Students may use a different equation to represent the problems.Students may use any strategy to solve the problems.A: We’re in the MoneyL: Party PlansG: What is the DifferenceClick here to enter text.5.9 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: NoneAnimated Math Model:NoneLesson 5.10OA.1I can represent subtraction situations with number sentences using a symbol for the unknown number.How do you write a number sentence to represent a problem?Same as 5.9A: We’re in the MoneyL: Party PlansG: What is the DifferenceClick here to enter text.5.10 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: Country Countdown: Block Busters – Level QAnimated Math Model:NoneLesson 5.11OA.1I can analyze word problems to determine what operations to use to solve multistep word problems.How do you decide what steps to do to solve a problem?Same as 5.9A: We’re in the MoneyL: Party PlansG: What is the DifferenceClick here to enter text.5.11 TechnologyInteractive Whiteboard LessonInteractive Student Edition (Engage)Math on the SpotMega Math: NoneAnimated Math Model:Problem Solving Skill: Solve Multistep ProblemsAdditional Resources for Chapter 5Operations in Algebraic Thinking 5Number and Operations in Base Ten 1Number and Operations in Base Ten 9Digit SwitcherThree Digit ShufflePick Up SticksThinking About Place ValueDifferent Ways to Make the Same NumberCGI – Addition and Subtraction Story Bank‘2.NBT.9: What does this standard mean the students will know and be able to do?This standard calls for students to explain using concrete objects, pictures and words (oral or written) why addition or subtraction strategies work. The expectation is that students apply their knowledge of place value and the properties of operations in their explanation. Students should have the opportunity to solve problems and then explain why their strategies work.Students could also have experiences examining strategies and explaining why they work. Also include incorrect examples for students to examine. Operations embedded within meaningful context promote development of reasoning and justification.Example AOne of your classmates solved the problem 56 - 34 = __ by writing ―I know that I need to add 2 to the number 4 to get 6. I also know that I need to add 20 to 30 to get 20 to get to 50. So, the answer is 22.‖ Is their strategy correct? Explain why or why not?Example BOne of your classmates solved the problem 25 + 35 by adding 20 + 30 + 5 + 5. Is their strategy correct? Explain why or why not? ................
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