Grade 2: Chapter 6 – 3-Digit Addition and Subtraction

Chapter Essential Question:What are some strategies for adding and subtracting 3-digit numbers?

Before
(Grade One) / Chapter Six Standards
Grade Two / After
(Grade Three)
Use place value understanding and properties of operations to add and subtract.
(1.NBT.4) / Number & Operations in Base Ten 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.
  • I can draw quick pictures to represent 3-digit addition.
  • I can apply place value concepts when using a break apart strategy for 3-digit subtraction.
  • I can record 3-digit addition using the standard algorithm with possible regrouping of ones.
  • I can record 3-digit addition using the standard algorithm with possible regrouping of tens.
  • I can record 3-digit addition using the standard algorithm with possible regrouping of ones and tens.
  • I can solve problems involving 3-digit subtraction by using the strategy make a model.
  • I can record 3-digit subtraction using the standard algorithm with possible regrouping of tens.
  • I can record 3-digit subtraction using the standard algorithm with possible regrouping of hundreds.
  • I can record 3-digit subtraction using the standard algorithm with possible regrouping of tens and hundreds.
  • I can record subtraction using the standard algorithm when there are zeroes in the minuend.
/ Use place value understanding and properties of operations to perform multi-digit arithmetic.
(3.NBT.2)

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 Pacing

All lessons are paced for one day, unless otherwise indicated. Teachers may adjust to meet students’ needs.

Launching the Chapter / Pre-Assessment / Review Prerequisite Skills
Spin It!: TE 387I
Add on Hundreds!: TE387I / Show What You Know Assessment
TE 388
Identify Tier 2 and Tier 3 Groups for Small Group Instruction.
Day Before Lesson 6.1 / Vocabulary Activity
Picture It TE 390A
Develop vocabulary for describing addition and subtraction / Vocabulary Builder
TE 389
Identify students who will need further vocabulary support for Chapter 6. / Preview Chapter Centers
Introduce chapter games, activities, and literature students will be using during center time. / School – Home Letter
Read together and send home.
I Can Statement / Essential Question / Implementation Notes / Centers by Lesson / Teacher Notes
Lesson 6.1
NBT.7 / I can draw quick pictures to represent 3-digit addition. / How do you draw quick pictures to show adding 3-digit numbers? / A: Hundreds (Blue 16)
L: The If Game / Click here to enter text.
6.1 Technology / Interactive Whiteboard Lesson / Interactive Student Edition (Engage) / Math on the Spot / Mega Math:
None / Animated Math Model:
None
Lesson 6.2
NBT.7 / I can apply place value concepts when using a break apart strategy for 3-digit addition. / How do you break apart addends to add hundreds, tens, and the ones. / A: Hundreds (Blue 16)
L: The If Game / Click here to enter text.
6.2 Technology / Interactive Whiteboard Lesson / Interactive Student Edition (Engage) / Math on the Spot / Mega Math:
CountryCountdown: Block Busters – Level V
CountryCountdown: Block Busters – Level W / Animated Math Model:
Break Apart Numbers to Add
Lesson 6.3
NBT.7 / I can record addition using the standard algorithm with possible regrouping of ones. / When do you regroup ones in addition? / Base Ten Blocks
Students may continue to use strategies based in place value. Teachers do not need to feel obligated to move the students to the standard algorithm in Grade 2. / A: Regrouping Ones (Orange 16)
L: The If Game / Click here to enter text.
6.3 Technology / Interactive Whiteboard Lesson / Interactive Student Edition (Engage) / Math on the Spot / Mega Math:
CountryCountdown: Block Busters – Level V / Animated Math Model:
None
Lesson 6.4
NBT.7 / I can record addition using the standard algorithm with possible regrouping of tens. / When do you regroup tens in addition? / Same notes as Lesson 6.3 / A: What a Deal (Purple 16)
L: The If Game / Click here to enter text.
6.4 Technology / Interactive Whiteboard Lesson / Interactive Student Edition (Engage) / Math on the Spot / Mega Math:
CountryCountdown: Block Busters – Level W / Animated Math Model:
3-Digit Addition: Regroup Tens
Lesson 6.5
NBT.7 / I can record addition using the standard algorithm with possible regrouping of both ones and tens. / How do you know when to regroup in addition? / Same notes as Lesson 6.3
Mid Chapter Checkpoint is optional / A: What a Deal (Purple 16)
L: The If Game / Click here to enter text.
6.5 Technology / Interactive Whiteboard Lesson / Interactive Student Edition (Engage) / Math on the Spot / Mega Math:
CountryCountdown: Block Busters – Level V
CountryCountdown: Block Busters – Level W / Animated Math Model:
Addition with Regrouping up to 3 Digits
Lesson 6.6
NBT.7 / I can solve problems involving 3-digit subtraction by using the strategy make a model. / How can making a model help when solving subtraction problems? / Students may use any strategy to solve the problems.
Base Ten Blocks / L: The Bug Boys
G: Around the World! / Click here to enter text.
6.6 Technology / Interactive Whiteboard Lesson / Interactive Student Edition (Engage) / Math on the Spot / Mega Math:
CountryCountdown: Block Busters – Level Y
CountryCountdown: Block Busters – Level Z / Animated Math Model:
None
I Can Statement / Essential Question / Implementation Notes / Centers by Lesson / Teacher Notes
Lesson 6.7
NBT.7 / I can record subtraction using the standard algorithm with possible regrouping of tens. / When do you regroup tens in subtraction? / Base-Ten Blocks
There are other acceptable strategies other than trading 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. / L: The Bug Boys
G: Around the World! / Click here to enter text.
6.7 Technology / Interactive Whiteboard Lesson / Interactive Student Edition (Engage) / Math on the Spot / Mega Math:
CountryCountdown: Block Busters – Level Y / Animated Math Model:
None
Lesson 6.8
NBT.7 / I can record subtraction using the standard algorithm with possible regrouping of hundreds. / When do you regroup hundreds in subtraction? / Same notes as Lesson 6.7 / A: Twice is Nice (Blue 19)
L: The Bug Boys
G: Around the World! / Click here to enter text.
6.8 Technology / Interactive Whiteboard Lesson / Interactive Student Edition (Engage) / Math on the Spot / Mega Math:
CountryCountdown: Block Busters – Level Z / Animated Math Model:
3 Digit Subtraction: Regroup Tens
Lesson 6.9
NBT.7 / I can record subtraction using the standard algorithm with possible regrouping of both hundreds and tens. / How do you know when to regroup in subtraction? / Same notes as Lesson 6.7
The Walter’s Way listed in the Problem Solving component is a strategy for finding differences that is very accessible for many students. / A: Twice is Nice (Blue 19)
L: The Bug Boys
G: Around the World! / Click here to enter text.
6.9 Technology / Interactive Whiteboard Lesson / Interactive Student Edition (Engage) / Math on the Spot / Mega Math:
CountryCountdown: Block Busters – Level Y
CountryCountdown: Block Busters – Level Z / Animated Math Model:
3 Digit Subtraction: Regroup Hundreds
Lesson 6.10
NBT.7 / I can record subtraction using the standard algorithm when there are zeros in the minuend. / How do you regroup when there are zeros in the number you start with? / Same notes as Lesson 6.7 / A: Zero Gravity (Orange 19)
L: The Bug Boys
G: Around the World! / Click here to enter text.
6.10 Technology / Interactive Whiteboard Lesson / Interactive Student Edition (Engage) / Math on the Spot / Mega Math:
None / Animated Math Model:
3 Digit Subtraction: Regroup Tens
3 Digit Subtraction: Regroup Hundreds
What does this standard mean the students will know and be able to do?
This standard references composing and decomposing a ten. This work should include strategies such as making a 10, making a 100, breaking apart a 10, or creating an easier problem. Students should have ample experiences using concrete materials and pictorial representations to support their work.
The standard algorithm of carrying or borrowing is not an expectation in Second Grade. Students are not expected to add and subtract whole numbers using a standard algorithm until the end of Fourth Grade.
Possible Strategies
Student A
354 – 287 =
This student uses a number line. ―I started at 354 and jumped 200. I landed on 554. I then made 8 jumps of 10 and landed on 634. I then jumped 7 and landed on 641.‖ / Student B
354 – 287 =
This student uses base ten blocks & mat. ―I broke all of the numbers up by place value using a place value chart. I first added the ones (4 + 7), then the tens (50+80) and then the hundreds (200 = 500) I then combined my answers: 500 + 130 = 630. 630 + 11 = 641‖. / Student C
354 – 287 =
This student uses place value blocks. ―I made a pile of 354. I then added 287. That gave me 5 hundreds, 13 tens and 11 ones. I noticed that I could trade some pieces. I had 11 ones, and traded 10 ones for a ten. I then had 14 tens, so I traded 10 tens for a hundred I ended up with 6 hundreds, 4 tens and 11 ones.

Des Moines Public Schools 2014-2015 Math Curriculum Guides Page | 1

Grade 2 – Chapter 6