Subtracting Multiples of Ten: Pick and Choose

Day 1: Content Development

Title: Pick and Choose
Day One: Content Development / Grade Level:
2nd-3rd / Resources for Lesson:
High Yield Routines:
Origo Fundamentals: Purple Level
Lesson: Subtract 10, 20, 30, 40, 50, and 60 from three-digit multiples of five. / Guiding (Focus) Question:
How can I use multiple strategies (counting back and my knowledge of addition) to subtract multiples of ten from three-digit multiples of five?
Unit Learning Targets: Students will be able to subtract multiples of 10 from three-digit multiples of five.
Success Criteria: I can mentally subtract the number rolled from the three-digit number on the token.
Mathematical Practices / Content Standards
2.NBT-Number and operations in Base Ten
3.NBT-Number and Operations in Base Ten / Time for Lesson:
Warm up-10 minutes
Content Development-10 minutes
Game-30 minutes: Pick and ChooseReflection-10 minutes
Content Objectives: (Student Friendly)
I can subtract multiples of ten by three-digit multiples of five. / Language Objectives:
I can discuss my strategies for subtracting multiples of ten from three-digit numbers with my partner.
(Throughout unit make sure all four language modalities, reading, writing, speaking and listening are addressed)
Key Vocabulary
Multiple
Tens
Ones
Counting Back
Horizontal
Vertical
Diagonal / Lesson Supports / Materials:
Each Player-15 counters (a different color for each player)
Each Pair will need- A “Pick and Choose” game board, 1 set of numeral tokens (pg. 35) cut out and laminated, one number cube with the numbers 10,20,30,40,50,60.
Student Engagement: Leadership
How will this lesson develop leadership skills for our migrant students?
4. I use what I have learned. / Strategies to develop leadership skills:
Warm Up: (10 minutes)
High Yield Routines:
Content Development: (10 Minutes)
  1. Introduce the game “Pick and Choose” by inviting two students to play under the document camera using counters of different colors. Each student could represent half the class and that team could offer strategies and suggestions for where to place the counters on the game board.
/ Notes:
Game Activity: (30 Minutes)
  1. Give each pair the number cube, 15 counters each (different colors) a game board, and the numeral tokens.
  2. As students are playing ask questions such as:
  3. What token are you going to select? Why?
  4. What number will you need to roll? How do you know? For example if 130 is needed on the game board, and the student selects the 160 token he/she would need to roll a 30 on the dice to cover the 130 space on his/her board.

Reflection: (10 Minutes)
  1. Have a discussion about the methods students use to subtract. An example could be when subtracting 60 from 175 students might…
  2. Start with 175 and count back in tens
  3. 17 tens take away 6 tens, which would give me 115 as an answer.
  4. Subtract 6 (tens) from 7 (tens)
/ Review and Assessment:
Exit Task (using notecards or post-it notes)
165-40
176-30
185-50
Home School Connection
Have your child add or subtract with multiples of 10. Example problems:
O I have 32 cents and I received 40 cents. How much money do I have now?
O I went to the candy store with 74 cents. A chocolate bar that I bought cost 50 cents. How much money do I have now?
Using money (Mexican and American Coins) work with your child to subtract amounts of money using multiples of 10. EXAMPLE 12 dimes 120 cents- 3 dimes or 30 cents=90 cents or 9 dimes / Materials to Send Home:
Home School Connection page

Relating addition and subtraction problems to money

Day Two: Problem Solving (Saving Money 1)

Title:
Day Two: Problem Solving / Grade Level:
2nd-3rd / Resources for Lesson:
High Yield Routines:
Illustrative Mathematics Task: Saving money 1
Lesson: Students will relate addition and subtraction problems to money and to situations and goals related to saving money. / Guiding (Focus) Question:
How many day will it take Louis to save money for shoes and school supplies?
Unit Learning Targets: I can use multiple strategies to show my understanding of place-value and situations involving money.
Success Criteria: I can share my thinking of how many days it will take Louis to save for school supplies and shoes.
Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning / Content Standards
2.NBT
2.OA / Time for Lesson:
Warm Up: 10 Minutes
Content Development: 20 Minutes
Problem Solving: 20 Minutes
Reflection: 10 Minutes
Content Objectives: (Student Friendly)
I can add two two-digit numbers using multiple representations. / Language Objectives:I can discuss, write, draw, and describe how I solved the problem.
(Throughout unit make sure all four language modalities, reading, writing, speaking and listening are addressed)
Key Vocabulary
Regrouping
Addition
Subtraction
Ones
Tens / Lesson Supports / Materials:
Place Value Disks
Base ten blocks
Popsicle sticks
Paper and pencil
Number line

Migrant Math SupportsWashington MEP7/16/2014

Student Engagement: Leadership
How will this lesson develop leadership skills for our migrant students?
3. I am healthy and plan financially. / Strategies to develop leadership skills:
Warm Up: High Yield Routines (Mystery Number) (10 Minutes)
  • Begin by discussing the process for “Mystery Number”
  • Start with the number 20 for example. Ask students what we know about the number
  • Have students give clues for the mystery number such as
  • It is even, it has 2 tens, when you count by fives and tens you hit this number etc.
  • Give the students a number and have small groups try to come up with a couple clues

Content Development: (10 Minutes) Read the task to the students and discuss what the problem is asking. What do we know? What are we trying to find out? Work through and model this question, asking students how we could find the answer. Have students share strategies and allow students to try and solve the task for Saving Money 1. After students share and discuss, solve the problem with students. / Notes:
Problem Solving Activity: (30 Minutes)
Read through the task Saving Money 2. Students already have answered letter a, but can work on b and c. Students cold break the problem down using “friendly numbers,” or number bonds. Students can use a bar model or number line to show their thinking.
Reflection:(10 Minutes)Allow students to share their thinking using the document camera for problem b,c. Next, using an empty number line, model how we can count by fives (skip count) to see how long it will take. / Review and Assessment:
Home School Connection / Materials to Send Home:

Migrant Math SupportsWashington MEP7/16/2014