# 2 Mathematics Curriculum

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1 New York State Common Core 2 Mathematics Curriculum GRADE GRADE 2 MODULE 3 Topic G: Use Place Value Understanding to Find 1, 10, and 100 More or Less than a Number 2.NBT.2, 2.NBT.8, 2.OA.1 Focus Standard: 2.NBT.2 Count within 1000; skip count by 5s, 10s, and 100s. Instructional Days: 3 Coherence Links from: G1 M6 Place Value, Comparison, Addition, and Subtraction of Numbers to 100 Links to: G2 M4 Addition and Subtraction of Numbers to 1000 The module closes with questions such as, What number is 10 less than 402? What number is 100 more than 98? As students have been counting up and down throughout the module, these three lessons should flow nicely out of their work thus far and provide a valuable transition to the addition and subtraction of the coming module where more and less will be re interpreted as addition and subtraction of one, ten and a hundred. (2.NBT.8). The language component of this segment is essential, too. Students need to be encouraged to use their words to make statements such as, 452 is 10 less than 462 and 100 less than 562. This allows for greater understanding of comparison word problems (2.0A.1) wherein the language of more and less is a constant presence. CONCEPT CHART A Teaching Sequence Towards Mastery of Finding 1, 10, or 100 More or Less than a Number Concept 1: Model and Use Language to Tell About 1 More/Less, 10 More/Less, 100 More/Less (Lesson 19) Concept 2: Model 1 More/Less, 10 More/Less, 100 More/Less Involving Numbers such as 399, 900, etc. (Lesson 20) Concept 3: Complete a Pattern Counting Up and Down (Lesson 21) Topic G: Use Place Value Understanding to Find 1, 10, and 100 More or Less Than a Number 3.G.1

2 NYS COMMON CORE MATHEMATICS CURRICULUM Topic G 2 3 Mathematical Practices Brought to Life Mathematical Practice 8, Look for and express regularity in repeated reasoning is exemplified as students find 1 more, 1 less, 10 more, 10 less, 100 more, and 100 less than a number and see the useful pattern of the regular change in the base number. Topic G: Use Place Value Understanding to Find 1, 10, and 100 More or Less Than a Number 3.G.2

3 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Lesson 19: Model and Use Language to Tell About 1 More/1 Less, 10 More/10 Less, 100 More/More Less Suggested Lesson Structure Fluency Practice Concept Development Application Problems Student Debrief Total Time (12 minutes) (28 minutes) (10 minutes) (10 minutes) (60 minutes) Fluency Practice (12 minutes) Sprint 2.OA.2 (12 minutes) Sprint (12 minutes) Materials: (S) Differences Sprint T: Yesterday was our third day of practice on sums. Time to move on to differences. T: 5 3 is? S: 2. T: 15 3 is? S: 12. T: 7 1 is? S: 6. T: 17 1 is? S: 16. T: Discuss what you see happening. How do the simple problems relate to the subtraction from the teens? S: (Share.) T: That is a clue to help you with today s sprint. Take your mark, get set, THINK! As you close this fluency activity, remind students that the same sprint will be given tomorrow. Lesson 19: Model and Use Language to Tell About 1 More/ 1 Less, 10 More/ 10 Less, 100 More/ More Less 3.G.3

5 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson MP.8 T: (Post sentence frame 1 more than is. ) Add another one disk. How many now? S: 187. T: Use our sentence frame to describe what you know. (Point to the 1 more than frame.) S: 1 more than 186 is 187. T: (Write 187 on the board under 186.) Add another one disk. S: 188. T: Using our sentence frame? S: 1 more than 187 is 188. T: (Write 188 on the board under 187.) Look at our new list of numbers. What do you notice? S: The ones are changing. They re counting up by one each time we add a disk. T: I ll label this list (150, 160, 170, 180) 10 more since we counted by tens, and this list (186, 187, 188) 1 more because we counted by ones. T: Talk to your partner about how our 1 more and 10 more lists are the same and different. S: The hundreds are all the same. In both lists only 1 number changes. When we count by tens the tens place changes, same for the ones. The numbers in both lists grow by 1 each time. They look like they re growing by 1 in the tens list, but they re really growing by 10! T: (Label a 100 more list to the left of 10 more.) Let s count by hundreds. What place will change? S: The hundreds place! T: We have 188 now (write 188 at the top of the 100 more list). Add a hundred disk. S: (Students show.) T: How many now? S: 288! T: So (prompt students by posting the frame 100 more than is. ) S: 100 more than 188 is 288! T: (Write 288 under 188 on the 100 more list.) Were we right? Which place is changing? S: The hundreds place! T: Use the pattern to finish my sentence. 100 more than 288 is? S: 388! T: (Write 388 under 288.) Good. Place another hundreddisk to check and see. Continue, but switch so that students practice counting down by hundreds, tens, and ones. NOTES ON SUPPORTING ELLS and STUDENTS BELOW GRADE LEVEL: ELLs may have a challenging time articulating how the 1 more and 10 more lists are the same and different. Encourage them to use their place value disks to help them explain their thinking if needed. Additionally, refer them to the sentence frames on the board to support their responses to one another. Lesson 19: Model and Use Language to Tell About 1 More/ 1 Less, 10 More/ 10 Less, 100 More/ More Less 3.G.5

6 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Pictorial (8 minutes) T: With 1 more and 1 less, which place is changing? NOTES ON S: The ones! SUPPORTING ELLS and STUDENTS BELOW T: (Draw and write 427.) What number am I showing? GRADE LEVEL: S: 427. If students have a hard time identifying T: (Draw a one disk.) Use our frame to describe what which place value is changing, instruct happened. (Point to the 1 more frame.) them to circle, underline, or highlight S: 1 more than 427 is 428. the number(s) that is changing. This will allow them to explicitly see the T: (Write 428 under 427.) 1 more than 428 is? movement in the numbers of becoming S: 429. more or less in their specific place T: So 1 less than 429 is? values. S: 428. T: We can say 1 less than 429 is 428. Your turn. S: 1 less than 429 is 428. T: (Draw a ten disk.) What place changed? S: The tens! T: Now what s my number? S: 439. T: I ll add another ten (draw a ten disk). What s my number now? S: 449. T: So 10 less than 449 is? S: 439. T: We can say 10 less than 449 is 439. Your turn. S: 10 less than 449 is 439. T: (Draw a hundred disk.) What s my number? S: 549. T: (Write 649 in standard form next to the drawing.) What unit should I put in order to have 649? S: 1 hundred. T: We can say 100 more than 549 is 649. Your turn. S: 100 more than 549 is 649. T: (Write 650 next to 649.) What is the difference between 649 and 650? S: A ten! T: Let s think about that. Join in and count with me. 646, 647, 648, 649, 650. S: (Students chorally count.) T: So what is the difference between 649 and 650? S: 1! T: Yes. We can say 1 less than 650 is 649. Your turn. Lesson 19: Model and Use Language to Tell About 1 More/ 1 Less, 10 More/ 10 Less, 100 More/ More Less 3.G.6

10 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Sprint 2 3 A Subtract = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = Bill Davidson # Correct Lesson 19: Model and Use Language to Tell About 1 More/ 1 Less, 10 More/ 10 Less, 100 More/ More Less 3.G.10

11 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Sprint 2 3 B Improvement # Correct Subtract = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = Bill Davidson Lesson 19: Model and Use Language to Tell About 1 More/ 1 Less, 10 More/ 10 Less, 100 More/ More Less 3.G.11

12 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Worksheet 2 3 Name Date 1) Model each change on your place value chart. Then fill in the chart. Whisper the complete sentence. more/less than is. than 242 is more 100 less 10 more 10 less 1 more 1 less 2) Fill in the blanks. Whisper the complete sentence. a) 1 more than 314 is. f) less than 199 is 198. b) 10 more than 428 is. c) 100 less than 635 is. d) more than 243 is 343. e) less than 578 is 568. g) 1 more than is 405. h) 10 less than is 372. i) 100 less than is 739. j) 10 more than is 946 Lesson 19: Model and Use Language to Tell About 1 More/ 1 Less, 10 More/ 10 Less, 100 More/ More Less 3.G.12

13 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Worksheet 2 3 3) Whisper the numbers as you count: a) Count by 1s from 367 to 375. b) Skip-count by 10s from 422 to 492. c) Skip-count by 100s from 156 to 856. d) Count by 1s from 269 to 261. e) Skip-count by 10s from 581 to 511. f) Skip-count by 100s from 914 to 314. I found letter to be challenging, because. My starting number is 217. I skip-count up by 100s seven times. What is the last number I count? Explain your thinking below: Lesson 19: Model and Use Language to Tell About 1 More/ 1 Less, 10 More/ 10 Less, 100 More/ More Less 3.G.13

14 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Exit Ticket 2 3 Name Date Fill in the blanks. a) 10 more than 239 is. b) 100 less than 524 is. c) more than 352 is 362. d) more than 467 is 567. e) 1 more than is 601. f) 10 less than is 241. g) 100 less than is 878. h) 10 more than is 734 Lesson 19: Model and Use Language to Tell About 1 More/ 1 Less, 10 More/ 10 Less, 100 More/ More Less 3.G.14

15 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Homework 2 3 Name Date 1) Fill in the chart. Whisper the complete sentence. than 146 is more 100 less 10 more 10 less 1 more 1 less 2) Fill in the blanks. Whisper the complete sentence. a) 1 more than 103 is. g) 1 more than is 619. b) 10 more than 378 is. c) 100 less than 545 is. d) more than 123 is 223. h) 10 less than is 546. i) 100 less than is 818. j) 10 more than is 974. e) less than 987 is 977. f) less than 422 is 421. Lesson 19: Model and Use Language to Tell About 1 More/ 1 Less, 10 More/ 10 Less, 100 More/ More Less 3.G.15

16 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Lesson 20: Model 1 More/Less, 10 More/Less, and 100 More/Less, Involving Numbers such as 399, 900, etc. Suggested Lesson Structure Fluency Practice Application Problems Concept Development Student Debrief Total Time (12 minutes) (8 minutes) (30 minutes) (10 minutes) (60 minutes) Fluency Practice (12 minutes) Sprint 2.OA.2 (12 minutes) Sprint (12 minutes) Materials: (S) Differences Sprint T: Today is going to be a repeat of yesterday s sprint. Let s do some related facts practice. If I say 6 2, you say 16 2 = 14. T: 5 4. S: 15 4 = 11. T: 8 4. S: 18 4 = 14 T: 6 3. S: 16 3 = 13. T: Turn and test your partner for 30 seconds. (Pause.) Switch. (Pause.) T: Ok. How many of you studied last night? Are you prepared to succeed? S: Yes!!! T: Take your mark, get set, THINK! Once again, as you close this fluency activity, inform the students that the same sprint will be given tomorrow. Lesson 20: Model 1 More/Less, 10 More/Less, and 100 More/Less, Involving Numbers such as 399, 900, etc. 3.G.16

19 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson S: 10 less than 500 is 490. T: 10 less than 503 is? S: 10 less than 503 is 493. T: 10 more than 490 is? S: 10 more than 490 is 500. T: 10 more than 493 is? S: 10 more than 493 is 503. Repeat that process with a few other numbers. A suggested sequence might be: 10 less than 204, 10 less than 305, 10 less than 502, ten less than 307, etc. Be aware that you are setting a wonderful foundation for regrouping in subtraction and addition. Pictorial (8 minutes) Materials: (S) Place value mat, personal white boards, and markers Begin with the place value mat inside each student s personal board. T: Draw 130. S: (Students draw.) T: Make it 140. S: (Students draw.) T: Make it 150. S: (Students draw.) T: Name my count. 1 more, 1 less, 10 more, 10 less, 100 more, or 100 less? S: 10 more! T: Good. Erase. Draw 715. S: (Students draw.) T: Make it 705. S: (Students draw.) T: Make it 695. S: (Students draw.) T: Name my count. S: 10 less! Students will catch on quickly. Complete another round or two and transition into having students play with a partner while you meet with a small group. Lesson 20: Model 1 More/Less, 10 More/Less, and 100 More/Less, Involving Numbers such as 399, 900, etc. 3.G.19

20 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Pictorial/Abstract Worksheet (12 minutes) Instruct students to model the problems on the place value chart, fill in the blanks, and circle all that apply. They should also whisper the complete sentence. Student Debrief (10 minutes) T: Bring your worksheet to the carpet. Skip count down by hundreds as you transition, starting with 904. S: 904, 804, 704, 604, 504, 404 T: Take a couple of minutes to check your work with a partner. S: (Students compare answers.) T: I m hearing several of you disagree about how many jumps Jenny has to do to count to 147. Some say 7 and some say 8. Jackie, will you share your thinking? Lesson 20: Model 1 More/Less, 10 More/Less, and 100 More/Less, Involving Numbers such as 399, 900, etc. 3.G.20

22 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Sprint 2 3 A Subtract = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = Bill Davidson # Correct Lesson 20: Model 1 More/Less, 10 More/Less, and 100 More/Less, Involving Numbers such as 399, 900, etc. 3.G.22

23 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Sprint 2 3 B Improvement # Correct Subtract = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = Bill Davidson Lesson 20: Model 1 More/Less, 10 More/Less, and 100 More/Less, Involving Numbers such as 399, 900, etc. 3.G.23

24 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Worksheet 2 3 Name Date 1) Model each problem with a partner on your place value chart. Then fill in the blanks and circle all that apply. Whisper the complete sentence. one a) 1 more than 39 is. ten We made a. b) 10 more than 190 is. We made a. c) 10 more than 390 is. We made a. d) 1 more than 299 is. We made a. e) 10 more than 790 is. We made a. hundred one ten hundred one ten hundred one ten hundred one ten hundred 2) Fill in the blanks. Whisper the complete sentence. a) 1 less than 120 is. f) less than 938 is 838. b) 10 more than 296 is. c) 100 less than 229 is. d) more than 598 is 608. e) more than 839 is 840. g) 10 more than is 306. h) 100 less than is 894. i) 10 less than is 895. j) 1 more than is Lesson 20: Model 1 More/Less, 10 More/Less, and 100 More/Less, Involving Numbers such as 399, 900, etc. 3.G.24

25 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Worksheet 2 3 3) Whisper the numbers as you count: a) Count by 1s from 106 to 115. b) Count by 10s from 467 to 527. c) Count by 100s from 342 to 942. d) Count by 1s from 325 to 318. e) Skip-count by 10s from 888 to 808. f) Skip-count by 100s from 805 to 5. Jenny loves jumping rope. Each time she jumps she skip-counts by 10s. She starts her first jump at 77, her favorite number. How many times does Jenny have to jump to get to 147? Explain your thinking below. Lesson 20: Model 1 More/Less, 10 More/Less, and 100 More/Less, Involving Numbers such as 399, 900, etc. 3.G.25

26 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Exit Ticket 2 3 Name Date Fill in the blanks and circle all that apply. 1 more than 209 is. We made a. one ten hundred a) 1 less than 150 is. b) 10 more than 394 is. c) less than 607 is 597. d) 10 more than is 716. e) 100 less than is 894. f) 1 more than is 900. Lesson 20: Model 1 More/Less, 10 More/Less, and 100 More/Less, Involving Numbers such as 399, 900, etc. 3.G.26

27 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Homework 2 3 Name Date 1) Fill in the blanks. Whisper the complete sentence. a) 1 less than 160 is. b) 10 more than 392 is. c) 100 less than 425 is. d) more than 549 is 550. e) more than 691 is 601. f) 10 more than is 704. g) 100 less than is 986. h) 10 less than is 815. Lesson 20: Model 1 More/Less, 10 More/Less, and 100 More/Less, Involving Numbers such as 399, 900, etc. 3.G.27

28 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Homework 2 3 2) Count the numbers aloud to a parent. a) Count by 1s from 204 to 212. b) Skip-count by 10s from 376 to 436. c) Skip-count by 10s from 582 to 632. d) Skip-count by 100s from 908 to 18. Henry enjoys watching his pet frog hop. Each time his frog hops Henry skip-counts backwards by 100s. Henry starts his first count at 815. How many times does his frog have to jump to get to 15? Explain your thinking below. Lesson 20: Model 1 More/Less, 10 More/Less, and 100 More/Less, Involving Numbers such as 399, 900, etc. 3.G.28

29 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 2 Lesson 21: Complete a Pattern Counting Up and Down Suggested Lesson Structure Fluency Practice Application Problems Concept Development Student Debrief Total Time (12 minutes) (8 minutes) (30 minutes) (10 minutes) (60 minutes) Fluency Practice (12 minutes) Sprint 2.OA.2 (12 minutes) Sprint 2.OA.2 (12 minutes) Materials: (S) Differences Sprint Lesson 21 s sprint is a review of the take from ten facts. This is in preparation for Module 4 in which students will work towards mastery of the sums and differences to 20. Run a few extra copies to give to students to take home; quite a few will want to. For students struggling for fluency with these basic facts, find time if possible in your instructional day to time their improvement, or allow them to time themselves. Application Problem (8 minutes) Rahim is reading a really exciting book! He s on page 98. If he reads 10 pages every day, what page will he be on in 3 days? T: Use your RDW process. (Lead students as necessary through the sequence of questions we want them to internalize.) What do you see? Can you draw something? What can you draw? What conclusions can you make from your drawing? T: Talk with your partner about different ways you can solve this problem using what you ve learned. T: (Invite students to share their work and explain their Lesson 21: Complete a Pattern Counting Up and Down 3.G.29

34 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 Sprint 2 A Subtract = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = Bill Davidson # Correct Lesson 21: Complete a Pattern Counting Up and Down 3.G.34

35 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 Sprint 2 B Improvement # Correct Subtract = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = Bill Davidson Lesson 21: Complete a Pattern Counting Up and Down 3.G.35

36 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 Worksheet 2 Name Date 1) Whisper the numbers as you count: a) Count by 1s from 326 to 334. b) Skip-count by 10s from 472 to 532. c) Skip-count by 10s from 930 to 860. d) Skip-count by 100s from 708 to ) Find the pattern. Fill in the blanks. a) 297, 298,,,, b) 143, 133,,,, c) 357, 457,,,, d) 578, 588,,,, 3) Find the pattern. Fill in the blanks. a) 132,, 134,,, 137 b) 409,,, 709, 809, c) 210,, 190,,, 160, 150 Lesson 21: Complete a Pattern Counting Up and Down 3.G.36

37 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 Worksheet 2 Lesson 21: Complete a Pattern Counting Up and Down 3.G.37

38 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 Exit Ticket 2 Name Date Find the pattern. Fill in the blanks. a) 109,, 111,,, 114 b) 710,, 690,,, 660, 650 c) 342,,, 642, 742, d) 902,,, 872,, 852 Lesson 21: Complete a Pattern Counting Up and Down 3.G.38

39 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 Homework 2 Name Date 1) Find the pattern. Fill in the blanks. a) 396, 397,,,, b) 251, 351,,,, c) 476, 486,,,, d) 630, 620,,,, 2) Find the pattern. Fill in the blanks. a) 208, 209,,,, 213 b) 316,,, 616, 716, c) 547,, 527,, 507, d) 672,, 692,, 3) Fill in the chart Lesson 21: Complete a Pattern Counting Up and Down 3.G.39

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