# Mathematical Goals. Common Core State Standards

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2 Materials Ten Frame Cards Center Materials The Game of Tens and Ones: Hundreds board for each pair of students, spinner, 2 color counters, Optional worksheets. Plus, Minus Stay the Same: Numeral cards 1-9, four of each card for each pair of players, Hundreds board for each pair of players 2 color counters, Base ten blocks. Story Problems: Worksheets, Base ten blocks or Ten Frame cards. Tasks in the Lesson Preparation for the lesson This lesson begins with Quick Images, and then the students work in centers as the teacher works with small groups. This lesson can last for several days. Students work in different centers each day, and the teacher works with different small groups. The centers can be assigned or students can choose centers. Activity Sheet The activity sheet attached has options for the numbers to use. They are in parentheses. Prior to the lesson determine which numbers you want to use and edit the activity sheet. Centers Determine which students you need to work with based on observations and student work. The centers will be a review of concepts previously taught. Before the lesson determine the small groups that will be worked with during center time. Possible group criteria: Students who group objects by tens but continue to count by ones. Students who can orally count by tens from any given number (21, 31, 41, etc.) but do not apply the concept when playing games or solving problems. Students who group objects by tens but do not notate their work in tens and ones. Students who can add 10 or 100 to a 3-digit number. There are many ways to group students to work on concepts. Your formative assessment data gathered previously to this lesson will determine what skills students need to practice. Grade 2: Two- and Three-Digit Addition and Subtraction 46

5 Name Solve each problem and show how you solved it. Use numbers, pictures or words to explain your strategy. 1. I saw (15, 67, 145) butterflies in the garden. (10, 20, 100) joined them. How many butterflies are now in the garden? 2. My class took a walk to collect leaves. The children collected (18, 41, 117) leaves. The teacher collected (10, 30, 100) more. How many leaves were collected? 3. Our class is collecting money for our field trip. On Monday we collected (25, 66, 131) dollars. On Tuesday we collected (10, 20, 50) dollars. How much money have we collected? 4. Wow, yesterday I went to the State Fair! I saw (16, 72, 278) cows. Then I saw (10, 20, 40) chickens. How many animals did I see? Grade 2: Two- and Three-Digit Addition and Subtraction 49

6 Name Solve each problem and show how you solved it. Use numbers, pictures or words to explain your strategy. 1. (15, 45, 121) bunnies were sitting in the grass. Some more bunnies hopped there. Then there were (25, 65, 141) bunnies. How many bunnies hopped over to join the bunnies in the grass? 2. My mother and I were collecting seashells. We collected (13, 66, 179) seashells on Monday. On Tuesday we collected some more. Then we had (23, 86, 199) seashells. How many seashells did we collect on Tuesday? 3. My basketball team scored (13, 41, 61) points in the first half. During the second half we scored more points. At the end of the game we had (33, 71, 101) points. How many points did we score in the second half? Grade 2: Two- and Three-Digit Addition and Subtraction 50

7 Name Solve each problem and show how you solved it. Use numbers, pictures or words to explain your strategy. 1. Our class is raising butterflies. On Monday (12, 34, 129) butterflies emerged from their chrysalises. Then on Tuesday some more hatched. We now have (32, 54, 149) butterflies flying in the butterfly house. How many butterflies hatched on Tuesday? 2. We were observing our tadpoles. We had (18, 65, 234) tadpoles. Then Tom brought (20, 30, 50) more to our class. How many tadpoles do we have now? 3. We collected (20, 78, 231) seashells in the morning. During the afternoon we found some more seashells. Now we have (50, 98, 291) seashells. How many did we find in the afternoon? 4. There were (21, 45, 92) children on the playground. Then (20, 40, 30) more children ran to the playground. How many children are now on the playground? Grade 2: Two- and Three-Digit Addition and Subtraction 51

8 Glossary, Table 1. Common addition and subtraction situations. 1 Result Unknown Change Unknown Start Unknown Add to Two bunnies sat on the grass. Three more bunnies hopped there. How many bunnies are on the grass now? =? Two bunnies were sitting on the grass. Some more bunnies hopped there. Then there were five bunnies. How many bunnies hopped over to the first two? 2 +? = 5 Some bunnies were sitting on the grass. Three more bunnies hopped there. Then there were five bunnies. How many bunnies were on the grass before?? + 3 = 5 Take from Put Together/ Take Apart 3 Compare 4 Five apples were on the table. I ate two apples. How many apples are on the table now? 5 2 =? Five apples were on the table. I ate some apples. Then there were three apples. How many apples did I eat? 5? = 3 Some apples were on the table. I ate two apples. Then there were three apples. How many apples were on the table before?? 2 = 3 Total Unknown Addend Unknown Both Addends Unknown 2 Three red apples and two green apples are on the table. How many apples are on the table? =? Five apples are on the table. Three are red and the rest are green. How many apples are green? 3 +? = 5, 5 3 =? Grandma has five flowers. How many can she put in her red vase and how many in her blue vase? 5 = 0 + 5, 5 = = 1 + 4, 5 = = 2 + 3, 5 = Difference Unknown Bigger Unknown Smaller Unknown ( How many more? version): Lucy has two apples. Julie has five apples. How many more apples does Julie have than Lucy? ( How many fewer? version): Lucy has two apples. Julie has five apples. How many fewer apples does Lucy have than Julie? 2 +? = 5, 5 2 =? (Version with more ): Julie has three more apples than Lucy. Lucy has two apples. How many apples does Julie have? (Version with fewer ): Lucy has 3 fewer apples than Julie. Lucy has two apples. How many apples does Julie have? =?, =? (Version with more ): Julie has three more apples than Lucy. Julie has five apples. How many apples does Lucy have? (Version with fewer ): Lucy has 3 fewer apples than Julie. Julie has five apples. How many apples does Lucy have? 5 3 =?,? + 3 = 5 2 These take apart situations can be used to show all the decompositions of a given number. The associated equations, which have the total on the left of the equal sign, help children understand that the = sign does not always mean makes or results in but always does mean is the same number as. 3 Either addend can be unknown, so there are three variations of these problem situations. Both Addends Unknown is a productive extension of this basic situation, especially for small numbers less than or equal to For the Bigger Unknown or Smaller Unknown situations, one version directs the correct operation (the version using more for the bigger unknown and using less for the smaller unknown). The other versions are more difficult. 1 Adapted from Box 2-4 of Mathematics Learning in Early Childhood, National Research Council (2009, pp. 32, 33). Grade 2: Two- and Three-Digit Addition and Subtraction 52

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