Place Value, Addition and Subtraction within 200
​Nov. 14 - Dec. 16, 2016

Week 1
​Nov. 14 - 18
Week 2
​Nov. 28 - Dec. 2
Week 3
Dec. ​5-9
Week 4
​Dec. 12 - 16
                                                      Common Core Standards

Number and Operations in Base Ten

Understand place value.
CCSS.MATH.CONTENT.2.NBT.A.1
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
CCSS.MATH.CONTENT.2.NBT.A.1.A
100 can be thought of as a bundle of ten tens — called a "hundred."
CCSS.MATH.CONTENT.2.NBT.A.1.B
The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
CCSS.MATH.CONTENT.2.NBT.A.2
Count within 1000; skip-count by 5s, 10s, and 100s.
CCSS.MATH.CONTENT.2.NBT.A.3
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
CCSS.MATH.CONTENT.2.NBT.A.4
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
Use place value understanding and properties of operations to add and subtract.
CCSS.MATH.CONTENT.2.NBT.B.5
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
CCSS.MATH.CONTENT.2.NBT.B.6
Add up to four two-digit numbers using strategies based on place value and properties of operations.
CCSS.MATH.CONTENT.2.NBT.B.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.
CCSS.MATH.CONTENT.2.NBT.B.8
Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.
CCSS.MATH.CONTENT.2.NBT.B.9
Explain why addition and subtraction strategies work, using place value and the properties of operations.1

1 Explanations may be supported by drawings or objects.
Pacing
Key Lesson
Week 1:
​Investigation 6 - How Many Tens? How Many Ones?

Dates
​Session 1.1:  Story Problems with Stickers? 
Materials/Manipulatives:  
  • Connecting Cubes
  • Stickers (M3, M5/R3, R5)
  • Student Activity Book: Pages 1-3
Main Focus
  • Developing efficient methods for adding 2-digit numbers
  • Adding tens and ones to combine 2-digit numbers
  • Writing an equation that represent a problem

Session 1.2: More Story Problems with Stickers
Materials/Manipulatives:  
  • Connecting Cubes
  • Student Activity Book: Pages 4-6
Main Focus
  • Developing efficient methods for adding and subtracting 2-digit numbers
  • Noticing what happens to the tens place when a multiple of ten is added or subtracted
  • Adding 2-digit numbers by keeping one number whole.
  • Writing an equation that represent a problem

Session 1.3:  Story Problems 
Materials/Manipulatives:  
  • Connecting Cubes
  • Stickers (M3, M5/R3, R5)
  • Student Activity Book: Pages 7-12
Main Focus
  • Developing efficient methods for adding 2-digit numbers
  • Naming and comparing strategies for adding 2-digit numbers
  • Developing efficient methods for notating addition and subtraction strategies
  • Writing an equation that represent a problem

Session 1.4:  More Story Problems
Materials/Manipulatives:  
  • Connecting Cubes
  • Stickers (M3, M5/R3, R5)
  • Student Activity Book: Pages 13-15
Main Focus
  • Developing efficient methods for adding and subtracting 2-digit numbers
  • Naming and comparing strategies for adding 2-digit numbers
  • Developing efficient methods for notating addition and subtraction strategies
  • Writing an equation that represent a problem
Week 2:
​Investigation 6 - How Many Tens? How Many Ones?

Dates
Session 2.1:  Guess My Number on the 100 Chart:  
  • Game (M8/R8)
  • Student Activity Book: Pages 16-20
Main Focus
  • Developing efficient methods for adding and subtracting 2-digit numbers
  • Naming and comparing strategies for adding 2-digit numbers
  • Developing efficient methods for notating addition and subtraction strategies
  • Writing an equation that represent a problem

Session 2.2:  Roll-a-Square
Materials/Manipulatives:  
  • Connecting Cubes
  • Number Cubes 1-6
  • Game Board (M10, M11-M12/R10, R11-R12)
  • Student Activity Book: Pages 16-21
Main Focus
  • Organizing cubes into 10s and 1s
  • Determining the difference between a number and a multiple of 10 up to 100
  • Writing an equation that represent a problem

Session 2.3:  Missing Numbers
Materials/Manipulatives:  
  • Connecting Cubes
  • Student Activity Book: Pages 22-26
Main Focus
  • Finding and using patterns in the sequence of numbers
  • Organizing cubes into 10s and 1s
  • Determining the difference between a number and a multiple of 10 up to 100

Session 2.4:  Sticker Books
Materials/Manipulatives:  
  • Connecting Cubes
  • Sticker Books (M14/R14)
  • Student Activity Book: Pages 27-31
Main Focus
  • Using a place-value model to respresent a number as 10s and 1s
  • Writing an equation that represent a problem
  • Determining the difference between a number and a multiple of 10 up to 100

Session 2.5:  Strategies for Adding 2-Digit Numbers
Materials/Manipulatives:   Main Focus
  • Adding 2-digit numbers
  • Writing an equation that represent a problem
  • Determining the difference between a number and a multiple of 10 up to 100

Session 2.6:  Assessment
Materials/Manipulatives:   Main Focus​
  • Writing an equation that represent a problem
  • Determining the difference between a number and a multiple of 10 up to 100
Week 3:
​Investigation 6 - How Many Tens? How Many Ones?

Dates
Session 3.1:  Get to 100
Materials/Manipulatives:  
  • Multiple of 5 number cubes
  • Game (M23, M6, M7/R23, R6, R7)
  • Student Activity Book: Pages 38-40
Main Focus​
  • Visualizing and making jumps of multiples of 5 on the 100 chart
  • Adding multiples of 5 and 100, up to 100

Session 3.2:  Collect $1.00
Materials/Manipulatives:   Main Focus​
  • Using coin equivalences
  • Adding coins amount, up to $1.00
  • Determining the difference between a given amount and a $1.00

​Session 3.3:  More Missing Numbers
Materials/Manipulatives:  
  • Game (M24/R24)
  • Student Activity Book: Pages 43-50
Main Focus​
  • Using coin equivalences
  • Adding coins amount, up to $1.00
  • Adding and subtracting multiples of 10 and multiples of 10 to/from any number

​Session 3.4:  Unroll-a-Square
Materials/Manipulatives:   Main Focus​
  • Subtracting amounts from 100 or $1.00, down to 0
  • Determining the difference between a number and a multiple of 10 up to 100
  • Adding coin amounts, up to $1.00

​Session 3.5:  Spend $1.00
Materials/Manipulatives:   Main Focus​
  • Using coin equivalences
  • Subtracting amounts from 100 or $1.00, down to 0
  • Adding multiples of 5 and 10, up to 100

​​Session 3.6:  Ten Tens
Materials/Manipulatives:  
  • Sticker Pages (M15/R15)
  • Student Activity Book: Pages 57
Main Focus​
  • Using coin equivalences
  • Subtracting amounts from 100 or $1.00, down to 0
  • Adding multiples of 5 and 10, up to 100
  • Working with the relationship between 1, 10 and 100 
Week 4:
​Investigation 6 - How Many Tens? How Many Ones?

Dates
Session 4.1:  Skip Counting by 2s, 5s, and 10s
Materials/Manipulatives:  
  • Some type of long strip
  • Connecting cubes
  • 100 chart  (M5/R5)
  • Student Activity Book: Pages 62-68
Main Focus​
  • Skip counting by 5s and 10s
  • Thinking about the structure of 100 in terms of groups of 5 and 10
  • Using the relationship between 5 and 10, and between nickels and dimes, to solve problems

Session 4.2:  Skip Counting by 2s, 5s, and 10s
Materials/Manipulatives:  
  • Some type of long strip
  • Connecting cubes
  • 100 chart (M5/R5)
  • Student Activity Book: Pages 62-68
Main Focus​
  • Skip counting by 5s and 10s
  • Thinking about the structure of 100 in terms of groups of 5 and 10
  • Using the relationship between 5 and 10, and between nickels and dimes, to solve problems

Session 4.3:  Assessment: Skip Counting
Materials/Manipulatives:  
  • Assessment (M39/R39)
  • Coin sets
  • 100 chart (M5/R5)
  • Student Activity Book: Pages 62-69
Main Focus​
  • Skip counting by 5s and 10s
  • Using coins to model adding by 5s and 10s
  • Developing efficient methods for adding 2-digit numbers
  • Using the 100 chart and the number line to model addition

Session 4.4:  End-of-Unit Assessment
Materials/Manipulatives:   Main Focus​
  • Adding multiples of 5 and 10
  • Using coins to model adding by 5s and 10s
  • Determining the difference between a given amount and $1.00

Additional Resources

Interactive Clock

Interactive Number Line

Students use 100 chart to solve problems.
Roll a Square
Students use blocks to represent numbers