Grade 2 Teacher's Edition - Chapters 1-6

Using the Book: pages 149-150 Choosing a Strategy Subtract: 60 – 3 = Choose the way that works best for you. Which way works best for you? Subtract. I like to use I like to use 1. 8 a number columns. line. 95 – 6 = 89 915 –6 –1 –5 89 90 89 5 95 –3 2. 80 7 57 60 610 30 –3 80 – 5 = 75 810 Choose the way that works best for you. Subtract. –5 57 –5 1. 75 75 4 56 – 7 = 49 2 516 –1 –6 –7 3. 310 49 50 –8 56 49 30 – 8 = 22 22 2. 6 –8 22 5 76 – 18 = 716 – 18 613 Note: Students have not learned how to model 4. 63 – 27 = – 27 this problem on the number line. 58 36 3. 3 40 – 3 = 37 410 –3 Chapter 4 Lesson 13 –3 Note: Students have not learned how to model 37 40 37 this problem on the number line. 149 150 Now let’s practice subtracting from two-digit numbers using Tell students that for each problem they can decide which a number line or subtracting in columns. For each problem, strategy they will use to find the difference. Review the page you will choose the strategy that works best for you. together, calling on different students to share their work, and discussing which strategy each used. Read and discuss the demonstration at the top of the page. Point out that each boy solved the problem differ- ently, and that both ways are correct.Copyright © by SPOTS Educational Resources. All rights reserved. STUDENT TEACHER DIFFERENTIATED INSTRUCTION Write 60 – 2 = ___ on the board. Have students choose a Struggling learners: Struggling learners: Some students strategy and find the difference. Then call two students may still be having difficulty solving two-digit subtraction to come up to the board to show their work, one using a problems in columns. Encourage them to write the prob- number line and one subtracting in columns. Ask for a show lem in a place-value chart, labeling the tens column and of hands to see which strategy each student in the class used the ones column. to find the difference. CLOSING STATEMENT: Today we practiced different ways of subtracting from two-digit numbers, and we thought about which way works best for each of us. 147

Chapter 4 Lesson 14: Story Problems: Change Unknown INTRODUCTORY STATEMENT: Step 3. Now let’s use the information in the puzzle to help us Copyright © by SPOTS Educational Resources. All rights reserved. We’ve learned how to solve many types of story solve the problem. When we have the whole and one part, how problems. Today we will use four steps to find the can we find the other part? [subtract: whole – part = other unknown number in the middle of the story problem. part] So let’s subtract: 25 – 13. [Write 25 – 13 in column form, and solve together.] So 12 is the missing part. Let’s fill in 12 in the GOAL: math puzzle. [Write 12 in the box in the math puzzle.] Students will solve change-unknown story problems. Step 4. Now let’s check to see if the answer, 12, makes sense. Materials needed: math puzzles [Write in 12 in the box, write 13 + 12 in column form, and solve together.] Does 13 + 12 = 25? [yes] So 12 is the correct answer.Common Core Standard: CCSS2.OA.1 Jimmy added 12 fish to his fish tank! LESSON WARM-UP II. Subtraction change-unknown problems Review facts for fluency using the My Math Facts Tell a story: There are 37 books on Keri’s bookshelf. She takes practice sheets. some books off of the shelf. Now there are 22 books left on the shelf. How many books did she take off the shelf? [Elicit what THINKING TRIGGER we know (how many books were on Keri’s shelf at first and how many there were after she removed some), and what we Place a math puzzle on the board. Review the parts need to find out (how many books she removed).] of the puzzle, and fill them in with 45 as one part and 20 as the other part. Ask: Which piece of the puzzle is missing? Step 1. Let’s write a number sentence. [Write the number [the whole] How can we find what that whole is? [add] sentence as you go along.] How many books did Keri have to start with? [37] Will we add or subtract the books she removes?CONCEPT DEVELOPMENT [subtract] Why? [When Keri removes books from the shelf, the number of books becomes less.] We don’t know how manyI. Addition change-unknown problems books she removes, so I will write “– [box].” How many books are left on the shelf? [22] Our number sentence is 37 – = 22.Tell a story: Jimmy had 13 fish in his fish tank. He bought somemore fish and put them in his tank. Now there are 25 fish in the This type of problem is called a “change unknown,” becausetank. How many new fish did Jimmy buy and put in his tank? we don’t know the number for what changed in the middle of[Elicit the main details; what we know (the number of fish he the story.started with and the number he has at the end) and what weneed to find out (how many he bought).] Step 2. Place or draw a math puzzle on the board, and fill itStep 1. Let’s write a number sentence. [Write the number in as you go along. Say: Let’s look at the number sentence andsentence on the board as you go along.] How many fish did talk about each number that we know. Keri has 37 books onJimmy have to start with? [13] He bought some more fish and her bookshelf, and she takes off some books. Is 37 some of theput them in his tank. Will we add or subtract the number of fish books or all of the books? [all] So 37 is the whole. Now there arehe bought? [add] Why? [When he buys new fish, he has more 22 books left on the shelf. Is 22 some of the books or all of thethan he had before.] We don’t know yet how many new fish books? [some] So 22 is a part. Now we can see that we know theJimmy bought, so I will write “+ .” How many fish does Jimmy whole and one part. What are we missing? [the other part, thehave all together? [25] So, 13 + = 25. number of books Keri removed from the shelf]Step 2. Let’s use a math puzzle to help us. [Place or draw a mathpuzzle on the board, and fill it in as you go along.] Let’s look at Step 3. Solve. Ask: When we have the whole and one part, howthe number sentence and talk about each number that we know: can we find the other part? [subtract: whole – part = otherJimmy had 13 fish, and then he bought some more. Is 13 some of part] [Write 37 – 22, and solve together (15). Write 15 in thethe fish or all of the fish? [some] So 13 is a part. Now there are 25 box in the math puzzle.]fish in the tank. Is 25 some of the fish or all of the fish? [all] So 25 isthe whole. Now we can see that we know the whole and one part. Step 4. Now let’s check to see if we subtracted correctly and if theWe are missing the other part – the number of fish Jimmy bought. answer, 15, makes sense. [Write in 15 in the box, and write 37 – 15 in column form. Solve together.] Does 37 – 15 = 22? [yes] So148 15 is the correct answer. Keri took 15 books off the shelf. Tell another story: Tylor has 19 cards in his collection. He gives some cards away to his cousin. Now he has 16 cards left. How many cards did he give away to his cousin? [Elicit what we

Using the Book: pages 151-152 Story Problems with Change UnknoXwxnx We can use four steps to solve story problems. Use the four steps to solve the story problems. Use a for the unknown number. There were 7 tennis balls in Step 1. Write a number sentence. Simon’s bag. He put some 1. There were 13 sheets of Step 1. Write a number sentence. more tennis balls in his bag. 7 + = 12 paper in a printer. Cal took Now there are 12 tennis balls some sheets of paper from 10 + = 13 in the bag. Step 2. Fill in the math puzzle. the printer. Now there are 10 sheets of paper in the Step 2. Fill in the math puzzle. How many tennis balls did 12 printer. Simon put in his bag? 13 Whole Simon put 5 tennis balls in Whole his bag. 7 5 How many sheets of paper 10 3 did Cal take from printer? Part Part Part Part Cal took 10 sheets of Step 3. Solve. Step 3. Solve. paper from the printer. 12 – 7 = 5 13 – 10 = 3 Step 4. Check your answer. Step 4. Check your answer. 7 + 5 = 12 10 + 3 = 13 Use the four steps to solve the story problem. 2. The Green team had 6 points. Step 1. Write a number sentence. Use a for the unknown number. They answered a question correctly. Now they have 6 + = 14 1. Esty had 4 crayons in a box. Step 1. Write a number sentence. 14 points. She put some more crayons Step 2. Fill in the math puzzle. in the box. Now there are 4 + = 12 How many points was 12 crayons in the box. the question worth? 14 Step 2. Fill in the math puzzle. How many crayons did Esty Th8e question was worth Whole put in the box? 12 points. 68 Esty put 8 crayons in Whole Part Part the box. 48 Step 3. Solve. Part Part 14 – 6 = 8 Step 3. Solve. Step 4. Check your answer. 12 – 4 = 8 6 + 8 = 14 Step 4. Check your answer. 4 + 8 = 12 Chapter 4 Lesson 14 151 152 Now let’s practice using four steps to find the unknown Read and solve the story problems together with the class. number in change-unknown story problems.Copyright © by SPOTS Educational Resources. All rights reserved. know and what we need to find out.] Use the four steps to STUDENT TEACHER solve the problem together, as above: Tell a math story with an addition change unknown: Bella Step 1. Discuss whether we need to add or subtract, and had a bag of 11 marbles. She found some more marbles and why, and elicit the number sentence: 19 – = 16. put them in her bag. Now there are 19 marbles in the bag. How many marbles did Bella find and put in her bag? [Call up Step 2. Fill in the math puzzle to help solve the problem. four students, one at a time, to demonstrate one of the four Repeat the parts of the story as you refer to each known problem-solving steps.] number. Say: Tylor had 19 cards in his collection, and he gave away some. Is 19 some of the cards or all of them? [all] So is 19 DIFFERENTIATED INSTRUCTION a part or the whole? [whole] In the end, he has 16 cards left; that is only some of what he had at first. So is 16 a part or the Kinesthetic learners: Some students will better under- whole? [part] Now we can see that we know the whole and one stand the “change unknown” concept when modeling part. What number are we are missing? [the other part, the problems with manipulatives. Use an opaque bag for the number of cards he gave away] unknown number, and show its contents after checking. Step 3. Solve. Elicit how to solve for a missing part (subtract: CLOSING STATEMENT: whole – part = other part) and that 3 is the missing part. Fill What did we learn today? Today we used four steps to in 3 in the box in the math puzzle. solve change-unknown story problems. Tomorrow we’ll use four steps to solve start-unknown story problems. Step 4. Check. Fill in 3 in the box of the original number sentence. Ask: Does 19 – 3 = 16? [yes] So 3 is the correct answer. Tylor gave 3 cards to his cousin. 149

Chapter 4 Lesson 15: Story Problems with Start Unknown INTRODUCTORY STATEMENT: So is 5 a part or the whole? [part] In the end she had 14 coins – is Copyright © by SPOTS Educational Resources. All rights reserved. Yesterday we used four steps to solve change that some or all of the coins? [all] So is 14 a part or the whole? unknown story problems. Today we’ll use four steps [whole] Now we can see that we know the whole and one part. to solve story problems with the start unknown. We are missing the other part. [Fill in a for the other part.] Step 3. Now let’s use the puzzle to help us solve the problem. GOAL: When we have the whole and one part, how can we find the other part? [subtract: whole – part = other part] What is 14 – 5? [9] Students will use addition or subtraction in story prob- So 9 is the other part. [Fill in 9 in the box in the math puzzle.] lems to find how many there were at the beginning. Step 4. Now let’s check to see if we found the correct answer to Materials needed: math puzzles the problem + 5 = 14 and if the answer makes sense. [Fill in 9 in the box.] Does 9 + 5 =14? [yes] So 9 is correct. Roz had 9 coinsCommon Core Standard: CCSS2.OA.1 in her pile at first. LESSON WARM-UP II. Finding a missing whole Review facts for fluency using the My Math Facts Tell a story: Anna had a bowl with 12 berries. She ate 4 of the practice sheets. berries. Now there are 8 berries left in the bowl. [Reread the story and write the equation (12 – 4 = 8) as you go.] 12 is all THINKING TRIGGER of the berries that there were – that’s the whole; 4 is some of the berries – the part that Anna ate; and 8 is the other part – the Write 57 – 14, and solve together (43). Ask: How can we part that is left. check to see if we found the correct answer? [add 43 + 14] Now let’s tell another, similar story, without the start number: Lou had a bowl of berries. He ate 4 of the berries. Now there areCONCEPT DEVELOPMENT 14 berries left in the bowl. How many berries were there in the bowl at first? [Elicit what we know (how many berries LouI. Finding a missing part ate and how many berries were left at the end) and what we need to find out (how many were in the bowl to begin with).]Tell a story: Dan had 7 coins in a pile; then he added 5 more. Step 1. Write a number sentence as you go. Ask: Do we knowNow he has 12 coins. Let’s write a number sentence. [Write it how many berries Lou had at the beginning? [no] So let’s use aon the board as you go.] Dan started with 7 coins, so let’s write7. Then he added 5 more, so let’s write +5. He ended up with 12 to show the unknown number. He ate 4 berries. Will we addcoins in all, so let’s write = 12. [7 + 5 = 12] 7 is one part – the part or subtract that number? [subtract] Why? [after he ate somethat he had at first. 5 is the other part – the part that he added. berries, there are fewer berries in the bowl] Let’s write – 4. At12 is all of the coins together, so 12 is the whole. the end, there are 14 berries left in the bowl. So – 4 = 14.Now let’s tell another, similar story, this time without the start This type of problem is called a “start unknown,” because wenumber: Roz had some coins in a pile. Then she added 5 more don’t know the starting number of the number sentence.coins to the pile. Now there are 14 coins in the pile. [Elicit what Step 2. Let’s use a math puzzle to help us. [Fill in the puzzle as youwe know (how many coins Roz added and how many she has go.] Let’s talk about each number that we know. Lou had someat the end) and what we need to find out (the number of berries, and he ate 4 of them. Is 4 some of the berries or all of thecoins Roz had in a pile at first).] berries? [some] So is 4 a part or the whole? [part] In the end, he hasStep 1. Write a number sentence on the board as you go. 14 berries left. That is only some of what was in the bowl at first. SoAsk: Do we know how many coins Roz had at the beginning? is 14 a part or the whole? [part] Now we can see that we know[no] So let’s use a to show the unknown number. She added both parts. What are we are missing? [the whole – how many5, so that’s +5. How many coins did she have at the end? [14] So berries were in the bowl at first] [Fill in a for the whole.] Step 3. Solve. Say:When we know both parts, how can we find + 5 = 14. the whole? [add: part + part = whole] So let’s add: 14 + 4. WhatStep 2. Let’s use a math puzzle to help us. [Place or draw a math is the sum? [18] [Fill in 18 in the box as the whole.]puzzle on the board, and fill it in as you go.] Let’s talk about each Step 4. Check. Fill in 18 in the box in the original numbernumber that we know: Roz had some coins, and she added 5 more sentence, and ask: Does 18 – 4 = 14? [yes] So 18 is the correctcoins to the pile. Is 5 some of the coins or all of the coins? [some] answer. Lou had 18 berries in his bowl at first. Tell another story: Emily has a sticker collection. She gave 2150

Using the Book: pages 153-154 Story Problems with Start UnknoXwxnx Use the four steps to solve the story problem. Use the four steps to solve the story problem. Use a for the unknown number. Use a for the unknown number. 1. There were some paper clips in Step 1. Write a number sentence. 1. Carl has a box of crayons. He Step 1. Write a number sentence. a cup. Alicia took 8 paper clips Step 2. Fill in the math puzzle. took 6 crayons out of out of the cup. Now there are 5 the box. There are 9 crayons –6=9 paper clips in the cup. left in the box. Step 2. Fill in the math puzzle. How many paper clips were in 13 How many crayons were 15 the cup at first? in the box at first? Whole Whole 15 crayons were paper clips were in the Part Part 69 cup at first. in the box. Step 3. Solve. Part Part Step 4. Check your answer. Step 3. Solve. 9 + 6 = 15 Step 4. Check your answer. 15 – 6 = 9 2. Zoe used some links to make Step 1. Write a number sentence. 2. Asher has a stamp collection. Step 1. Write a number sentence. a chain. His dad gave him 2 more Then she added 5 more links. + 5 = 11 stamps. Now he has 12 stamps. + 2 = 12 Now there are 11 links in the How many stamps did he have chain. Step 2. Fill in the math puzzle. before? Step 2. Fill in the math puzzle. How many links were there at first? 11 Asher had 10 stamps 12 There were 6 links. Whole before. Whole Chapter 4 Lesson 15 65 154 10 2 Part Part Part Part Step 3. Solve. Step 3. Solve. 11 – 5 = 6 12 – 2 = 10 Step 4. Check your answer. Step 4. Check your answer. 6 + 5 = 11 10 + 2 = 12 153 Now let’s practice using four steps to find the start- Read and solve each story problem together with unknown number in story problems. the class.Copyright © by SPOTS Educational Resources. All rights reserved. stickers to her little sister. Now she has 15 stickers in her collection. STUDENT TEACHER How many stickers did she have at first, before she gave some away? [Elicit what we know and what we need to find out.] Tell a story problem with a start unknown: Jana had some Use the four steps to solve it together, as above: lemons in her refrigerator, then she bought 4 more. Now she Step 1. Write a number sentence. Discuss whether we need has 7 lemons to make lemonade. How many lemons did she to add or subtract, and why, and elicit the number sentence: have in her refrigerator? [Call up four students, one at a time, to demonstrate one of the four problem-solving steps.] – 2 = 15. Step 2. Place a math puzzle on the board and fill it in as you DIFFERENTIATED INSTRUCTION go. Say: Emily has some stickers, and she gave away 2. Is 2 some or all of her stickers? [some] So is 2 a part or the whole? [part] Kinesthetic learners: Some students will better un- In the end, she has 15 stickers left; that is only some of what she derstand the “start unknown” concept when modeling had at first. So is 15 a part or the whole? [part] Now we can see problems with manipulatives. Use an opaque bag for the that we know both parts. What number are we are missing? unknown number, and show its contents after checking. [the whole, the number of stickers she started with] Step 3. Solve. Elicit how to solve for a missing whole (add: CLOSING STATEMENT: part + part = whole) and that 17 is the missing whole. Fill in What did we learn today? Today we learned to 17 in the box in the math puzzle. solve story problems when the start is unknown. Step 4. Check. Fill in 17 in the box of the original number Tomorrow we will practice solving start-unknown sentence, and ask: Does 17 – 2 = 15? [yes] Emily started out with 17 stickers. and change-unknown story problems. 151

Chapter 4 Lesson 16: Practice: Mixed Story Problems INTRODUCTORY STATEMENT: second magazine. Is 16 some of the pictures she cut out or all of Copyright © by SPOTS Educational Resources. All rights reserved. Yesterday we used four steps to solve story problems them? [some] So is 16 a part or the whole? [part] When she iswith the start unknown. Today we will practice using done, she has 28 pictures in all. Is 28 a part or the whole? [whole] four steps to solve story problems – some with the Now we can see that we know the whole and one part. Whatstart unknown and some with the change unknown. number are we are missing? [the other part – the number of pictures she cut out from the second magazine] [Draw a GOAL: for the missing part.] Students will solve start-unknown and change- Step 3. Solve. Elicit how to solve for a missing part (subtract: unknown story problems whole – part = other part) and that 12 is the missing part. Fill Materials needed: math puzzles ; blank sheets of pa- in 12 in the box in the math puzzle. per or dry-erase boards Step 4. Check. Fill in 12 in the box of the original numberCommon Core Standard: CCSS2.OA.1 sentence, and ask: Does 16 + 12 = 28? [yes] So 12 is the correct answer. Melissa cut out 12 pictures from the second magazine. LESSON WARM-UP II. Solving start-unknown story problems Review facts for fluency using the My Math Facts practice sheets. Tell a story: Martin is helping his father build a desk. They are using a small box to hold their nails. So far they’ve used 14 nails. THINKING TRIGGER Now there are 21 nails left in the box. How many nails were in the box before they started building? [Elicit what we know Write 47 + 22 on the board, and solve together (69). (how many nails Martin and his father used so far and how Ask: How can we check to see if we found the correct many are left in the box) and what we need to find out (how answer? [subtract 69 – 22 or 69 – 47] many nails were in the box at first).]CONCEPT DEVELOPMENT Use the four steps to solve the problem together, as above:I. Solving change-unknown story problems Step 1. Write a number sentence. Elicit whether we need to add or subtract, and why; and elicit the number sentence:Tell a story: Melissa is collecting pictures to use in her scrapbook.She cut out 16 pictures from one magazine. She cut out some – 14 = 21.more pictures from a second magazine. Now she has 28 picturesfor her scrapbook. How many pictures did she cut from the Step 2. Use a math puzzle to help solve the problem. Repeatsecond magazine? [Elicit the main details of the problem, such the parts of the story as you refer to the number sentence.as what we know (how many pictures she cut out of the first Focus on each known number. Say: Martin and his fathermagazine and how many she has now) and what we need have a box of nails. So far they’ve used 14 nails. Is 14 some ofto find out (how many she cut out of the second magazine).] the nails or all of the nails? [some] So is 14 a part or the whole?Use the four steps to solve the problem together with the class: [part] In the end, there are 21 nails left in the box. Is 21 a part orStep 1. Write a number sentence. Discuss whether we need the whole? [part] So we see that we know the two parts. Whatto add or subtract, and why; and elicit the number sentence: number are we are missing? [the whole – the number of nails16 + = 28. they had at first] [Draw a box for the missing whole.]Step 2. Use a math puzzle to help solve the problem. Repeatthe parts of the story as you refer to the number sentence. Step 3. Solve. Elicit how to solve for a missing whole (add:Focus on each known number. Say: Melissa cut out 16 pictures part + part = whole) and that 35 is the missing whole. Fill infrom one magazine, and she cut out some more pictures from a 35 in the box in the math puzzle. Step 4. Check. Fill in 35 in the box of the original number sentence, and ask: Does 35 – 21 = 14? [yes] So 35 is the correct answer. There were 35 nails in the box at first. STUDENT TEACHER Tell a story problem: Phyllis bought some colored pencils to use for her class project. Her friend Becky gave her 7 more colored152

Using the Book: pages 155-156 Practice: Mixed Problem Solving Use the four steps to solve the story problem. Use the four steps to solve the story problem. Use a for the unknown number. Use a for the unknown number. 1. There were some flowers in a Step 1. Write a number sentence. 1. Celia had a plate of celery Step 1. Write a number sentence. basket. Craig took 27 flowers sticks. and put them in a vase. There – 27 = 12 She ate 5 celery sticks. – 5 = 10 are now 12 flowers left in the Now there are 10 celery sticks basket. Step 2. Fill in the math puzzle. on the plate. Step 2. Fill in the math puzzle. How many flowers were in the 39 How many celery sticks were 15 basket at first? there at first? Whole Whole There were 39 flowers There were __1_5__ celery sticks 27 12 5 10 at first. at first. Part Part Part Part Step 3. Solve. Step 3. Solve. 27 + 12 = 39 5 + 10 = 15 Step 4: Check your answer. Step 4. Check your answer. 39 – 27 = 12 15 – 5 = 10 2. Tommy has a bag of 30 Step 1. Write a number sentence. 2. Pablo built a tower with Step 1. Write a number sentence. balloons. 25 blocks. His mom gives him some 30 + = 40 Some blocks fell off. 25 – = 20 more balloons. Now the tower has 20 blocks. Now Tommy has 40 balloons. Step 2. Fill in the math puzzle. Step 2. Fill in the math puzzle. How many balloons did Tommy’s mom give him? 40 How many blocks fell off the 25 tower? T_o_1m_0_m_yb’samllooomnsg. ave him Whole Whole __5__ blocks fell of the tower. Chapter 4 Lesson 16 30 10 20 5 156 Part Part Part Part Step 3. Solve. Step 3. Solve. 40 – 30 = 10 25 – 20 = 5 Step 4. Check your answer. Step 4. Check your answer. 30 + 10 = 40 20 + 5 = 25 155 Now let’s practice using four steps to find the unknown num- For page 155, read and solve each story problem together ber in story problems. with the class. For page 156, have the students solve the problems independently while you circulate to offer help .Copyright © by SPOTS Educational Resources. All rights reserved. pencils. Now Phyllis has 15 colored pencils. How many colored DIFFERENTIATED INSTRUCTION pencils did Phyllis buy? Struggling learners: Some students may get confused Have partners work together to solve the problem. Remind about checking their answers. Discuss number families, them to use the four problem-solving steps and to show and remind them that when we subtract, we take away their work. Circulate to offer help. Have pairs share their work a part from the whole, and the part that is left is the with the class. Ask questions such as: What number sentence difference. When we add, we add together the two parts did you write for Step 1? [ + 7 = 15.] How did you check your to get the sum. Have students practice this skill with answer? [We put the answer that we found into the box in completed math puzzles. the original number sentence, and we subtracted the part (7) from the whole (15) to see if we got the correct answer.] CLOSING STATEMENT: What did we learn today? Today we practiced solving Tell another story: Everet swept the neighbor’s front steps and earned 45¢. He used some of the money to buy a notebook. Now story problems when either the start or the change he has 20¢ left. How much money did he spend on the notebook is unknown. Tomorrow we will review what we’ve that he bought? learned in Chapter 4. Have partners work together to solve the problem, and discuss students’ work, as above. (The number sentence for this problem is 45 – = 20.) 153

Chapter 4 Lesson 17: End-of-Chapter Review INTRODUCTORY STATEMENT: difference be? [in the 60s] [Solve on the number line together In Chapter 4 we learned about subtracting with the class (70 – 5 = 65).] from two-digit numbers. Today we will Point to 53 – 5 and ask: How many jumps will we need to make to review what we’ve learned. solve this problem? [two] Why? [because we are subtracting from a two-digit number (53), and we need to subtract GOAL: more than the ones that there are in 53; so first we need to jump back to get to the tens number, and then we need to Students will review and practice skills learned in jump back for the rest of the ones that we are subtracting.] Chapter 4. [Solve on the number line together with the class. Elicit that Materials needed: Dot Cards first we need to jump back 3 to get to 50, and then we jump back the rest of the ones that we are subtracting (another 2)Common Core Standards: CCSS2.OA.1; CCSS2.NBT.5; to get to the difference –, 48.]CCSS2.NBT.7; CCSS2.MD.6 Repeat with 90 – 6 and 57 – 9. LESSON WARM-UP III. Solving two-step story problems Review facts for fluency using the My Math Facts Tell a story: Yesterday I was cutting up some fruit. I cut 32 pieces practice sheets. of melon and put them in a bowl. I took 12 pieces of melon out of the bowl and put them into a fruit salad. Then I cut 10 more THINKING TRIGGER pieces of melon and put them in the bowl. How many pieces of melon do I now have in the bowl now? On the board write 59 – 24 and 87 – 38. Ask: How is finding the difference in the first problem different from Ask students to repeat the main details of the problem, such finding the difference in the second problem? as what we know and what we need to find out. Use the two steps to solve the story problem. Guide students to help youCONCEPT DEVELOPMENT write the number sentence. Elicit why you need to add or subtract. (The completed number sentence is: 32 – 12 + 10 =I. To regroup or not? .) Then solve together, in column form. Elicit what you willOn the board write 96 – 17 and 56 – 34, in column form. Point solve first (32 – 12). Solve. Elicit what needs to be done next.to 96 – 17 and ask: Do we need to regroup to subtract? [yes] Draw an arrow pointing to the upper right, write the secondWhy? [There are not enough ones in 96 to subtract 7 ones problem in column form (20 + 10), and solve.] Summarize:from 6 ones.] [Point to 56 – 34 and ask:] Do we need to regroup There are 30 pieces of melon in the bowl now.to subtract? [no] How do you know? [There are enough onesin 56 to subtract 4 ones from 6 ones.] [Solve together, STUDENT TEACHERdiscussing how to regroup a ten to make a teen number forthe first equation, and subtracting starting with the ones for Choose a skill or skills learned in this chapter that need morethe second equation.] review. On the board write some examples that require theseIn the same way, compare and solve 43 – 21 and 57 – 28. skills, and ask students to solve the examples and to explain how they solved them.II. Using the number line to subtract Copyright © by SPOTS Educational Resources. All rights reserved.On the board write 70 – 5 and 53 – 5. Draw an open numberline next to each equation. Point to 70 – 5 and ask: Howmany jumps will we need to make to solve this problem? [one]How do you know? [We start at a tens number, so we makeone jump back into the previous ten.] In which tens will the154

Using the Book: pages 157-158 End-of-Chapter Review Cross off to subtract. Write the difference. Do we have to regroup? Circle the correct sign. 1. 2. Subtract. 1. 4 2. 3. 5 4. P 5 12 P 64 P 6 12 P 87 O –2 1 O –2 4 47 36 O –2 3 O –4 7 –2 5 –1 3 29 43 15 63 22 23 Circle to show in which tens number the difference will be. Complete the number line. Write the difference. Regroup a ten to form a teen number. Write the new numbers. Cross off 5. 7 0 – 4 = 6 6 70 to subtract the ones. Cross off to subtract the tens. Write the difference. 50s 60s 70s 66 3. 3 4. 2 4 12 3 15 Complete the number line. Write the difference. –1 6 –1 7 6. 9 3 –5 26 18 –5 88 –2 93 88 90 Write a number sentence and solve. Use a for the unknown number. Write a number sentence and solve. Use a for the unknown number. 5. Jerry has $38. He buys a book Step 1. 7. Lena has 12 green pencils Step 1. for $10 and a notebook for $5. Write the number sentence. and 15 red pencils. She gives Write the number sentence. 4 pencils away. How much money does Jerry $38 – $10 – $5 = 23 12 + 15 – 4 = 23 have left? How many pencils does Lena Step 2. 38 28 have left? Step 2. 12 27 Jerry has $ 23 left. Solve. 10 –5 Solve. 15 –4 Lena has 23 pencils left. – 28 23 + 27 23 Chapter 4 Lesson 17 157 158 Now let’s practice the skills we’ve learned in this chapter. Point out that there are 2 two-step story problems. Remind them that two-step problems involve a sequence of events. Read each set of directions, and have the students They need to think of the sequence of events in the problem complete it on their own while you offer help as needed. and use that to decide the sequence of the steps needed to Review the sections together. solve the problem. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Struggling learners: Some students may still have Today we reviewed skills that we’ve learned in difficulty with a skill or skills taught in this chapter. Have this chapter. Tomorrow we will review skills that them partner with students who understand the skills, and work through a few exercises together. we’ve learned in other chapters as well.Copyright © by SPOTS Educational Resources. All rights reserved. 155

Chapter 3 Lesson 18: Cumulative Review INTRODUCTORY STATEMENT: III. Determining whether you have Copyright © by SPOTS Educational Resources. All rights reserved. Yesterday we reviewed Chapter 4. Today we will re- enough money view some of the skills we’ve learned so far this year. On the left side of the board draw an apple. Next to it write GOAL: 52¢. On the right side of the board place one quarter, three dimes, and one penny. Ask the students how they can figure Students will review and practice skills they have learned out whether they have enough money to buy the apple. since the beginning of the year. Together, count the value of the coins (56 cents). Repeat MATERIALS NEEDED: Model coins; index cards, each the process with an orange that costs 48 cents, placing one with an addition number sentence (with sums under 100) quarter, one dime, two nickels, and two pennies on the board.Common Core Standards: CCSS2.NBT.4; CCSS2.NBT.5; IV. Comparing two-digit numbersCCSS2.NBT.6; CCSS2.NBT.7; CCSS2.NBT.8; CCSS2.MD.6;CCSS2.MD.8 Write 43 29 on the board. Say: When we compare two-digit numbers to tell which number is greater, which digit should we LESSON WARM-UP look at first? [the digit in the tens place] Why? [The value of a digit in the tens place is greater than the value of a digit Review facts for fluency using the My Math Facts in the ones place.] If the digits in the tens place are the same, practice sheets. what should we look at next? [the digit in the ones place] Which of these numbers on the board is greater? [43] [Remind THINKING TRIGGER the class, and discuss, that Al the Alligator always eats the greater number of things.] So what symbol should we write in Why do you think it’s important to review what we’ve the box? [the greater than sign] [Write it in.] learned so far in math this year? Repeat with 54 58. Discuss the less than sign. Say: LookCONCEPT DEVELOPMENT at the way the mouth is open. Al the Alligator is still eating the greater number.I. Finding the value of coins by counting on V. Using the number line to addReview the name and value of each coin.On the board, place one quarter, three dimes, three nickels, Write 47 + 7 on the board. Draw an open number line andand three pennies, lined up in a row. Ask: How are these coins fill it in as you go along. Have students tell how to show thearranged? [from the greatest value to the least value] Let’s equation on the number line. Discuss making two jumps:begin with the quarter, which is 25 cents, and count on by tens first a jump of 3 to get to the next ten (50), then another jumpto find the value of the quarter and dimes. [Point to each coin of 4 to get to the sum –, 54.in turn and say together:] 25, 35, 45, 55. [Repeat the process,adding the nickels, and then the pennies, by counting on.] Write two equations on the board: 36 + 30 and 36 + 32. BelowWhat is the total value of these coins? [73 cents] each equation draw an open number line. Have students tell how to show the equations on the number lines: whatII. Putting coins in order according to value number to begin with (36), and how many to jump (one jump of 30 for the first equation; two jumps, one of 30 andPlace a group of coins, scattered in random order, on the one of 2, for the second equation).board. Include one quarter, and at least two each of dimes,nickels, and pennies. Call up volunteers in turn to help put Write 36 + 34, and draw an open number line next to it. Solvethe coins in order from the coin that is worth the most to together with the class. Discuss making two jumps, and thatthe coin that is worth the least. Have each volunteer tell the the sum of the ones is 10, so you get to the next ten (70).value of the coin he/she is setting in place. Count the value ofthe coins together with the class. VI. Adding two-digit numbers in columns156 Write 47 + 36 on the board in column form. Ask students to tell how to solve the equation. Discuss adding the ones first, making a new ten and recording the new ten in the box above the tens column, and lastly, adding the tens. Do the same to find the sum of 54 + 39.

Using the Book: pages 159-160 Cumulative Review Write the value of each group of coins. CXoxmx.plete the number line. Fill in the sum. 1. 2. +6 45¢ 40¢ 1. 57 + 6 = 63 +3 +3 30¢ 57 60 63 3. 4. 2. 68 + 20 = 88 3. 68 + 22 = 90 55¢ 68 88 +22 Error! Student book shows 23, should be 22. Write the value of each group of coins. Compare. Write >, <, or =. +20 +2 5. 68 88 90 46¢ > 37¢ Add. 6. 4. 1 5. 1 6. 1 32¢ < 35¢ 56 48 67 +35 +26 +15 91 74 82 Circle the coins needed to pay. Answers may vary. Reorder and add to find the sum. 8. 21 + 36 + 34 7. 40¢ 7. 27 + 18 + 23 Reorder: Reorder: 36 + 34 + 21 27 + 23 + 18 8. 1 50 1 70 50¢ + 18 + 21 27 36 9. + 23 68 + 34 91 38¢ 50 70 Chapters 1- 3 159 160 Now let’s practice some skills we’ve learned so far this year. For each section, read the directions and have the students complete the section on their own while you offer help as needed. Review the sections together. VII. R eordering to add 3 two-digit addends DIFFERENTIATED INSTRUCTION Write 17 + 28 + 43 on the board. Ask the students to tell you Struggling learners: Some students may still have how to reorder the addends to make it easier to add (17 + 43 difficulty with a skill or skills taught this year. Have them + 28). Discuss the process: Find two addends whose ones add partner with students who understand the skill(s) and up to ten,; reorder the addends; add the first two addends work through a few exercises together. (60); then add the third addend to find the sum (88). In the same way, solve together 56 + 12 + 24 (92).Copyright © by SPOTS Educational Resources. All rights reserved. STUDENT TEACHER CLOSING STATEMENT: On the board write, horizontally, in a number- Today we reviewed some of the skills we’ve learned sentence format, some two-digit addition equations, such as so far this year. Tomorrow we will begin Chapter 5! 48 + 31, 54 + 32, and 63 + 41. Call on volunteers to come to the board and write the equations in column form. Have the class find the sums and say them aloud while the volunteers record them. Guide the discussion, having students explain the two steps needed to add in column form: 1) add the ones; 2) add the tens. 157



Chapter 5 IntroductionIn Chapter 5, the students will further expand their understanding of place value and our base-ten number system, as they learn all about hundreds and work with three-digit numbers. Tosupport and reinforce their understanding of three-digit numbers, they will use base-ten blocks,which are introduced in this chapter. These manipulatives consist of: cubes, representing ones;rods, representing tens; and flats, representing hundreds. Note that these models are employedto illustrate many concepts throughout the chapter and can also be used to provide extra supportfor struggling learners.First the students will gain a general grasp of three-digit numbers with the understanding that100 is a group of 10 tens. They learn about place value and will learn to write three-digit numbers,both using digits and using words (for example, for a number that has 3 hundreds, 1 ten, and 8ones, they learn to write both 318 and the number name – three hundred eighteen). Using setsof base-ten blocks, students are shown how to identify the number, and vice versa – how torepresent a given number in digit- or word form, using base-ten blocks or making simple mathdrawings reminiscent of the base-ten blocks.As a continuation of students’ work with two-digit numbers, expanded form is explored – forexample, 894 = 800 + 90 + 4, including expanded form of numbers that have a zero in eitherthe tens place or the ones place. Students also investigate methods for comparing three-digitnumbers, first comparing the hundreds; then the tens, then the ones. In the same way, they canfind the least and greatest numbers in a set of the three numbers.To reinforce the students’ understanding of number patterns in the process of counting to 1,000,we will work on the skill of finding the number just before and just after a number. In particular,finding that number when it is in the next or in the previous ten (e.g., 269-270) or the next orprevious hundred (e.g., 399-400) is explored in various ways, using models, a hundred chart, andnumber lines with missing numbers.Skip-counting by hundreds, by tens, and by fives, starting from a three-digit number, is introducedand practiced using base-ten blocks, number charts, and number lines, so that students internalizethe patterns. Identifying the number just before and just after a given number, as well as finding10 more/10 less and 100 more/100 less than a given number lays the foundation for addition andsubtraction of three-digit numbers. Skip-counting by tens (e.g. 786, 796, 806) and by fives (e.g.390, 395, 400, 405) lays the foundation for three-digit addition with regrouping, by focusing onmoving into the next ten and into the next hundred.Through their work in Chapter 5, students will significantly develop their number sense as theybecome increasingly familiar with three-digit numbers.

Chapter 5 Lesson 1: 100 as a Bundle of 10 Tens you count by tens together with the class, from 10 to 100.] So what number does this show? [100] [Point to one Dot Card.] INTRODUCTORY STATEMENT: What number does this show? [10] [Circle all ten Dot Cards.] We already know tens and ones well. And how much is 10 tens? [100] Today we will learn that a group of 10 tens makes 100. We will also learn about new models. III. 100 as a group of 10 tens using Base Ten Blocks GOAL: Show a rod. Ask: How many does this show? [ten] [If students Students will learn to show 100 as a bundle of 10 tens. need help finding the answer, line up ten cubes again and MATERIALS NEEDED: base ten blocks (cubes, rods, put a rod above it. Hold up the rod again.] This shows ten. and flats – magnetic foam preferable); Dot Cards-10; Let’s look at ten of these. [Line up 10 rods next to each other, counters; toothpicks but not touching.] What can we count by to find out what number this shows? [tens] [Point to each rod as you count byCommon Core Standard: CCSS2.NBT.1.a tens from 10 to 100 together with the class.] So what number does this show? [100] [Now push the rods together so they LESSON WARM-UP look like a 100 flat.] This shows 100. [Put a flat on top of the 10 rods.] So what does this show? [also 100] [Point to a rod.] Review facts for fluency using the My Math Facts What number does this show? [10] So ten groups of ten is the practice sheets. same as 1 hundred. We will use these models to show hundreds, because they take up less space than groups of ten completed THINKING TRIGGER Dot Cards. One dime is worth 10 cents. How much are three dimes STUDENT TEACHER: worth? How much are four dimes worth? How much do you think ten dimes are worth? Ask ten volunteers to come up to the board. Have each student draw ten small shapes in a column. Students mightCONCEPT DEVELOPMENT draw ten circles, ten squares, ten triangles, etc. Then have another student come to the board and circle all ten groupsI. 10 as a group of 10 ones of ten shapes to show 100.Show the class a rod, and place it on the board. Say: Remember Copyright © by SPOTS Educational Resources. All rights reserved.how we made a complete Dot Card-10, one dot at a time. Tenones make a complete Dot Card-10. [Place a blank Dot Card onthe board, and build a Dot Card-10 by placing one counterat a time on the Dot Card.] This is 10. Now let’s build one ofthese tens [Point to the rod.] in a similar way. [Show ten cubes,scattered.] Let’s count these cubes together. [Count the cubesas a class, lining them up in a vertical column to create a rodshape. Show a rod above the ten cubes.] This is another wayto show that 10 ones are equal to one ten.II. 100 as a group of 10 tens using Dot CardsPlace one Dot Card-10 on the board. Ask: What number doesthis show? [10] [Place a second Dot Card-10 on the board.]What number does this show? [20] [Place eight more DotCards-10 on the board.] What can we count by to find outwhat number this shows? [tens] [Point to each Dot Card as2

UUsisninggththeeBBoookk: p: paaggeess735-476 We use: We use: Exploring One HundXrexdx 1. Circle 10 groups of ten to show 1 hundred. We use: to represent ones. to represent tens. to represent hundreds. We can use 10 smaller models to make 1 larger model. 10 ones = 1 ten = 10 10 tens = 1 hundred = 100 1. Circle 10 groups of ten to show 1 hundred. 10 tens = hundred = 10 tens = hundred = Chapter 5 Lesson 1 2.NBT.1.a 3 4 Now let’s practice showing 100 as a group of 10 tens. Tell the students that they can count the blocks to find a Remember that 10 tens are equal to 1 hundred. group of ten. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Struggling learners: If students struggle to understand Who can tell us what we learned today? Today we the concept of showing 100 as a group of 10 tens, have learned how to show numbers that have only 100 them review showing 10 as a group of 10 ones. Scatter 40 toothpicks on a table. Ask the students how many as a group of 10 tens. Tomorrow we will learn toothpicks there are. They may say that it is difficult to tell about numbers to 200. exactly how many there are because there are so manyCopyright © by SPOTS Educational Resources. All rights reserved. of them and they are scattered. Then have the students make groups of ten toothpicks. Explain that each group shows 10 as a group of 10 ones. After they have made four groups, ask them how many toothpicks there are. They will see that it is easy to count by tens to find that there are 40 toothpicks. 3

Chapter 5 Lesson 2: Numbers to 200 INTRODUCTORY STATEMENT: column) and five cubes (in the ones columns).] Let’s fill in Copyright © by SPOTS Educational Resources. All rights reserved. In our last lesson we learned about base-ten mod- the blanks to find out what number this shows. How many els, and we learned that 10 tens equal one hundred. hundreds are there? [one] [Write 1 in the first blank. Hold up a rod and remind the class that it shows 1 ten. Then put the rod Today we will learn about numbers to 200. back down.] How many tens are there? [none] [Write 0 in the second blank. Point to the cubes.] How many ones are there? GOAL: [five] [Write 5 in the third blank.] To write this number, we write the three digits together. [Write 105 on the board below Students will learn to write numbers to 200. the blanks.] We say this number as “one hundred five.” MATERIALS NEEDED: base-ten blocks (cubes, rods, and flats – preferably mag- II. Writing hundreds and tens netic foam) Say: Let’s write another three-digit number. [On the board,Common Core Standard: CCSS2.NBT.1; CCSS2.NBT.3 erase the number 105 and the digits 1, 0, and 5 in the blanks above “Hundreds,” “Tens,” and “Ones.”] Remember, in a three- LESSON WARM-UP digit number the first digit shows the hundreds, the second digit shows the tens, and the third digit shows the ones. [Show Review facts for fluency using the My Math Facts one flat and seven rods.] Let’s fill in the blanks to find out what practice sheets. number this shows. [Point to the flat.] How many hundreds are there? [one] [Write 1 in the first blank. Point to the rods.] How THINKING TRIGGER many tens are there? [seven] [Write 7 in the second blank.] How many ones are there? [none] [Write 0 in the third blank.] When do you think you might use a number that is greater [Write 170 as a three-digit number below the blanks.] This is than 100? how we write the number “one hundred seventy.”CONCEPT DEVELOPMENT Tell the class that we can also write a number using words, as a number name. Say: To write a number in words, we firstI. Writing hundreds and ones write the hundreds, and then we write the tens and ones. Let’s take another look at the numbers we wrote on the board just aSay: Let’s review the base-ten models. [Show a ten (rod).] What few minutes ago. First we wrote 105. [Write 105 on the board.number does this show? [10] [Hold up ten rods.] How much Below 105, write “one hundred five.”] We write this numberis 10 tens? [If students need help, elicit that you can count by name as “one hundred five.” [Below 170, write “one hundredtens to find out. Then point to each rod as you count by tens, seventy.”] We write this number name as “one hundred seventy.”together with the class, from 10 to 100. Finally, push the rodstogether.] What number does this show? [100] [Show a flat.] III. Representing a three-digit numberWhat number does this show? [100] with modelsTo write 100, we use three digits: The first digit shows thehundreds, the second digit shows the tens, and the third digit On the board write 108 and 190. Point to 108. Say: Let’s showshows the ones. this number with models. How many hundreds are there? [one]On the board, write “Hundreds,” “Tens,” and “Ones,” with a [Place one flat in the hundreds column.] There is a zero in theblank line above each. Say: When we have one of these [point tens place. That means there are no tens in this number. Howto the hundred (flat)], we have one hundred. [Write 1 in the first many ones are there? [eight] [Place eight cubes in the onesblank.] We have zero tens and zero ones. [Write 0 in the second column.] This is how we show the number one hundred eight.and third blanks. Write 100 as a three-digit number below [Point to the models as you say the number.]the blanks.] This is how we write the number “one hundred.”Now let’s show and write some more numbers. [Draw a place- Point to 190 and repeat as above. Point out that since therevalue chart on the board and display one flat (in the hundreds is a zero in the ones place, there are no ones in the number.4

UUsisninggththeeBBoookk: p: paaggeess757-678 Numbers to 200 Write the number shown by the models. Then write the number name. 1. 2. 3. Write the number shown by the models. Then write the number name. 1. 2. 3. 102 103 Hundreds Tens Ones 1 2 0 1 3 0 Number: 110 Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones Tens Ones 103HundredsTens Ones Number: 120 Number: 130 102Hundreds Number: Number: one hundred ten one hundred twenty one hundred thirty Number: one hundred three one hundred one one hundred two 4. 5. 6. 4. 5. 6. 104 105 106 14 0 15 0 16 0 Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones 104HundredsTensOnes Tens Ones 106HundredsTens Number: 140 Number: 150 Number: 160 105Hundreds Ones Number: Number: Number: one hundred forty one hundred fifty one hundred sixty one hundred four one hundred five one hundred six 7. 8. 9. 7. 8. 9. 107 108 109 1 7 018 0 1 9 0 Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones Number: 170 Number: 180 Number: 190 Number: 107 Number: 108 Number: 109 one hundred seventy one hundred eighty one hundred ninety one hundred seven one hundred eight one hundred nine Chapter 5 Lesson 2 2.NBT.1 5 6 Now let’s practice writing numbers to 200. Use the models Tell the students to write a zero in the correct place if there shown on the page to tell the number of hundreds, tens, are no tens or no ones. Point out that to write the number, and ones. we simply write the three digits close to each other.Copyright © by SPOTS Educational Resources. All rights reserved. STUDENT TEACHER DIFFERENTIATED INSTRUCTION Divide the class into groups of three or four students. Give Struggling learners: Some students may need help to each group one flat, nine rods, and nine cubes. Have one differentiate between similar numbers, such as 108 and student in each group show a number using the flat and some 180. Give them such sets of numbers in digit form, and rods. Have the other students in the group work together to have them use base-ten models to model each number. write the number, both as a numeral and using words. Then Also, show them sets of models of similar numbers, and have another student in each group show a number using have them show each amount in digit form in a place- the flat and some unit cubes. Again, have the other students value chart. in the group work together to write the number, both as a numeral and using words. Have the students take turns until CLOSING STATEMENT: each student has had a chance to show a number using the Who can tell us what we learned today? Today we learned about numbers to 200. Tomorrow we will base-ten blocks. learn about hundreds. 5

Chapter 5 Lesson 3: Hundreds INTRODUCTORY STATEMENT: hundred] [Point to all four flats.] If one of these shows one Copyright © by SPOTS Educational Resources. All rights reserved. In our last lesson we learned about numbers to 200. hundred, how many do you think four of them show? [four hundred] Let’s fill in the blanks to write this number. How many Today we will learn about numbers that have hundreds are there? [four] [Write 4 in the first blank.] How only hundreds. many tens are there? [none] [Write 0 in the second blank. If students have trouble coming up with the answer, point to GOAL: the tens columns and show them a rod and ask how many rods there are in the tens column.] How many ones are there? Students will learn about hundreds. [none] [Write 0 in the third blank.] [Write 400 below the MATERIALS NEEDED: base-ten blocks (cubes, rods, blanks.] This is how we write the number “four hundred.” and flats – preferably magnetic foam) III. Writing number names for hundredsCommon Core Standard: CCSS2.NBT.1.b; CCSS2.NBT.3 Write 100 on the left side of the board and 400 on the right LESSON WARM-UP side of the board. Tell the class that you are going to write these numbers using words. Say: To write a number in words, Review facts for fluency using the My Math Facts we write the hundreds, and then we write the tens and ones. practice sheets. How many hundreds are there? [one] [Below 100, write “one hundred.”] How many tens and ones are there? [none] So the THINKING TRIGGER number name is written as “one hundred.” [Point to the number 400.] How many hundreds are there? [four] [Below 400, write One dollar is worth one hundred cents. How much do “four hundred.”.] How many tens and ones are there? [none] So you think three dollars is worth? the number name is written as “four hundred.”CONCEPT DEVELOPMENT Write 500 on the board, and elicit how to write the number name.I. The number 100 STUDENT TEACHERReview the value of a ten (rod) and a hundred (flat). Ask: Howmany digits do we need to write one hundred? [three] Why? Tell the students that you are going to tell a silly story, and[We need one digit for the hundreds, one digit for the tens, they are going to help by coming to the front of the classand one digit for the ones.] and showing numbers. Say: One day some friends took a walk.On the board, write “Hundreds,” “Tens,” and “Ones,” with a How many friends were there? [Have a student come to theblank line above each. Draw a place-value chart and display front of the class and show a number using flats, and then sayone flat in the hundreds column. Say: Let’s fill in the blanks to the number. Continue with the story using that number. Forwrite this number. How many hundreds are there? [one] [Write example, say:] Seven hundred friends took a walk. They went1 in the first blank.] How many tens are there? [none] [Write 0 to a park and saw some squirrels. How many squirrels did theyin the second blank.] How many ones are there? [none] [Write see? [Have another student come to the front of the class and0 in the third blank.] This number has one hundred, no tens, show another number using flats, and say the number. Forand no ones, so we write a zero for the tens and a zero for the example, you will continue:] They saw five hundred squirrels.ones. [Write 100 below the blanks.] This is how we write the [Continue telling the story until several students have had anumber “one hundred.” chance to choose numbers.]II. Writing hundredsErase the three digits in the blanks above “Hundreds,”“Tens,”and “Ones,” and the number 100. Display four flats. Pointto one of the flats. Ask: What number does this show? [one6

UUsisnigngthteheBBooko:k:ppaaggeess779--880 The Base-Hundred Numbers Write the number shown by the models. Then write the number name. 1. 2. Write the number shown by the models. Then write the number name. 1. 2. 3. 6 0 0 70 0 20 0 30 0 Ones Hundreds Tens Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones Number: 600 Number: 700 Number: 200 Number: 300 Number: six hundred seven hundred two hundred one hundred three hundred 3. 4. 4. 5. 4 0 0 50 0 8 0 0 90 0 Ones Hundreds Tens Hundreds Tens Ones Hundreds Tens Ones Number: 400 Number: 500 7 Number: 800 Ones Hundreds Tens four hundred five hundred Number: 900 eight hundred nine hundred Chapter 5 Lesson 3 2.NBT.1.b 8 Now let’s practice writing numbers that have only hundreds. Tell the students to write zeros to show the number of tens and ones. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Struggling learners: Some students may need help to Who can tell us what we learned today? differentiate between similar numbers, such as 108 and Today we learned about numbers that 800 because they both have the word “eight” in them. have only hundreds. Tomorrow we will learn Give them such sets of numbers in digit form, and have about place value in three-digit numbers. them use base-ten models to model each number. Also,Copyright © by SPOTS Educational Resources. All rights reserved. show them sets of models of similar numbers, and have them show each amount in digit form in a place-value chart. 7

Chapter 5 Lesson 4: Three-Digit-Number Place Value INTRODUCTORY STATEMENT: Add another cube to show 419. Elicit that this time the ones Copyright © by SPOTS Educational Resources. All rights reserved. In our last lesson we learned about numbers that is different, and ask how to write the number.have only hundreds. Today we will learn about place Add another rod to show 429. Elicit that this time the tens is value in three-digit numbers. different, and ask how to write the number. GOAL: Show 340, and elicit how to write the number. Be sure to discuss what the zero shows. Repeat with 506. Students will learn about place value in three-digit numbers. II. Representing a three-digit number with models MATERIALS NEEDED: base-ten blocks (cubes, rods, and flats – preferably magnetic foam) Write the number 236 on the board. Say: Let’s show this number with models. [Draw a place-value chart on the board.Common Core Standard: CCSS2.NBT.1; CCSS2.NBT.3 Point to the 2.] How many hundreds are there? [two] [Place two flats on the board in the hundreds place. Point to the LESSON WARM-UP 3.] How many tens are there? [three] [Place three rods on the board in the tens place. Point to the 6.] How many ones areReview facts for fluency using the My Math Facts practice there? [six] [Place six cubes on the board in the ones place.]boRoekvlieetw. facts for fluency using the My Math Facts So there are two hundreds in the hundreds place, three tens in the tens place, and six ones in the ones place. This is how we practice sheets. show the number 236 with models! THINKING TRIGGER Change the 2 in the hundreds column to 3. Elicit that the number of hundreds is different, and ask how to model the How would you explain to a first-grader how to write the number. number name for 37? Change the 6 in the ones column to 9. Elicit that the numberCONCEPT DEVELOPMENT of ones is different, and ask how to model the number.I. Writing a three-digit number from models Change the 3 in the tens column to 4. Elicit that now the number of tens is different, and ask how to model the number.Draw a place-value chart on the board, and display threeflats, one rod, and eight cubes in the chart. Tell the class that Write the number 420 and elicit how to model the number.you are going to write the number shown using digits. Ask: Be sure to discuss what the zero shows. Repeat with 208.How many digits will we need? [three] Why? [We need onedigit for the hundreds, one digit for the tens, and one digit III. Making a simple drawingfor the ones.]On the board, write “Hundreds,” “Tens,” and “Ones,” with a Rewrite the number 236 on the board. Tell the class thatblank line above each. Point to the flats. Ask: How many another way we can show a three-digit number is by makinghundreds are there? [three] [Write 3 in the first blank. Point a simple math drawing. Say: We can draw a big square toto the rod.] How many tens are there? [one] [Write 1 in the show each hundred. [Draw two squares on the board.] We cansecond blank. Point to the cubes.] How many ones are there? draw vertical lines to show tens. [Draw three lines.] And we can[eight] [Write 8 in the third blank. Point to each digit.] The 3 is draw squares or dots to show ones. [Draw six dots. Point to thein the hundreds place. The 3 shows the number of hundreds. The simple drawing as you read the number aloud as a class: two1 is in the tens place. The 1 shows the number of tens. The 8 is in hundred thirty-six.]the ones place. The 8 shows the number of ones. [Write 318 tothe right of the chart.] This is how we write the number “three IV. Writing number nameshundred eighteen.”Add another hundred to show 418. Elicit that only the Say: Now let’s write the number name for a three-digit number.number of hundreds is different, and ask the students how When we write the number-name for a three-digit number,to write the number. first we name the hundreds. Then we name the tens and ones together. [Write the number 349 on the board.] How many hundreds are there? [three] [Below 349, write“three hundred.”] Then we name the tens and ones together. [Underline the 49 in 349.] How do we say this number? [forty-nine] [After “three8

UUssiinnggtthheeBBooookk::ppaaggeess891-1-802 Place Value in Three-Digit Numbers Write the number shown by the models. Then write the number name. 1. 2. We write the number name for a three-digit number by naming the hundreds first. Then we name the tens and ones together. For example, the number name for 542 is five hundred forty-two. Write the number shown by the models. Then write the number name. 1. 2. 4 4 0 43 8 Ones Hundreds Tens Hundreds Tens Ones Number: 440 Number: 438 Number name: Number name: four hundred forty four hundred thirty-eight Tens 324 3. 4. Hundreds Ones Hundreds Tens Ones 205Number: Number: 324 Number name: Number name: two hundred five three hundred twenty-four 3. 4. 5 0 3 26 3 Ones Hundreds Tens Hundreds Tens Number: 263 Ones Number: 503 Number name: Number name: five hundred three two hundred sixty-three 4 0 6 2 5 1 Make a simple math drawing to show the number. Hundreds Tens Ones Hundreds Tens Ones 5. 125 6. 325 2.NBT.1 Number: 406 Number: 251 9 Number name: Number name: four hundred six two hundred fifty-one Chapter 5 Lesson 4 10 Now let’s practice writing three-digit numbers. When we write Tell the students to use the models shown on the page to the number name for a three-digit number, first we name the find the number of hundreds, tens, and ones. hundreds, and then we name the tens and ones together.Copyright © by SPOTS Educational Resources. All rights reserved. hundred,” write “forty-nine,” so that the number reads “three STUDENT TEACHER hundred forty-nine.”] Let’s say this number together: three hundred forty-nine. Repeat with the numbers 420 and 208. Show five flats, seven rods, and three cubes. Ask for a vol- unteer to come to the board and write the number shown DIFFERENTIATED INSTRUCTION by the base-ten blocks in digit and word form (573, five hundred seventy-three). Then have the same student show Struggling learners: Some students may benefit from a different number of his/her choice, using the base-ten exploring the numbers 101-200 (almost) one by one. Use blocks. Have that student sit down, and call up another vol- base-ten models and a place value chart as you write and unteer to write that number on the board and then to show discuss what each digit shows, which digit changes as a different number using the base-ten blocks. Continue in you add a cube, rod, or flat and why. this way until several students have had a chance to show a Begin by placing 1 flat and 1 cube in the correct places. number using the base-ten blocks. Ask: How many hundreds? (1) tens? (0) ones?(1) Continue adding 1-2 cubes at a time to 130. Then alternate be- CLOSING STATEMENT: tween adding 1-2 tens or some cubes each time. As you go, elicit from students which digit is changing and why. Who can tell us what we learned today? Today we As you count from a number ending in 9 to the next de- learned about place value in three-digit numbers. cade discuss what happens when you have ten ones (we exchange ten ones for a ten and start the next ten). Tomorrow we will practice this more. 9

Chapter 5 Lesson 5: Practice: Place Value in Three-Digit Numbers INTRODUCTORY STATEMENT: Tell the class that you are going to use another number to In our last lesson we learned about place value practice finding the value of digits. Write 258 on the board. in three-digit numbers. Today we will practice Underline the 2, and ask: What is the value of the 2? [two hundred] [Below and to the left of 258, write “two hundred.” what we learned. Erase the line under the 2, and underline the 5 in 258.] What is the value of the 5? [fifty] [Below 258, write “fifty.” Erase the line GOAL: under the 5, and underline the 8 in 258.] What is the value of the 8? [eight] [Below and to the right of 258, write “eight.”] Students will practice what they have learned about place value in three-digit numbers. II. What digits tell you MATERIALS NEEDED: base-ten blocks (cubes, rods, and flats – preferably magnetic foam) Write the number 617 on the board. Remind the class that each digit tells how many hundreds, tens, or ones are in theCommon Core Standards: CCSS2.NBT.1; CCSS2.NBT.3 number. Ask: Which digit tells you how many tens are in the number? [the 1] Which digit tells you how many ones are in the LESSON WARM-UP number? [the 7] Which digit tells you how many hundreds are in the number? [the 6] Review facts for fluency using the My Math Facts practice sheets. Write the numbers 942 and 538 on the board. Ask a student to come to the board and circle the digit that shows the THINKING TRIGGER number of ones in each number. Then ask two other students to come to the board and circle the digits that show the number of hundreds and tens in each number. How are the numbers 451 and 471 the same? How are III. Writing a number from a model Copyright © by SPOTS Educational Resources. All rights reserved. they different? Tell the students that they are going to practice what theyCONCEPT DEVELOPMENT have learned by writing a number shown by base-ten blocks without using the place-value blanks. Display six flats, fiveI. The value of each digit rods, and two cubes. Ask: What do we write first – the hundreds, the tens, or the ones? [the hundreds] So what digit should weDraw a place-value chart on the board, and display four flats, write first? [6] [Write 6 on the board.] What do we write next –three rods, and nine cubes. On the board, write “Hundreds,” the tens or the ones? [the tens] So what digit should we write“Tens,” and “Ones,” with a blank line above each. Ask: How next? [5] [Write 5 after the 6.] What do we write last? [the ones]many hundreds are there? [four] [Write 4 in the first blank.] So what digit should we write last? [2] [Write 2 after the 65.]How many tens are there? [three] [Write 3 in the second Let’s read this number together: six hundred fifty-two.blank.] How many ones are there? [nine] [Write 9 in the thirdblank.] STUDENT TEACHERAsk for a volunteer to come to the board and write the Divide the students into pairs. Ask each pair to think ofnumber 439 as a three-digit number. Tell the class that the a riddle that another pair of students can use to guess avalue of each digit depends on its place. Underline the 4 in three-digit number. Read this example aloud: “I have no439. Say: The 4 is in the hundreds place. There are four hundreds, ones. I have as many hundreds as a tricycle has wheels. Iso the value of the 4 is four hundred. [Below and to the left have as many tens as a cat has tails. Guess what number Iof 439, write “four hundred.” Erase the line under the 4, and am!” Then have each pair join another pair of students andunderline the 3 in 439.] The 3 is in the tens place. There are three tell their riddles to each other.tens, so the value of the 3 is thirty. [Below 439, write “thirty.”Erase the line under the 3, and underline the 9 in 439.] The 9is in the ones place. There are nine ones, so the value of the 9 isnine. [Below and to the right of 439, write “nine.”]10

Using the Book: pages 8131-8124 2. 674 7 Four Hundred Thirty-eight 6 Tens Practice: Place Value in Three-Digit Numbers Hundreds 807 Write how many. 4. 0 1. 529 8 Tens 123 213 321 Hundreds Tens Ones Hundreds 325 4 The 1 in 123 is in the The 1 in 213 is in the The 1 in 321 is in the 3. 490 0 6. 413 Ones hundreds place. tens place. ones place. 9 4 Ones 235 7 The value of the 1 The value of the The value of the Tens 8. is one hundred. 1 is ten. 1 is one. Hundreds Ones 341 Circle the number that shows how many: Circle the correct number. 352 5. 431 hundreds tens ones 1. 264 6. 523 11. 724 2. 457 7. 946 12. 821 3. 829 8. 186 13. 637 4. 530 9. 342 14. 249 5. 618 10. 270 15. 364 Circle the value of the digit that is underlined. 16. 427 17. 506 18. 368 19. 635 234 243 342 7. two five eight six twenty fifty eighty sixty two hundred five hundred eight hundred six hundred 20. 807 21. 518 22. 290 23. 110 seven one nine one seventy ten ninety ten seven hundred one hundred nine hundred one hundred Chapter 5 Lesson 5 2.NBT.6 11 405 504 540 12 Now let’s practice what we’ve learned about place value in Tell the class to look at the place of each digit to find three-digit numbers. In a three-digit number, the first num- its value. ber is in the hundreds place, the second number is in the tens place, and third number is in the ones place. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Struggling learners: Some students may have trouble Who can tell us what we learned today? Today we interpreting the models correctly. Have them work with practiced what we’ve learned about place value in actual models in place-value charts. Using the place-val- three-digit numbers. Tomorrow we will learn how to ue charts will also help students who mistakenly keep counting within a given place value when they should be read and write three-digit numbers. switching to the next place value. For example, if 3 hun-Copyright © by SPOTS Educational Resources. All rights reserved. dreds, 4 tens, and 3 ones are shown (343), after counting the 4 tens some students may continue to count by tens (…fifty, sixty, seventy) instead of switching to counting by ones in order to count the 3 ones. 11

Chapter 5 Lesson 6: Reading and Writing Three-Digit Numbers INTRODUCTORY STATEMENT: II. Writing a number from a number name Copyright © by SPOTS Educational Resources. All rights reserved. In our last lesson we practiced place value inthree-digit numbers. Today we will learn how to read Write“eight hundred ninety-four”on the board. Say: Let’s read this number together, one word at a time. [Point to the words, and write three-digit numbers. one word at a time.] Eight hundred ninety-four. Now let’s write this number using digits. How many digits will this number have? GOAL: [three] Why? [because we need one digit for the hundreds, one digit for the tens, and one digit for the ones] [Write three Students will learn to read and write three-digit num- small blanks on the board. Read the number again, and ask:] bers. How many hundreds are there? [eight] [Write 8 in the first MATERIALS NEEDED: Base-ten blocks (cubes, rods, blank.] How many tens are there? [nine] [Write 9 in the second and flats – preferably magnetic foam); blank sheets of blank.] How many ones are there? [four] [Write 4 in the third paper; index cards cut in half, each labeled with one blank, and point to the number.] So to write eight hundred digit, from 1 through 9 ninety-four in digits, we write 894.Common Core Standards: CCSS2.NBT.3 Repeat with 407. Point out that since there are no tens, we write a zero in the tens place, because if we would leave out LESSON WARM-UP the zero it would look like a two-digit number. Review facts for fluency using the My Math Facts Repeat with 250. Point out that since there are no ones, we practice sheets. write a zero in the ones place, because if we would leave out that zero it would look like a two-digit number. THINKING TRIGGER III. Writing a number name from a number What are some times when you would need to say the number name of a three-digit number in everyday life? Tell the class that we can also write a number name for a number that is written with digits. Write 471 on the board.CONCEPT DEVELOPMENT Say: We always name the hundreds first. How many hundreds are there? [four] So how do we name the hundreds? [fourI. Writing a number name from a model hundred] [Write “four hundred” on the board.] Then we name the tens and ones together. How many tens and ones are there?Tell the class that you are going to write a number name for [7 tens and 1 one] So how do we name the tens and onesa number shown by base-ten blocks. Draw a place-value together? [seventy-one] [Write “seventy-one” to the right ofchart on the board and display five flats, two rods, and seven “four hundred,” so that it reads “four hundred seventy-one.”]cubes. Say: Remember, first we name the hundreds; then we Let’s read this number together: four hundred seventy-one.name the tens and ones together. How many hundreds arethere? [five] So how do we name the hundreds? [five hundred] Write 209 on the board. Say: Let’s write the number name for[Write “five hundred” on the board.] Then we name the tens this number. What do we name first? [the hundreds] How doand ones together. How many tens and ones are there? [2 tens we name the hundreds? [two hundred] [Write “two hundred”and 7 ones] So how do we name the tens and ones together? on the board.] What do we name next? [the tens and ones[twenty-seven] [Write “twenty-seven” to the right of “five together] How many tens and ones are there? [no tens andhundred,” so that it reads “five hundred twenty-seven.”] Let’s 9 ones] What is the number-name for no tens and nine ones?read this number together: five hundred twenty-seven. [nine] [Write “nine” to the right of “two hundred,” so that itRepeat as above with the number 319. reads “two hundred nine.”] We read this number “two hundredThen ask for a volunteer to show a different number using nine.”flats, rods, and cubes, and practice writing the number nameas a class.12

Using the Book: pages 13-14 Reading and Writing 3-Digit Numbers Circle the correct number name. 2. 915 Circle the correct number name. Then write the number using digits. 1. 521 nine hundred five 1. 2. nine hundred fifteen one hundred twenty-five nine hundred fifty five hundred twelve five hundred twenty-one 3. 607 4. 548 four hundred twenty-six two hundred thirty-five six hundred seven five hundred forty-eight four hundred sixty-two three hundred twenty-five six hundred twenty-four three hundred fifty-two six hundred seventeen five hundred eighty-four The number is six hundred seventy eight hundred forty-five 3. The number is 352 Write the number name for each number. 4. 5. 189 6. 811 one hundred eighty-nine eight hundred eleven one hundred thirty-four two hundred six 7. 8. three hundred fourteen two hundred sixteen three hundred forty-one two hundred sixty 508 420 The number is 260 five hundred eight four hundred twenty The number is 314 6. five hundred seventy-four Write the number using digits. Number: 574 LET’S WRITE! 5. eight hundred nine 8. nine hundred eighty What is the job of the 0 in the number 106? The 0 shows the number of tens. Number: 809 Number: 980 If the 0 were not included, the number would be 16. 7. six hundred twelve CCSS2.MD.7 13 14 Number: 612 Chapter 5 Lesson 6 Now let’s practice reading and writing three-digit numbers. Remind the students that the first digit shows the number First name the hundreds. Then name the tens and ones of hundreds, the second digit shows the number of tens, together. and the third digit shows the number of ones. Also remind them that if there are no tens or no ones, we write a zero in that place.Copyright © by SPOTS Educational Resources. All rights reserved. STUDENT TEACHER DIFFERENTIATED INSTRUCTION Divide the class into groups of three or four students. Give Struggling learners: For exercises such as problem 5 on each group some blank sheets of paper and three small page 13 (in which there are 0 tens), for the number eight cards, each labeled with a different digit, from 1 through hundred nine, students may write 8,009 instead of 809, 9. For example, one group might have cards showing 7, 1, if they write the number as they hear or read it. Address and 9. Have each group make as many different three-digit this by telling students to start out by drawing three small numbers as they can, using the three digits. For each number, blanks – one for the hundreds, one for the tens, and one ask them to write both the number name and the number for the ones, and then fill in the digits accordingly. using digits. As a bonus, ask how many different numbers they can make using the three digits. (The answer is six.) CLOSING STATEMENT: Who can tell us what we learned today? Today we learned how to read and write three-digit numbers. Tomorrow we will learn how to write three-digit numbers in expanded form. 13

Chapter 5 Lesson 7: Expanded Form [7] [Write 7 in the third blank.] So 357 is written in expanded form as 300 + 50 + 7. INTRODUCTORY STATEMENT: We’ve already learned how to write two-digit num- II. Expanded form and zeros bers in expanded form. Today we will learn how to Say: Let’s look at expanded form when one digit is a zero. [Show write three-digit numbers in expanded form. seven flats and two cubes.] What number does this show? [702] Remember, to write a number in expanded form, we write GOAL: the full value of the hundreds plus the tens plus the ones. How many hundreds are there? [7] [Write 700.] How many tens are Students will learn to write three-digit numbers in ex- there? [none] Since the there are no tens, we don’t need to write panded form. the tens. How many ones are there? [2] [Write +2.] So 702 is Materials needed: base-ten blocks (cubes, rods, and written in expanded form as 700 + 2. flats – preferably magnetic foam); a sheet of paper with “True” written on one side and “False” written on the III. Filling in the blanks other side – one for each student; blank sheets of paper On the board, write 894 = ___ + ___ + 4. Tell the students thatCommon Core Standards: CCSS2.NBT.3 they can write this number in expanded form by filling in the blanks. Ask: How do we write a number in expanded form? [We LESSON WARM-UP write the hundreds plus the tens plus the ones.] How do we write the hundreds? [800] [Write 800 in the first blank.] How Review facts for fluency using the My Math Facts do we write the tens? [90] [Write 90 in the second blank.] So practice sheets. 894 is written in expanded form as 800 + 90 + 4. THINKING TRIGGER STUDENT TEACHER How can you write 207 using addition – 200 plus what Give each student a sheet of paper that has “True” written on number? one side and “False” written on the other side. Then, on the board, one at a time, write numbers in expanded form, someCONCEPT DEVELOPMENT correctly and some incorrectly. For each number sentence you write, the students will hold up the paper with “True”I. Writing a three-digit number in facing you if the number sentence is true, and with “False” expanded form facing you if the number sentence is false. For example, you might begin with the following number sentences:Remind the students that they have learned to write a two-digit number in expanded form. On the board, write 62 = ___ 156 = 100 + 50 + 6 [true]+ ___. Say: Let’s write this number in expanded form. We writethe tens plus the ones. How many tens are there in 62? [6] So 389 = 300 + 90 + 8 [false]how do we write 6 tens? [60] [Write 60 in the first blank.] Howmany ones are there in 62? [2] [Write 2 in the second blank.] 840 = 800 + 4 [false]We can also write three-digit numbers in expanded form. [Drawa place-value chart on the board, and display three flats, five Copyright © by SPOTS Educational Resources. All rights reserved.rods, and seven cubes.] What number does this show? [357][On the board, write 357 = ___ + ___ + ___.] We write the fullvalue of the hundreds plus the tens plus the ones. How manyhundreds are there? [3] So we write 300. [Write 300 in the firstblank.] How many tens are there? [5] How do we write 5 tens?[50] [Write 50 in the second blank.] How many ones are there?14

Using the Book: pages 15-16 Expanded Form To write three-digit numbers in expanded form, Write True or False. 2. we write the hundreds plus the tens plus the ones. 1. 579 = 500 + 90 + 7 False The expanded form 236 = 200 + 30 + 6 True of 358 is 4. 3. 300 + 50 + 8. 817 = 800 + 10 + 7 True 495 = 500 + 90 + 4 False 6. 5. 132 = 100 + 20 + 3 False 720 = 700 + 20 True 8. 7. 603 = 600 + 3 True 941 = 900 + 10 + 4 False Write the number in expanded form. Complete the expanded form. 10. 1. 2. 9. 806 = 800 + 6 263 = 200 + 60 + 3 415 = 400 + 10 + 5 628 = 600 + 20 + 8 12. 3. 4. 11. 741 = 700 + 40 + 1 483 =400 + 80 + 3 14. 13. 655 = 600 + 50 + 5 519 = 500 + 10 + 9 Write the number in expanded form. 15. 16. 400 + 90 + 3 700 + 2 254 = 493 = 300 + 10 + 7 17. 18. 838 = 800 + 30 + 8 702 = 532 = 500 + 30 + 2 328 = 300 + 20 + 8 19. 600 + 60 20. 15 660 = 317 = Chapter 5 Lesson 7 CCSS2.NBT.3 16 Now let’s practice writing three-digit numbers in expanded Remind the class to write a plus sign between the hundreds form. To write a number in expanded form, write the hun- and the tens, and between the tens and the ones. dreds plus the tens plus the ones. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Advanced learners: If some students grasp this concept Who can tell us what we learned today? quickly, show them the following number sentence: Today we learned how to write three-digit numbers ___ = 200 + ___ + 7 in expanded form. Tomorrow we will learn how to Ask the students to write a number in expanded form by filling in the blanks. Allow students to brainstorm with oth- compare three-digit numbers. er students until they realize that there are nine possibleCopyright © by SPOTS Educational Resources. All rights reserved. number combinations: 217, 10; 227, 20; 237, 30; 247, 40; 257, 50; 267, 60; 277, 70; 287, 80; 297, 90. If there is extra time, show them this number sentence: ___ = ___ + 50 + 5. It also has nine possible number combinations. 15

Chapter 5 Lesson 8: Comparing Numbers INTRODUCTORY STATEMENT: 372 is greater than 365. Can you think of another way to say We already know how to compare “greater than”? [more than] [Below “372 is greater than 365” write “372 is more than 365.”] two-digit numbers. Today we will learn how to compare three-digit numbers. II. Equal to GOAL: Next, write 291 and 291 on the board, and draw a box between them. Say: Let’s compare these numbers. What do we do first? Students will learn to compare three-digit numbers. [Compare the hundreds] What is the hundreds digit in each MATERIALS NEEDED: base-ten blocks (cubes, rods, number? [2 and 2] Are the hundreds digits the same? [yes] So and flats – preferably magnetic foam); blank sheets of what do we do next? [compare the tens] What is the tens digit paper; index cards labeled with three-digit numbers in each number? [9 and 9] Are they the same? [yes] So what do we do next? [compare the ones] What is the ones digit in eachCommon Core Standard: CCSS2.NBT.4 number? [1 and 1] Are they the same? [yes] If all three digits are the same, the numbers are equal. [Write an equals sign in LESSON WARM-UP the box.] We can also write this in words. [Below the number sentence, write “291 is equal to 291.”] 291 is equal to 291. Review facts for fluency using the My Math Facts III. Making a sentence true Copyright © by SPOTS Educational Resources. All rights reserved. practice sheets. On the board, write 497 and 479. Below the numbers, write THINKING TRIGGER ___ < ___. Say: Let’s fill in the blanks to make the sentence true. What symbol is this? [the less than symbol] Which number is Write the numbers 901 and 109 on the board. Ask the Al the Alligator eating – the first number (the number on the left) students which number they think is greater and why. or the second number (the number on the right)? [the second number] So which number will be greater – the first numberCONCEPT DEVELOPMENT or the second number? [the second number] Which numberI. Comparing three-digit numbers is greater, 497 or 479? [497] How can you tell? [The hundreds are the same, so we compare the tens. 9 is greater thanDraw two place-value charts side by side on the board, to 7.] [Write 497 in the blank on the right, and write 479 in theshow two sets of base-ten blocks. In one chart show three blank on the left. Ask for a volunteer to read the numberflats, seven rods, and two cubes. In the other chart show sentence aloud.]three flats, six rods, and five cubes. Tell the class that you aregoing to compare the numbers to see which is greater. Ask STUDENT TEACHERwhat number each set of base-ten blocks shows. Then writethe numbers 372 and 365 under the charts, and draw a box Divide the class into groups of three or four students. Givebetween them. Say: When we compare three-digit numbers, each group one blank sheet of paper and six cards, eachfirst we compare the hundreds. If the hundreds are the same, showing a different three-digit number. Ask the studentswe compare the tens. If the tens are the same, we compare the to place the six cards face down, and have them draw aones. What is the hundreds digit in each number? [3 and 3] Are greater than symbol in the middle of the paper. Then ask onethe hundreds digits the same? [yes] So what do we do next? student to choose two of the cards. Working as a group, have[compare the tens] What is the tens digit in each number? [7 the students place one of the two numbers before and oneand 6] Are they the same? [No] Which digit is greater? [7] So of them after the greater than symbol to make the sentencewhich number is greater? [372] [Remind the class that Al the true. After they have chosen several pairs of numbers, haveAlligator always eats the greater number of things. Write a them turn the paper over and draw a less than symbol ingreater than sign in the box.] This is the greater than sign. It the middle of the paper. Have them choose other pairs ofshows that 372 is greater than 365. Al the Alligator is eating numbers to place on the paper.the greater number of things. We can also write this in words.[Below the number sentence, write “372 is greater than 365.”]16

Using the Book: pages 17-18 Comparing Numbers Compare. Write >, <, or =. To compare three-digit numbers, first compare the hundreds. 1. 2. < 847 3. If the hundreds are the same, compare the tens. If the tens are the same, compare the ones. 372 264 753 682 < 712 If all three digits are the same, the numbers are equal. 279 > 258 258 < 279 4. 5. 6. 279 is greater than 258. 258 is less than 279. 287 < 296 387 > 375 426 < 432 Write how much. Compare. Write >, <, or =. 7. 8. 9. 1. 632 = 632 936 > 932 827 < 846 426 > 325 Write the value of each group of coins. Compare. Write >, <, or =. 10. 2. 46 ¢ > 40 ¢ 11. 218 < 338 Circle the correct word. 32 ¢ < 50 ¢ 3. greater than 705 4. greater than 426 Write two ways to compare the numbers. 195 191 627 is less than 822 479 is less than 932 12. 729 732 13. equal to CCSS2.NBT.4 equal to 17 5. greater than 6. greater than 732 is greater than 729 . 195 is greater than 191 . 822 is less than 937 is less than 729 is less than 732 . 191 is less than 195 . equal to equal to Chapter 5 Lesson 8 18 Now let’s practice comparing three-digit numbers. Tell the students that “is more than” is another way to say First compare the hundreds. Then compare the tens. “is greater than.” Then compare the ones. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Struggling learners: Have students model the numbers Who can tell us what we learned today? using base-ten blocks to help them compare the value of Today we learned how to compare the numbers. 2 three-digit numbers. Tomorrow we will learn how to compare 3 three-digit numbers.Copyright © by SPOTS Educational Resources. All rights reserved. 17

Chapter 5 Lesson 9: Greatest and Least INTRODUCTORY STATEMENT: Write the numbers 947, 949, and 954 in a column on the board. Copyright © by SPOTS Educational Resources. All rights reserved. In our last lesson we learned how to compare Say: Now we’re going to compare these numbers to see which of three-digit numbers. Today we will learn how to find them is least. Again, we begin by comparing the number in the the greatest number and the least number. hundreds place. [Point to the digit in the hundreds place.] Are they the same? [yes] What do we do next? [compare the tens] GOAL: [Point to the digits in the tens place.] Are all the tens the same? [no] Which tens digit is lower? [4] Let’s cross off 954 since it’s Students will learn to find the greatest and the least surely not the least. [Cross off 954.] So now we’ll compare 947 numbers. and 949 to see which number is less than the other. [Point to MATERIALS NEEDED: base-ten blocks (cubes, rods, 947 and 949.] The hundreds and the tens are the same in these and flats – preferably magnetic foam); blank sheets of numbers. What do we compare next? [the ones] Which number paper has the fewest number of ones? [947] So 947 is the least. [Circle 947.]Common Core Standards: CCSS2.NBT.4 III. Writing a number to make a sentence true LESSON WARM-UP On the board, write 867 < ___. Say: This sentence says that Review facts for fluency using the My Math Facts 867 is less than some number. Let’s find a number that makes practice sheets. this sentence true. Will the number in the blank be greater than or less than 867? [greater than 867] How do you know? [If THINKING TRIGGER 867 is less than the other number, then that other number will be greater than 867.] How can we find a number that is Ms. Tate’s class has 31 students. Mr. Garcia’s class has 28 greater than 867? [Brainstorm with the class about ways to students. Ms. Clark’s class has 32 students. Which class has find numbers that are greater than 867. If students need the greatest number of students? guidance, ask:] If the ones digit is greater than 7 and the other digits are the same, will the number be greater than or less thanCONCEPT DEVELOPMENT: 867? [greater] [Have a volunteer come to the board and write a number in the blank that makes the sentence true.]I. Finding the greatest number in a set Repeat the steps with the number sentence 154 < ___. ElicitWrite the numbers 715, 781, and 780 in a column on the that you need a number that is greater than 154. Then repeatboard. Say: We are going to compare this set of numbers to the steps with the number sentence 436 > ___, and elicit thatsee which of the three numbers is the greatest. We begin by you need a number that is less than 436.comparing the number in the hundreds place. [Point to thedigit in the hundreds place.] Are they the same? [yes] What do STUDENT TEACHER:we do next? [compare the tens] [Point to the digits in the tensplace.] Are all the tens the same? [no] Which digit is greater? Divide the students into pairs, and give each pair two blank[8] So which number are we sure is not the greatest? [715] Let’s sheets of paper. Ask each student to write down two setscross of 715. [Cross off 715.] So now we’ll compare 781 and 780 of three numbers. In each set of numbers, at least twoto see which number is greater. [Point to 781 and 780.] The should have the same number of hundreds. Above one sethundreds and the tens are the same in these numbers. What of numbers have them write “Least,” and above the otherdo we compare next? [the ones] Which number has a greater set of numbers have them write “Greatest.” Then have thenumber of ones? [781] So 781 is the greatest number in this set. partners trade papers and circle the lowest of the numbers[Circle 781.] for the “Least” set and the greatest of the numbers for the “Greatest” set. Circulate to make sure the students are using the correct approach and finding the correct answers.II. Finding the number that is the least18

Using the Book: pages 19-20 Fill in the correct symbol (>, <, or =). Write the number sentence in words. 1. 264 2. 548 > 437 372 372 is greater than 264 548 is greater than 437 3. 4. 618 < 724 536 < 542 618 is less than 724 536 is less than 542 5. 6. 784 < 792 842 > 827 784 is less than 792 842 is greater than 827 Fill in the numbers to make the number sentence true. 7. 465 269 8. 348 532 9. 617 725 > 348 < 532 725 > 617 10. 375 357 11. 849 853 12. 940 904 375 > 357 849 < 853 904 < 940 Write a number to make each number sentence true. 13. 14. 15. 355 > 354 472 < 473 684 > 683 (or greater) (or less) (or greater) LET’S WRITE! How do you decide which of three numbers is the greatest? First I compare the numbers in the hundreds place. If the hundreds are the same, I compare the numbers in the tens place. If the tens are the same, I compare the numbers in the ones place. 20 Now let’s practice finding the greatest number and the least Remind the students to compare the hundreds first, then number. To compare three numbers, begin by comparing compare the tens, and finally compare the ones. the numbers in the hundreds place. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Struggling learners: If students are having difficulty Who can tell us what we learned today? finding the greatest and the least of three numbers, have Today we learned how to find the greatest them use base-ten blocks to help them review comparing number and the least number. Tomorrow we two numbers. Write the numbers 358 and 362. Have them show each number using base-ten blocks. Then have them will learn how to count past 100. work together to compare the hundreds and then the tensCopyright © by SPOTS Educational Resources. All rights reserved. to show that 362 is greater than 358. 19

Chapter 5 Lesson 10: Counting to 1,000 by Ones INTRODUCTORY STATEMENT: place. [Have students look at the second chart, or use a dry- We already know how to count from 1 to 100. Today erase marker to make your hundred chart show the numbers 101 through 200: Write a 1 and a zero to the left of the first we will learn how to count past 100. nine numbers in the chart, and write in a 1 to the left of the numbers 10 through 99. Write a 2 over the 1 in 100.] Instead of GOAL: 1, 2, 3, 4, we’ll count 101, 102, 103, 104. Now let’s count starting at 151. What are the next four numbers? [Point to the numbers Students will learn to count past 100. in the chart.] 152, 153, 154, 155. MATERIALS NEEDED: hundred chart II. Using a number line to countCommon Core Standards: CCSS2.NBT.2 Draw the following number line on the board: LESSON WARM-UP 348 350 355 Review facts for fluency using the My Math Facts Say: Now let’s count using a number line. As we count, we’ll fill in practice sheets. the empty boxes. [Point to 348.] What number comes after 348? [349] [Point to the first three points on the number line.] Let’s THINKING TRIGGER count starting at 348: 348, 349, 350. What number comes next? Remember, the ones digit needs to increase by one. [351] [Write What number comes after 481 and before 483? 351 in the first empty box. Point to the points on the number line beginning with 351.] Let’s count starting at 351: 351, 352,CONCEPT DEVELOPMENT 353. What number comes next? [354] [Write 354 in the next empty box.] And finally, 355. So now let’s count from 348 to 355.I. Using the hundred chart to count [Point to the points on the number line, beginning with 348, and count aloud with class from 348 to 355.]Show the students a hundred chart (or have them look at thehundred chart on page 21), and remind them that they used III. Finding numbers before and after Copyright © by SPOTS Educational Resources. All rights reserved.this chart to learn to count to 100. Write 269 on the board. Say: Let’s count back by one. WhatSay: The hundred chart makes it easy to see the counting pattern changes when you count back? [The ones digit decreases byin numbers. Let’s look at the first row. What numbers does it one.] What number comes just before 269? [268] [Write 268show? [1 through 10] Let’s look at the fifth row. What number to the left of 269.] Now let’s count forward to find the numberis in the tens place? [4] Let’s look at the ninth row. What number just after 269. What number comes just after 69? [70] So whatis in the tens place? [8] What happens to the digit in the ones number comes just after 269? [270] [Write 270 to the rightplace as we go from number to number across each row? [The of 269.] Which digits change when we count forward from anumbers 1 through 9 are repeated, and the last number in number that ends in nine ones? [The ones and the tens digits]each row is the next ten.] How? [We get to the next ten, so the tens digit goes up by one and the ones digit becomes 0.] So now let’s count forwardLet’s look at the first column. What number is in the ones place? starting at 268. [Point to the numbers.] 268, 269, 270. And let’s[1] How does the digit in the tens place change as you go down count back starting at 270: 270, 269, 268.the column? [In each row it increases by one.] Let’s look at thefifth column. [Point to the fifth column.] What number is in the Repeat with 590. First elicit what number comes just after 590ones place? [5] How does the digit in the tens place change as [591]. Then elicit what number comes just before 590 [589].you go down the column? [In each row it increases by one.] Point out that to know what comes just before 590, we canLet’s look at the ninth column. [Point to the ninth column.] think of what number comes just before 90.What number is in the ones place? [9] How does the digit in thetens place change as you go down the column? [In each row itincreases by one.]Now we’re going to count starting at 101. After 100, the numbersin the chart are repeated, but with a new digit in the hundreds20

Using the Book: pages 21-22 Counting to 1,000 by Ones 1. Fill in the missing numbers. When we count to 1,000, the digits in the ones place and in the tens 2. In the chart below, color all numbers that have 0 ones. place repeat themselves. Only the digits in the hundreds place change. 501 502 503 504 505 506 507 508 509 510 1 2 3 4 5 6 7 8 9 10 511 512 513 514 515 516 517 518 519 520 11 12 13 14 15 16 17 18 19 20 521 522 523 524 525 526 527 528 529 530 21 22 23 24 25 26 27 28 29 30 531 532 533 534 535 536 537 538 539 540 31 32 33 34 35 36 37 38 39 40 541 542 543 544 545 546 547 548 549 550 41 42 43 44 45 46 47 48 49 50 551 552 553 554 555 556 557 558 559 560 51 52 53 54 55 56 57 58 59 60 561 562 563 564 565 566 567 568 569 570 61 62 63 64 65 66 67 68 69 70 571 572 573 574 575 576 577 578 579 580 71 72 73 74 75 76 77 78 79 80 581 582 583 584 585 586 587 588 589 590 81 82 83 84 85 86 87 88 89 90 591 592 593 594 595 596 597 598 599 600 91 92 93 94 95 96 97 98 99 100 1. Fill in the missing numbers. 3. Fill in the missing numbers on the number line. 2. In the chart below, color in all the numbers that have 0 tens. 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 527 529 530 533 534 536 4. Circle the point that shows 549. 121 122 123 124 125 126 127 128 129 130 540 A 550 B 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 560 C 570 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 Write the number that comes just before and just after. 5. 6. 7. 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 571 572 573 538 539 540 519 520 521 191 192 193 194 195 196 197 198 199 200 Chapter 5 Lesson 10 CCSS2.NBT.2 21 22 Now let’s practice counting past 100. As you count for- Remind the class that the numbers in the hundred chart ward, the ones digit increases by one; and you can think of repeat after the number 100, but with a new digit in the two-digit numbers to help you count. Remember that after 9 hundreds place. Tell the students that they can whisper ones, the tens digit goes up by one. the numbers as they count, to help them find the missing numbers.Copyright © by SPOTS Educational Resources. All rights reserved. STUDENT TEACHER: DIFFERENTIATED INSTRUCTION Divide the class into pairs. Have one student in each pair say Struggling earners: Review skip-counting starting with a three-digit number. His or her partner will then say the a two-digit number. Ask students to write the number 28. next four numbers. Have the students take turns choosing Then, below it, have them write the next five numbers, in the number and saying the next four numbers. If there is a column. Then tell the students that instead of counting extra time, have one student say a number, and have his or from 28, they are going to count from 728. Explain that her partner say the number before and after it. when they count starting from a three-digit number, they add the hundreds digit. Have them write a 7 before each number and count from 728-733. CLOSING STATEMENT: Who can tell us what we learned today? Today we learned how to count by ones from 101. Tomorrow we will practice this more. 21

Chapter 5 Lesson 11: Practice: Counting to 1,000 INTRODUCTORY STATEMENT: from 801 to 830. Look at the chart and see what you notice in In our last lesson we learned how to count past 100. the rows and in the columns. [Before you continue, encourage the students to study the rows and columns and see if they Today we will practice this more. can find any patterns. Circle the third column.] What is special about the third column? What is true about all of the numbers? GOAL: [They all have 3 ones.] [Below the third column, write “3 ones.” Circle the seventh column.] What do all of the numbers Students will practice counting past 100. in the seventh column have in common? [They all have 7 MATERIALS NEEDED: no materials are needed for ones.] [Below the seventh column, write “7 ones.”] this lesson III. Using a number line to countCommon Core Standards: CCSS2.NBT.2 Draw the following number line on the board: LESSON WARM-UP 967 969 974 Review facts for fluency using the My Math Facts practice sheets. Say: Next let’s count using a number line. As we count, we’ll fill in the empty boxes. [Point to 967.] What number comes after 967? THINKING TRIGGER [968] [Point to the first three points on the number line.] Let’s count starting at 967: 967, 968, 969. What number comes just What are some numbers that come after 220 and before after 69? [70] So what number comes after 969? [970] [Write 230? 970 in the first empty box. Point to the points on the number line beginning with 970.] Let’s count starting at 970: 970, 971,CONCEPT DEVELOPMENT 972. What number comes next? [973] [Write 973 in the next empty box.] And finally, 974. So now let’s count from 967 toI. F illing in missing numbers on a chart 974. [Point to the points on the number line, beginning with 967, and count aloud with the class from 967 to 974.]Draw the following chart on the board: IV. Finding numbers on a number line Copyright © by SPOTS Educational Resources. All rights reserved. 801 802 803 804 805 801 807 808 809 810 811 812 813 814 801 816 817 818 819 801 On the board draw a number line with three evenly-spaced 821 822 823 824 825 826 827 828 829 801 points labeled 640, 650, and 660. Tell the class that you areTell the class that you are going to practice counting by filling going to show on the number line where a number would be.in the chart. Ask: How is counting from 801 like counting from Say: 640, 650, and 660 are shown on the number line. Let’s find1? [The numbers are the same, but with a new hundreds out where 643 would be. What numbers are after 640 and beforedigit.] [Point to the numbers as you count aloud with the 650? [641 - 649] Let’s show where those numbers would be onclass.] Let’s count starting at 801: 801, 802. What number the number line. [Point along the number line as you count,comes next? [803] [Write 803 in the first empty cell. Point to beginning just after 641 and ending just before 650:] 641,the numbers.] Let’s continue counting: 804, 805. What number 642, 643, 644, 645, 646, 647, 648, 649. So where would 643 be?comes next? [806] [Write 806 in the next empty cell. Continue [Have a volunteer come to the board and draw and label thein the same way, filling in the boxes as you count until you point where 643 would be on the number line.] Is the pointreach 819.] What number comes after 19? [20] So what number closer to 640 or closer to 650? [closer to 640] Why? [becausecomes after 819? [820] [Write 820 in the cell to the right of 643 is closer to 640 than it is to 650] [Repeat with 658.]819. Continue counting until the chart is filled in.] IV. Finding numbers before and afterII. Finding patterns in charts On the board, write 749. Say: Let’s find the number that comesKeep the completed chart from the previous activity on the just before and just after 749. How can we find the number justboard. Say: As we found when we were working with this chart, before? [count back] What number comes just before 749?there are patterns in the chart that we created when we counted [748] [Write 748 to the left of 749.] Now let’s count forward to find the next number. What number comes just after 49? [50] So what number comes just after 749? [750] [Write 750 to22

Using the Book: pages 23-24 Practice: Counting to 1,000 Fill in the missing numbers on the number line. 1. 1. Fill in the missing numbers. 2. In the chart below, color all numbers that have 5 ones. 373 374 375 377 378 380 901 902 903 904 905 906 907 908 909 910 2. 676 679 681 911 912 913 914 915 916 917 918 919 920 921 922 923 924 925 926 927 928 929 930 672 673 674 931 932 933 934 935 936 937 938 939 940 941 942 943 944 945 946 947 948 949 950 3. 951 952 953 954 955 956 957 958 959 960 961 962 963 964 965 966 967 968 969 970 408 410 411 412 415 417 971 972 973 974 975 976 977 978 979 980 981 982 983 984 985 986 987 988 989 990 4. Circle the point that shows 287. 991 992 993 994 995 996 997 998 999 1,000 3. Fill in the missing numbers on the number line. 260 A 270 B 280 C 290 927 930 931 933 934 936 5. Circle the point that shows 523. 4. Circle the point that shows 940. 500 510 A B 520 C 530 6. Circle the point that shows 739. 919 A 929 939 B C 949 730 A B 740 C 750 760 Write the numbers that come just before and just after. Write the numbers that come just before and just after. 5. 6. 7. 7. 8. 9. 968 969 970 958 959 960 919 920 921 449 450 451 736 737 738 278 279 280 Chapter 5 Lesson 11 2.NBT.2 23 24 Now let’s practice counting past 100. Remember that you can Tell the students that they can whisper the numbers as they think of two-digit numbers to help you count. Remember count, to help them find the missing numbers. that after 9 ones, the tens digit goes up by one.Copyright © by SPOTS Educational Resources. All rights reserved. the right of 749.] Which digits change when we count forward STUDENT TEACHER from a number that ends in nine ones? [The ones and the tens digits] Why? [We get to the next ten, so the tens digit goes On the board, draw a number line with ten evenly spaced up by one and the ones digit becomes 0.] Now let’s count points. Label the first point 572 and the last point 581. Ask starting at 748. [Point to the numbers.] 748, 749, 750. And now for volunteers to come to the board, one at a time, and label let’s count back from 750. [Point to the numbers.] 750, 749, 748. one point between 572 and 581. Encourage each volunteer to choose a point somewhere in the middle, as opposed Repeat with 840. First elicit what number comes just after to filling in the numbers sequentially. Continue having 840 (841). Then elicit what number comes just before 840 volunteers come to the board until all ten points have been (839). Point out that to know what comes just before 840, we labeled. can think of what number comes just before 40. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Who can tell us what we learned today? Today we Struggling learners: Model asking guiding questions practiced counting past 100. Tomorrow we will learn to help locate a point on the number line, such as: Is this number more than ___? Less than ___? Is it closer to ___ how to count to the next hundred. or to ___? 23

Chapter 5 Lesson 12: Count to the Next Hundred INTRODUCTORY STATEMENT: in the empty boxes as you go along, until you get to 799.] In our last lesson we practiced counting past 100. What is special about 799? [It ends in 99.] What number comesToday we will learn how to count to the next hundred. after 99? [100] So what number comes after 799? [800] [Write 800 in the last empty box.] Now let’s count together again, GOAL: beginning with 795. [Point to the numbers in the chart.] 795, 796, 797, 798, 799, 800. Students will learn to count to the next hundred. MATERIALS NEEDED: base-ten blocks (flats, rods, and III. Counting to the next hundred on a cubes – preferably magnetic foam); blank sheets number line of paper. Draw the following number line on the board:Common Core Standards: CCSS2.NBT.2 197LESSON WARM-UP Say: Now let’s count from 197 using a number line. As we count,Review facts for fluency using the My Math Facts we’ll fill in the empty boxes. [Point to 197. Count aloud withpractice sheets. the class as you point to the next two points on the numberTHINKING TRIGGER line.] 198, 199. What is special about 199? [It ends in 99.] What number comes after 99? [100] So what number comes afterWhat number comes after 79? What number comes after 199? [200] [Write 200 in the first box.] What number comes89? What number comes after 99? after 200? [201] [Continue counting to 203. Write 203 in the second box.] Let’s count together again from 197 to 203. [Point to each number on the number line as you count with the class from 197 to 203.]CONCEPT DEVELOPMENT IV. Finding numbers before and after Copyright © by SPOTS Educational Resources. All rights reserved.I. C ounting to the next hundred using Remind students that if they know a three-digit number, they place value can find the number that comes just before it and just after it. Write 699 on the board. Say: Now let’s count back by one. WhatDraw a place-value chart, and display models to show 399. changes when you count back? [The ones digit decreases bySay: Let’s see what will happen when we add another cube one.] What number comes just before 699? [698] [Write 698 toto these models. [Add one cube in the ones place.] How the left of 699.]many ones do we have now? [10] When we have 10 ones, wecan exchange them for 1 [ten]. [Exchange the 10 ones for 1 Now let’s count forward to find the number just after 699. Whatten.] So how many tens do we have now? [10] What can we number comes just after 99? [100] What changes when youexchange the 10 tens for? [1 hundred] [Exchange the tens for count forward from a number that ends in 99? [We get to the1 hundred.] So how many hundreds do we have now? [4] What next hundred.] So what number comes just after 699? [700]number comes after 99? [100] So what number comes after [Write 700 to the right of 699.] So now let’s count starting at399? [400] 698. [Point to the numbers.] 698, 699, 700. And now let’s count back from 700. [Point to the numbers.] 700, 699, 698.II. Counting to the next hundred on a chart Repeat with 900. First elicit what number comes just afterDraw the following chart on the board: 900 [901], then elicit what number comes just before 900 [899]. Point out that to know what comes just before 900, we 801 801 803 801 801 801 801 801 801 801 can think of what number comes just before 100. 801 801 801 801 801 801 801 801 801 801Say: Let’s practice counting to the next hundred by filling in thechart. [Beginning with 781, count aloud with the class, filling24

Using the Book: pages 25-26 Complete the table. Counting to the Next Hundred Complete the table. 1. 481 482 483 484 485 486 487 488 489 490 1. 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 491 492 493 494 495 496 497 498 499 500 391 392 393 394 395 396 397 398 399 400 2. 2. 761 762 763 764 765 766 767 768 769 770 671 672 673 674 675 676 677 678 679 680 771 772 773 774 775 776 777 778 779 780 681 682 683 684 685 686 687 688 689 690 781 782 783 784 785 786 787 788 789 790 691 692 693 694 695 696 697 698 699 700 791 792 793 794 795 796 797 798 799 800 3. 961 962 963 964 965 966 967 968 969 970 3. 271 272 273 274 275 276 277 278 279 280 971 972 973 974 975 976 977 978 979 980 281 282 283 284 285 286 287 288 289 290 981 982 983 984 985 986 987 988 989 990 291 292 293 294 295 296 297 298 299 300 991 992 993 994 995 996 997 998 999 1,000 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 Fill in the missing numbers on the number line. Fill in the missing numbers on the number line. 4. 4. 591 592 593 597 599 600 691 692 694 695 697 700 5. 794 795 797 800 5. 399 401 402 791 792 394 395 396 6. 96 97 98 100 101 6. 300 301 304 305 94 297 298 Chapter 5 Lesson 12 2.NBT.2 25 26 Now let’s practice counting to the next hundred. When we have a number that ends in 99, the number just after is the next hundred.Copyright © by SPOTS Educational Resources. All rights reserved. STUDENT TEACHER DIFFERENTIATED INSTRUCTION Divide the class into pairs. Tell the students that they are Struggling learners: In working with the number going to pretend that their partners are first-graders. Ask the charts, have students color-code all the boxes that have students to take turns teaching their partners how to count zero ones (i.e., a 0 in the ones place) in one color, and to the next hundred. The “teacher” in each pair will write all the boxes that have 0 tens (i.e., a 0 in the tens place) down a three-digit number that ends in 99 and will then in another color. The box with the new hundred will be teach his or her partner how to count from that number to shaded in both colors. the next number. Afterward, have the partners trade places. CLOSING STATEMENT: Who can tell us what we learned today? Today we learned how to count to the next hundred. Tomorrow we will learn how to skip-count by hundreds. 25

Chapter 5 Lesson 13: Skip-Count by 100s INTRODUCTORY STATEMENT: II. Filling in the blanks In our last lesson we learned how to count to the next hundred. Today we will learn On the board, write: 400, 500, 600, ___, ___, ___. Say: We’re going to skip-count by hundreds to fill in the blanks. Let’s skip- how to skip-count by hundreds. count together. [Point to the first three numbers as you say in unison with the class: 400, 500, 600. Continue with 700, 800, GOAL: and 900 as you point to each blank in turn.] When you skip- count by hundreds, what digit changes? [the hundreds digit] Students will learn to skip-count by hundreds. So what are the next three numbers? [700, 800, 900] [Fill in the MATERIALS NEEDED: base-ten blocks (flats, rods, blanks with 700, 800, and 900. and cubes – preferably magnetic foam); blank sheets of paper Next, write: 98, 198, 298, ___, ___, ___.] Say: Let’s skip-count by hundreds again to fill in the blanks. Let’s say the first threeCommon Core Standard: CCSS2.NBT.2 numbers together. [Say the first three numbers aloud with the class.] What three numbers come next? [398, 498, 598] [Fill in the blanks with 398, 498, and 598.] LESSON WARM-UP III. Skip-counting on a number line Copyright © by SPOTS Educational Resources. All rights reserved. Review facts for fluency using the My Math Facts Draw the following number line on the board: practice sheets. Ask the students to look at the number line and talk about THINKING TRIGGER what they see. Elicit that all the numbers have the same number in the tens place (7) and the same number in the When you skip-count by hundreds, what digit do you think ones place (5) and that the number of hundreds is different in changes? each box. Say: Let’s skip-count by hundreds to fill in the empty boxes on the number line. What number comes after 275? [375]CONCEPT DEVELOPMENT [Write 375 in the first empty box.] Let’s skip-count by hundreds starting with 275. [Skip-count aloud with the class as youI. Skip-counting by hundreds using base-ten point to the first three numbers on the number line:] 275, blocks 375, 475. What number comes next? [575] [Write 575 in the next empty box. Continue skip-counting by hundreds to fillRemind the students that they have learned how to skip- in the last two empty boxes.] Now let’s skip-count by hundredscount by fives and tens. Ask: How do we skip-count by tens from 275 to 875. [Point to the numbers as you count togetherstarting with 32? [32, 42, 52, and so on] [Tell the students that as a class.]they are going to learn how to skip-count by hundreds. Drawa place-value chart, and display two flats, one rod, and seven STUDENT TEACHERcubes.] What number does this show? [217] [Write 217 on theboard.] To skip-count by hundreds, I will add another hundred. Have five volunteers line up across the front of the room. Tell[Place another flat in the hundreds column.] What number the class that you are going to say a number, and the fivedoes this show? [317] [Write 317 to the right of 217.] Let’s students will then skip-count by hundreds, each saying onecontinue skip-counting by hundreds. [Place another flat in the number. Begin with 200. Starting with the first student, thehundreds column.] What number does this show? [417] [Write students will say: 300, 400, 500, 600, 700. Then begin with417 to the right of 317. Continue until you have reached 341. The students will say: 441, 541, 641, 741, 841. Repeat617.] Now let’s skip-count by hundreds together, starting with the activity with another set of five volunteers and two new217. [Point to the numbers as you skip-count by hundreds numbers.from 217 to 617, in unison with the class.] Look at the list ofnumbers. What digit changes as we go from one number to thenext? [the hundreds digit] [Circle the hundreds digits.] Howdoes it change? [It increases by one.]26

Using the Book: pages 27-28 Count by hundreds. Write how many. Skip-Count by 100s Count by hundreds. Fill in the numbers. 1. 2. 412 1. 336, 436, 536, 636 , 736 , 836 512 2. 247, 347, 447, 547 , 647 , 747 612 3. 159, 259, 359, 459 , 559 , 659 27 4. 472, 572, 672, 772 , 872 , 972 5. 93, 193, 293, 393 , 493 , 593 Count by hundreds. Fill in the numbers. 600 700 800 6. 725 981 300 400 500 C 7. 953 225 325 425 525 625 343 8. 481 581 681 781 881 Circle the point that shows 467. 9. 367 A 567 B 767 Chapter 5 Lesson 13 443 Circle the point that shows 653. 10. 2.NBT.2 353 A 553 B 753 C 28 Now let’s practice skip-counting by hundreds. When you Tell the students that they can whisper the numbers as they skip-count by hundreds, the hundreds digit increases by one. count, to help them find the missing numbers. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Advanced learners: If some students learn to skip-count Who can tell us what we learned today? Today we by hundreds quickly, have them try to count back by learned how to skip-count by hundreds. Tomorrow hundreds, starting with 900. Then have them try to count we will learn how to find one hundred more and one back by hundreds starting with 967. Have them skip- count aloud. Then ask them to write down the numbers. hundred less than a number.Copyright © by SPOTS Educational Resources. All rights reserved. 27

Chapter 5 Lesson 14: 100 More, 100 Less INTRODUCTORY STATEMENT: II. Finding one hundred less Copyright © by SPOTS Educational Resources. All rights reserved. In our last lesson we learned how to skip-count by hundreds. Today we will learn how to find one hun- Say: Now let’s find one hundred less than a number. [Show two dred more and one hundred less than a number. flats, five rods, and six cubes.] What number does this show? [256] [Write 256 on the board.] To find one hundred less, we GOAL: take away a hundred. [Remove a flat from the model.] What number does this show? [156] [Write 156 below 256.] What Students will learn to find one hundred more and one digit changed when we found one hundred less? [the hundreds hundred less than a number. digit] [Circle the hundreds digits.] Materials needed: base-ten blocks (flats, rods, and cubes – preferably magnetic foam); index cards Repeat with 487. Use models to help find one hundred less.Common Core Standard: CCSS2.NBT.8 Now let’s draw a picture to show one hundred less. [Make a simple math drawing to show 487.] What number does this LESSON WARM-UP show? [487] [Write: 100 less than 487 is ___.] To find one hundred less, we cross off one hundred. [Put an X through a Review facts for fluency using the My Math Facts large square.] What number does this show? [387] [Write 387 practice sheets. in the blank.] One hundred less than 487 is 387. THINKING TRIGGER Now let’s see if we can find one hundred less without using base- ten blocks. [On the board, write: 100 less than 529 is ___. Ask When you hear the word more, do you add or subtract? students to shout out the number that goes in the blank. When you hear the word less, do you add or subtract? Write 429 in the blank.]CONCEPT DEVELOPMENT III. Adding and subtractingI. Finding one hundred more Tell the class that you can also write one hundred more and one hundred less using number sentences. Write theDraw a place-value chart, and display three flats, two rods, equation 817 + 100 in column form on the board. Say: Thisand four cubes. Ask: What number does this show? [324] number sentence shows one hundred more than 817. What is[Write 324 on the board.] Let’s find one hundred more than this one hundred more than 817? [917] [If students need help, usenumber. To find one hundred more, we add another hundred. base-ten blocks to find one hundred more. Write 917 as the[Place another flat in the hundreds column.] What number sum in the equation.] When we hear the word more, we add.does this show? [424] [Write 424 below 324.] What digit [Next, write the equation 725 – 100 in column form.] Thischanged when we found one hundred more? [the hundreds number sentence shows one hundred less than 725. What is onedigit] [Circle the hundreds digits.] hundred less than 725? [625] [Use base-ten blocks if studentsRepeat with 548. Use models to help find one hundred more. need help finding the answer. Write 625 as the difference inNow let’s draw a picture to show one hundred more. [Draw a the equation.] When we hear the word less, we subtract.picture to show 548, using large squares, vertical lines, anddots.] What number does this show? [548] [Write: 100 more STUDENT TEACHERthan 548 is ___.] To find one hundred more, we add anotherhundred. [Draw another large square.] What number does this Give each student several index cards. Tell the class that youshow? [648] [Write 648 the blank.] One hundred more than are going to write a number on the board and that you will548 is 648. ask for the number that is one hundred less or one hundredNow let’s see if we can find one hundred more without using more than that number. Each student will write the numberbase-ten blocks. [On the board, write: 100 more than 632 is on a card and will hold the card over his/her head facing you.___. Ask students to shout out the number that goes in the Write the number 500 and say, “One hundred…more!” Afterblank. Write 732 in the blank.] you see all of the correct answers, write the number 283 and say, “One hundred…less!” Continue in this way with several28 other numbers.

Using the Book: pages 29-30 100 More, 100 Less Cross off to show 100 less. Write the number that is 100 less. 315 Complete the number sentence. –100 1. 215 100 less than 314 is 214. 100 more than 314 is 414. 100 less than 315 is 215. 243 314 – 100 = 214 314 + 100 = 414 –100 2. Draw to show 100 more. Write the number that is 100 more. 534 143 Complete the number sentence. +100 100 less than 243 is 143. 516 1. –100 634 3. 416 100 more than 534 is 634 . 100 less than 516 is 416. 2. 132 Write the number that is 100 more. +100 100 more than 132 is 232. 4. 5. 557, 657 6. 488, 588 232 772, 872 3. 458 164 , 264 +1 0 0 Write the number that is 100 less. 13. 7 9 2 558 7. 8. 9. –100 692 782 ,882 559 , 659 Add or subtract. 100 more than 458 is 558. 29 10. 6 7 5 11. 5 8 9 12. 8 4 3 +100 –100 +100 Chapter 5 Lesson 14 775 489 943 2.NBT.2 30 Now let’s practice finding one hundred more and one hun- Remind the class that subtracting one hundred is finding dred less than a number. The only digit that will change is one hundred less, and adding one hundred is finding one the hundreds digit. hundred more. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Struggling learners: Some students may have trouble Who can tell us what we learned today? isolating the hundreds digit to find 100 more or 100 less. Today we learned how to find one hundred more Suggest that they break up each number by place value, and one hundred less than a number. Tomorrow we and fill in the blanks: ___ hundreds; ___ tens; ___ ones. will learn how to skip-count by tens starting with To find 100 more or 100 less, they can then draw another set of blanks underneath it and increase or decrease the a three-digit number. hundreds digit by one.Copyright © by SPOTS Educational Resources. All rights reserved. 29

Chapter 5 Lesson 15: Skip-Count by Tens INTRODUCTORY STATEMENT: 372 on the board.] [Add another rod in the tens place.] What We know how to skip-count by tens starting with a number does this show now? [382] [Write 382 to the right of two-digit number. Today we will learn how to skip- 372. Add another rod in the tens place.] What number does count by tens starting with a three-digit number. this show now? [392] [Write 392 to the right of 382.] Now we have 9 tens. How many tens will we have when we add another GOAL: ten? [10] [Add another rod in the tens place.] When we have 10 tens, we exchange them for…? [one hundred] [Exchange Students will learn to skip-count by tens starting with a the tens for one hundred.] How many hundreds do we have three-digit number. now? [4] How many tens do we have now? [0] How many ones Materials needed: base-ten blocks (flats, rods, and cubes do we have now? [2] So what number comes after 392? [402] – preferably magnetic foam); blank sheets of paper [Write 402 to the right of 392.] Which digits changed when we were skip-counting by tens and we had nine tens? [theCommon Core Standard: CCSS2.NBT.2 hundreds digit and the tens digit] When we have 10 tens we exchange them for one hundred, so the hundreds digit goes up LESSON WARM-UP one, and then there are zero tens, so the hundreds and the tens digits change. [Place a rod in the tens place.] What number Review facts for fluency using the My Math Facts does this show now? [412] [Write 412 to the right of 402.] Now practice sheets. let’s skip-count by tens from 372 again. [Point to each number as you skip-count by tens together as a class.] THINKING TRIGGER II. Filling in the blanks Copyright © by SPOTS Educational Resources. All rights reserved. How do you skip-count by tens starting with 37? On the board, write “918, 928, 938, ___, ___, ___.” Ask: Which digits are the same? [the hundreds digits and the onesCONCEPT DEVELOPMENT digits] Which digit is changing in this pattern? [the tens digit]I. Skip-counting by tens using base-ten How do we go from 918 to 928 to 938? [We skip-count by tens; for each number, we increase the tens digit by one.] So let’s blocks skip-count by tens to fill in the blanks. What are the next three numbers? [948, 958, 968] [Fill in the blanks with 948, 958, andSay: We’ve learned how to skip-count by tens starting with a 968. Point to each number as you skip-count by tens fromtwo-digit number. [Ask for a volunteer to skip-count by tens 918 to 968, together as a class.]starting with 49.] Now we’re going to learn how to skip-countby tens starting with a three-digit number. [Draw a place-value Next, write “173, 183, 193, ___, ___, ___.” Which digits are thechart, and display seven flats, two rods, and six cubes.] What same? [the hundreds digits and the ones digits] Which digit isnumber does this show? [726] [Write 726 on the board.] To changing in this pattern? [the tens digit] What number comesskip-count by tens, what do you think we should add to the after 9 tens? [10 tens] When we have 10 tens, we exchangemodel? [a ten (rod)] [Add another rod to the model.] What them for…? [one hundred] So how many hundreds will therenumber does this show? [736] [Write 736 to the right of 726.] be? [two] How many tens will there be? [zero] So what numberLet’s continue skip-counting by tens. [Add another rod to the comes after 193? [203] Which digits changed? [the hundredsmodel.] What number does this show? [746] [Write 746 to the digit and the tens digit] [Fill in 203.] What comes after 203?right of 736. Continue in this way until you have reached [213, 223] [Fill In the blanks.] [Point to each number as you776.] Now let’s skip-count by tens again, starting with 726. skip-count by tens, together as a class, from 173 to 223.][Point to each number as you read the numbers from 726 to776 together with the class.] Let’s look at the numbers. What III. Skip-counting on a number linedigit changes as we go from one number to the next? [the tensdigit] [Circle the tens digits.] How does it change? [It increases Draw the following number line on the board:by/goes up one.]Now let’s see what will happen when we skip-count by tens and 326 356 366there are 9 tens in the number. [Display three flats, seven rods,and two cubes.] What number does this show? [372] [Write Ask the class what the three numbers shown on the number line have in common. Students will notice that the numbers have the same hundreds digit and the same ones digit. Say: Let’s skip-count by tens to fill in the rest of the boxes on the30

Using the Book: pages 31-32 Skip-Count by Tens Count by tens. Write how many. 2. Count by tens. Fill in the numbers. 1. 1. 618, 628, 638, 648 , 658 , 668 214 2. 583, 593, 603, 613 , 623 , 633 3. 704, 714, 724, 734 , 744 , 754 4. 366, 376, 386, 396 , 406 , 416 5. 862, 872, 882, 892 , 902 , 912 331 224 Count by tens. Fill in the number line. 270 280 290 6. 569 579 559 905 915 240 250 260 895 492 7. 576 529 539 549 8. 865 875 885 341 234 Circle the point that shows 482. 9. Chapter 5 Lesson 15 351 244 432 A 452 B 472 C 2.NBT.2 31 Circle the point that shows 526. 10. 516 A 536 B 556 C 32 Now let’s practice skip-counting by tens starting with a change, since the number that comes after 9 tens will have three-digit number. Remember that the hundreds dig- zero tens and one more hundred. it and the ones digit will stay the same, except after 9 tens: Then both the hundreds digit and the tens digit will Tell the students to make simple math drawings if it helps them find the answers.Copyright © by SPOTS Educational Resources. All rights reserved. number line. What number comes after 326? [336] [Write 336 number. Circulate among the students to make sure they are in the first empty box. If students need help, underline the skip-counting correctly. 2 in 326, and remind them that the 2 in the tens place will change to a 3. Continue skip-counting by tens to fill in the DIFFERENTIATED INSTRUCTION last three empty boxes.] Now let’s skip-count by tens from 326 to 386 again. [Point to each number as you skip-count by tens Struggling learners: Review skip-counting by tens start- together as a class. Then call on three or four volunteers, and ing with a one-digit number. Write the numbers 4, 14, have each one say another number as they continue skip- 24. Display four cubes, and then add rods to skip-count counting beyond 386, to 426. Be sure to discuss what digits 14, 24, 34 … and so on. Continue into the next hundred, will change after 396 and why.] using models and counting aloud together. STUDENT TEACHER CLOSING STATEMENT: Divide the students into pairs. Give each pair several sheets Who can tell us what we learned today? Today we of paper. Ask each student to write 4 three-digit numbers. learned how to skip-count by tens, starting with a Then have the partners trade papers and, skip-counting by three-digit number. Tomorrow we will learn how to tens, have them write down the next five numbers after each find ten more and ten less than a three-digit number. 31

Chapter 5 Lesson 16: 10 More, 10 Less INTRODUCTORY STATEMENT: II. Finding ten less In our last lesson we learned how to skip-count by tens starting with a three-digit number. Today Say: Now let’s find ten less than a number. [Display two flats, we will learn how to find ten more and ten less than seven rods, and one cube.] What number does this show? [271] [Write 271 on the board.] What should we do to find ten a three-digit number. less? [take away one ten] [Remove a rod from the model.] What number does this show? [261] [Write 261 below 271.] GOAL: What digit changed when we found ten less? [the tens digit] [Circle the tens digits.] Students will learn to find ten more and ten less than a three-digit number. Repeat with 982. Use models to help find ten less. Materials needed: base-ten blocks (flats, rods, and cubes – preferably magnetic foam); blank sheets of Say: Now let’s draw a picture to show ten less. [Make a simple paper; model dimes, nickels, and pennies math drawing to show 982.] What number does this show? [982] [Write: 10 less than 982 is ___.] To find ten less, we crossCommon Core Standard: CCSS2.NBT.8 off one…? [ten] [Cross off one vertical line.] What number does this show? [972] [Write 972 in the blank.] Ten less than LESSON WARM-UP 982 is 972. Review facts for fluency using the My Math Facts Now let’s see if we can find ten less without using base-ten blocks. practice sheets. [On the board, write: 10 less than 845 is ___. Ask students to shout out the number that goes in the blank. Write 835 in the blank.] THINKING TRIGGER III. Adding and subtracting Copyright © by SPOTS Educational Resources. All rights reserved. How would you explain to a first-grader how to find ten Say: We can also write ten more and ten less using number more and ten less than 61? sentences. When we hear the word more, do we add or subtract? [add] [Write the equation 265 + 10 in column form on theCONCEPT DEVELOPMENT board.] This number sentence shows ten more than 265. What is ten more than 265? [275] [If students need help, remind themI. Finding ten more that the tens digit will increase by one. Write 275 as the sum in the equation.]Draw a place-value chart, and display five flats, three rods,and seven cubes. Ask: What number does this show? [537] When we hear the word less, do we add or subtract? [subtract][Write 537 on the board.] Let’s find ten more than this number. [Write the equation 182 – 10 in column form.] This numberTo find ten more, what will we add to the model? [a ten (a rod)] sentence shows ten less than 182. What is ten less than 182?[Add another rod in the tens column.] What number does this [172] [Write 172 as the difference in the equation.]show? [547] [Write 547 below 537.] What digit changed whenwe found ten more? [the tens digit] [Circle the tens digits.] STUDENT TEACHERRepeat with 862. Use models to help find ten more. Divide the class into groups of three students. Give each group base-ten blocks and blank sheets of paper. Tell theNow let’s draw a picture to show ten more. [Make a simple students that you will write a number on the board, and theymath drawing to show 862.] What number does this show? will practice finding ten more and ten less. In each group,[862] [Write: 10 more than 862 is ___.] To find ten more, we have one student show the numbers using base-ten blocks,add another ten. [Draw another vertical line.] What number have one student write the number that is ten more, anddoes this show? [872] [Write 872 in the blank.] Ten more than have one student write the number that is ten less. Have862 is 872. students take turns so that everyone has a chance to show a number, to write the number that is ten more, and to writeNow let’s see if we can find ten more without using base-ten the number that is ten less.blocks. [On the board, write: 10 more than 784 is ___. Askstudents to shout out the number that goes in the blank.Write 794 in the blank.]32

Using the Book: pages 33-34 10 More, 10 Less Cross off to show 10 less. Write the number that is 10 less. 341 Complete the number sentence. – 10 1. 331 10 less than 245 is 235. 10 more than 245 is 255. 10 less than 341 is 331. 245 – 10 = 235 245 + 10 = 255 2. 4 2 2 – 10 412 Draw to show 10 more. Write the number that is 10 more. 324 10 less than 422 is 412. Complete the number sentence. + 10 1. 3. 334 10 more than 324 is 334 . 10 less than 252 is 242. 252 162 – 10 2. + 10 Write the number that is 10 more. 172 242 10 more than 162 is 172. 4. 584, 594 5. 106, 116 6. 735, 745 458 608 , 618 3. + 10 Write the number that is 10 less. 13. 9 5 4 468 7. 914 , 924 8. 773 , 783 9. – 10 33 944 Add or subtract. 10 more than 458 is 468. 10. 4 3 7 11. 1 9 5 12. 7 6 0 + 10 – 10 + 10 Lesson 16 2.NBT.8 447 185 770 Chapter 5 34 Now let’s practice finding ten more and ten less than a Tell the students to use the models shown on the page to three-digit number. When you find ten more and ten less, help them find the answers. only the tens digit will change. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Struggling learners: If students have trouble finding ten Who can tell us what we learned today? more and ten less than a number, have them practice by Today we learned how to find ten more and “going shopping” using model coins. Ask them to draw a ten less than a three-digit number. Tomorrow picture of something that costs less than a dollar and to write the price. Then have them pay for the item by placing we will learn how to skip-count by fives dimes, nickels, and pennies on the table. Tell the students starting with a three-digit number. that the item is now on sale for ten cents less. Ask themCopyright © by SPOTS Educational Resources. All rights reserved. to take away a dime and write the new price. Repeat the activity using a different item, but this time, tell them that the price has gone up ten cents. Have them add a dime and write the new price. 33

Chapter 5 Lesson 17: Skip-Count by Fives INTRODUCTORY STATEMENT: a digit in the hundreds place. [Use a dry-erase marker to make We’ve already learned how to skip-count your hundred chart show the numbers 465-500: Write in a 4 by fives starting with a two-digit number. to the left of the numbers 65 through 99.] [Point to 465.] We Today we will learn how to skip-count by fives will say the numbers on the chart, with a four as the hundreds digit. [Point to the numbers on the chart as you count by fives starting with a three-digit number. together with the class.] 465, 470, 475, 480, 485, 490,495. What number comes after 95? [100] So what number comes after GOAL: 495? [500] [Write a 5 over the 1 of 100.] Students will learn to skip-count by fives starting from a III. Finding a pattern three-digit number. Materials needed: hundred chart Write the number 710 on the board. Ask the class to skip- count by fives aloud with you from 710 to 750. Write theCommon Core Standards: CCSS2.NBT.2 numbers as you say them aloud. If students need help, first skip-count by fives starting with 10. Then skip-count by fives LESSON WARM-UP starting with 710. Say: Look at the numbers. What pattern do you see? Remember: A pattern is something that repeats. [If Review facts for fluency using the My Math Facts students don’t see the pattern, encourage them to look at the practice sheets. ones digits. (When you count by fives, the ones digit of one number is five, and the ones digit of the next number is zero; THINKING TRIGGER the next is five, and the next is zero, and so on.) Underline the numbers that end in zero, and circle the numbers that end in What are the next four numbers when you skip-count by five.] fives starting from 25? STUDENT TEACHERCONCEPT DEVELOPMENT Have a volunteer come to the board and write a three-digitI. Counting on number that ends in either zero or five. Then have that student choose another student who will come to the boardWrite the number 815 on the board. Say: First, let’s find five and write the next two numbers, counting by fives. Thatmore than 815 by counting on. How many fingers do we have student will then choose another student to come to theon each hand? [five] So let’s count on five using the fingers on board and write the next two numbers, counting by fives.one hand. [Hold up your hand and point to one finger at a Continue until five or ten students have had a turn.time as you count.] 816, 817, 818, 819, 820! [Write 820 to theright of 815.] Let’s count on five again. 821, 822, 823, 824, 825! Copyright © by SPOTS Educational Resources. All rights reserved.[Write 825 to the right of 820. Continue until you reach 840.]Now let’s skip-count by fives from 815 to 840 together. [Point toeach number as you skip-count by fives aloud with the class.]II. Skip-counting using a hundred chartRemind the students that they can use the hundred chartto skip-count by fives. Point to the numbers on the hundredchart as you skip-count together with the class from 5 to 100.Have students count the last few numbers without you.Say: Now we’re going to count starting from 465. Skip-countingby fives starting with a three-digit number is the same as skip-counting starting with a two-digit number, except that there is34

Using the Book: pages 35-36 1. Count by fives. Complete the table. Skip-Count by Fives Count by fives. Fill in the number line. 1. 105 110 115 120 335 340 345 350 355 360 125 130 135 140 2. 145 150 155 160 495 500 505 510 515 520 165 170 175 180 3. 185 190 195 200 685 690 695 700 705 710 Count by fives. Fill in the numbers. 4. Circle the point that shows 325. 2. 315 320 A 330 B C 345 235, 240, 245, 250 , 255 , 260 5. Circle the point that shows 675. 3. 415, 420, 425,430, 435, 440 4. 205, 210, 215,220, 225, 230 645 A 655 660 B 670 C 5. 65, 70, 75, 80 , 85 , 90 6. Circle the point that shows 900. 6. 675, 680, 685, 690, 695, 700 885 A 895 B 905 C 915 Chapter 5 Lesson 17 2.NBT.2 Let’s Review! +2 +6 +4 Fill in the number line. Add. 38 40 7. 44 38 + 6 = 44 35 36 Now let’s practice skip-counting by fives starting with a by fives starting with a two-digit number, except that each three-digit number. When you skip-count by fives, every number has a hundreds digit. When we get to a number number ends in zero or five. ending in 95, the hundreds digit in the next number will increase by one, and that number will have zero tens and Remind the students that skip-counting by fives starting zero ones. with a three-digit number is the same as skip-countingCopyright © by SPOTS Educational Resources. All rights reserved. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Struggling learners: Have students jump rope or do Who can tell us what we learned today? Today we jumping jacks to keep the beat as they count by fives, to learned how to skip-count by fives starting with a help them internalize the count-by-fives pattern. Discuss three-digit number. Tomorrow we will practice what that after ninety-five (or ___ hundred ninety-five), they will jump up to the next hundred. we learned in this chapter. 35

Chapter 5 Lesson 18: End-of-Chapter Review INTRODUCTORY STATEMENT: II. Finding the greatest and least number In our last lesson we learned how to skip-count byfives starting with a three-digit number. Today we will On the board, write the numbers 182, 180, and 186 in a column. Elicit the steps for how to compare the three review what we learned in this chapter. numbers: First compare the hundreds in all the numbers. Since they are the same, compare the tens. Since they are the GOAL: same, compare the ones. Students will review the concepts covered in Chapter 5. Go through similar steps with the numbers 534, 536, and 541 MATERIALS NEEDED: base-ten blocks (flats, rods, and to find the number that is least. cubes – preferably magnetic foam) III. Finding ten more and ten lessCommon Core Standards: CCSS2.NBT.1, CCSS2.NBT.1.a,CCSS2.NBT.1.b, CCSS2.NBT.2, CCSS2.NBT.3, CCSS2.NBT.4, Review how to make a simple math drawing to find ten moreCCSS2.NBT.8 and ten less than a number. LESSON WARM-UP IV. Skip-counting by hundreds, tens, and fives Review facts for fluency using the My Math Facts practice sheets. On the board, write 268, and skip-count by hundreds. Discuss which digits stay the same and which digit changes. THINKING TRIGGER Write 354, and skip-count by tens. Discuss which digits If you count by tens from 307 to 397, how many numbers stay the same and which digit changes. Also discuss what will you say? happens when the number has 9 tens.CONCEPT DEVELOPMENT Write 275, and skip-count by fives. Discuss the pattern of the ending numbers (zero and five). Also discuss what happensI. W riting a number in expanded form when the number ends in 95.Say: Let’s write three-digit numbers in expanded form. [Draw a STUDENT TEACHERplace-value chart on the board, and display four flats, six rods,and three cubes.] What number does this show? [463] [Write Tell the students that you are going to write a number on the463 = __________.] We write the full value of the hundreds plus board, and they are going to find the number that comes justthe tens plus the ones. How do we write 463 in expanded form? before or just after it. Begin by writing 123, and say, “What[Call three students up to the board, and have each of them is the number…after?!” Have students raise their hands, andwrite one number of the expanded form.] [400 + 60 + 3] have one student write the number on the board. Then writeLet’s look at expanded form when one digit is a zero. [Display the number 681, and say, “What is the number…before?!”three flats and one cube.] What number does this show? [301] Continue with ten or fifteen numbers.[Write 301 = __________.] How do we write 301 in expandedform? [Discuss that the value of the tens is zero, so we don’t Be sure to include numbers that end in zero or nine ones.need to write a number of tens. Call two students up tothe board, and have each of them write one number of the Copyright © by SPOTS Educational Resources. All rights reserved.expanded form.] [300 + 1]36

Using the Book: pages 37-38 End-of-Chapter Review Write the number shown by the models. 1. Fill in the missing numbers on the number line. 1. 2. 384 387 388 390 392 393 Write the numbers that come just before and just after. 2. 3. 4. 517 , 518, 519 493 , 494, 495 709 , 710, 711 3 1 2 4 3 1 Count by hundreds. Fill in the numbers. Hundreds Tens Ones Hundreds Tens Ones 5. 171, 271, 371, 471, 571, 671 6. 485, 585, 685, 785, 885, 985 Number: 312 Number: 431 Number Name: three hundred twelve Number Name: four hundred thirty- Write the number that is 100 more and 100 less. one 7. 8. 9. Write the number in expanded form. 628 , 728, 828 93 , 193, 293 702 , 802, 902 3. 4. Count by tens. Fill in the numbers. 397 = 300 + 90 + 7 806 = 800 + 6 10. 809, 819, 829, 839, 849, 859 Compare. Write >, <, or =. 11. 268, 278, 288, 298, 308, 318 5. 6. 7. 632 < 704 831 > 829 543 < 546 Write the number that is 10 more and 10 less. Circle the number that is the least. Underline the number 12. 13. 14. that is the greatest. 170 , 180, 190 342 , 352, 362 779 , 789, 799 8. 9. 10. 11. Count by fives. Fill in the numbers. 728 472 670 803 15. 735, 740, 745, 750, 755, 760 733 481 665 830 16. 585, 590, 595, 600, 605, 610 731 464 668 813 38 Chapter 5 Lesson 18 37 Now let’s review what we’ve learned in this chapter. Tell the students that they can make simple math drawings, or think of the pattern of two-digit numbers, to help them complete the exercises. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Struggling learners: Some students may still have Who can tell us what we learned today? Today we difficulty with a skill or skills taught this year. Have them practiced what we learned in this chapter. In the partner with students who understand the skill(s) and next chapter we will learn how to add and subtract work through a few exercises together. three-digit numbers.Copyright © by SPOTS Educational Resources. All rights reserved. 37

Chapter 5 Lesson 19: Cumulative Review INTRODUCTORY STATEMENT: each equation draw an open number line. Have students Copyright © by SPOTS Educational Resources. All rights reserved. Yesterday we reviewed Chapter 5. Today we will re- tell how to show the equations on the number lines: what view some of the skills we’ve learned so far this year. number to begin with (66), and how many to jump (one jump of +30 for the first equation; two jumps, one of +30 and GOAL: one of +2, for the second equation). Students will review and practice skills they have learned Write 66 + 34, and draw an open number line next to it. Solve since the beginning of the year. together with the class. Discuss making two jumps, and that MATERIALS NEEDED: Model coins; index cards, each the sum of the ones is 10, so we get to 100. with either a two-digit addition problem or a two-digit subtraction problem (see student teacher) III. Adding two-digit numbers in columnsCommon Core Standards: CCSS2.NBT.4; CCSS2.NBT.5; Write 47 + 36 on the board in column form. Ask studentsCCSS2.NBT.6; CCSS2.NBT.7; CCSS2.NBT.8; CCSS2.MD.6; to tell how to solve the equation. Discuss adding the onesCCSS2.MD.8 first, making a new ten and recording the new ten in the box above the tens column, and finally, adding the tens. LESSON WARM-UP Repeat with 54 + 39. Review facts for fluency using the My Math Facts practice sheets. IV. Reordering to find the sum of 3 two-digit addends THINKING TRIGGER Write 37 + 28 + 13 on the board. Ask the students to tell you Why do you think it’s important to review what we’ve how to reorder the addends to make it easier to add (37 + learned so far this year in math? 13 + 28). Discuss the process: Find two addends whose ones add up to ten; reorder the addends; add the first two addendsCONCEPT DEVELOPMENT (50); then add the third addend to find the sum (78).I. F inding the value of coins by counting on In the same way, solve together 42 + 36 + 14 (92).Review the name and value of each coin. V. To regroup or not?On the board, place one quarter, three dimes, three nickels,and three pennies, lined up in a row. Ask: How are these coins On the board write 56 – 14 and 86 – 17, in column form.arranged? [from the greatest value to the least value] Let’s Point to 56 – 14 and ask: Do we need to regroup to subtract?begin with the quarter, which is 25 cents, and count on by tens [no] How do you know? [There are enough ones in 56 toto find the value of the quarter and dimes together. [Point to subtract 4 ones from 6 ones.] [Point to 86 – 17 and ask:] Doeach coin in turn and say together:] 25, 35, 45, 55. [Repeat we need to regroup to subtract? [yes] Why? [There are notthe process, adding the nickels, and then the pennies, by enough ones in 86 to subtract 7 ones from 6 ones.] [Solvecounting on.] What is the total value of these coins? [73 cents] together, discussing subtracting starting with the ones for the first equation, and how to regroup a ten to make a teenII. Using the number line to add number for the second equation.]Write 58 + 7 on the board. Draw an open number line and In the same way, compare and solve 43 – 25 and 57 – 26.fill it in as you go along. Have students tell how to show theequation on the number line. Discuss making two jumps: VI. Using the number line to subtractfirst a jump of +2 to get to the next ten (60), then anotherjump of +5 to get to the sum – 65. On the board write 70 – 4 and 83 – 5. Draw an open numberWrite two equations on the board: 66 + 30 and 66 + 32. Below line next to each equation. Point to 70 – 4 and ask: How many jumps will we need to make to solve this problem? [one] How do you know? [We are at a tens number, so we make one jump back into the previous ten.] In which tens will the difference be? [in the 60s] [Solve on the number line together with the class (70 – 4 = 66).] Point to 83 – 5 and ask: How many jumps will we need to make to38