Grade 2 Teacher's Edition - Chapters 1-6

Using the Book: pages 49-50 Write how many. Representing Two-Digit NumbXexrxs Write how many. 2. 3. 1. 1. 2. 10 10 10 10 10 10 10 Tens Ones Number 20 5 25 Ones Number 10 10 3. Tens 5 3 53 3 1 31 4. Tens Ones Number Tens Ones Number Tens Ones Number 4. 5. 6. 10 10 10 10 10 10 10 10 50 7 57 70 8 78 10 10 10 10 Tens Ones Number Tens Ones Number 4 5 45 6 2 62 2 3 23 Tens Ones Number Tens Ones Number Tens Ones Number 5. 6. 7. 8. 9. 30 2 32 80 4 84 2 4 24 ¢ 4 2 42 ¢ 5 1 51 ¢ Ones Number Ones Number In all Dimes Tens Tens Dimes Pennies In all Dimes Pennies Pennies In all 7. 8. 10. 11. 12. 90 6 96 60 9 69 5 4 54 ¢ 3 6 36 ¢ 8 1 81 ¢ In all Dimes In all Dimes Tens Ones Number Tens Ones Number Dimes Pennies Pennies Pennies In all Chapter 2 Lesson 1 CCSS2.NBT.1 Representing Two-Digit Numbers 49 50 Now let’s practice representing two-digit numbers. When Remind the class that the number of tens can be found by we have ten or more, we use two digits to write the number: counting the number of Dot Cards-10, and that this number one digit for the number of tens, and one digit for the is the tens-digit. number of ones.Copyright © by SPOTS Educational Resources. All rights reserved. STUDENT TEACHER DIFFERENTIATED INSTRUCTION Divide the class into pairs. Give each pair of students five Students sometimes struggle because of confusion over model dimes and five model pennies. Remind students that terminology. Review the difference between the terms a dime has a value of ten cents, and a penny has a value of digit and number. Write the number 51 on the board. one cent. Have the students take turns placing a few dimes Underline the digit 5. Ask: What digit is this? [5] [Erase the and pennies in front of their partners. Ask the partners to underline, and underline the digit 1.] What digit is this? [1] state, verbally and in writing, how much money is shown How many digits are in the number 51? [2] [Explain that one and to explain how they know. Call on a few volunteers number is made up of one or more digits.] to share. Highlight responses that discuss the connection between the number of dimes and the tens-digit in the CLOSING STATEMENT: written form of the number. Say: In your number [e.g., 53 What did we learn today in math class? cents], the digit in the tens-place is the same as the number of Today we learned to show two-digit numbers using dimes [e.g., 5], and the digit in the ones place is the same as the Dot Cards and coins. Tomorrow we will find out more number of pennies [e.g., 3]. about two-digit numbers by learning about place value. 49

Chapter 2 Lesson 2: Place Value INTRODUCTORY STATEMENT: II. Reviewing place value In our previous lesson, we reviewed different ways to show two-digit numbers. Today we will review place Erase the number 19, and point to the number 57. Ask: What digit is in the tens place? [5] What does the 5 show? [that there value – the value of each digit in a number. are 5 tens] How much is 5 tens? [50] So the 5 in 57 is worth 50. The “value” of a digit is how much it is worth. [The value of GOAL: the 5 is 50. Write “fifty” below 57, and draw an arrow from the circled 5 to the word fifty.] What digit is in the ones place? Students will learn to identify the value of each digit in a [7] What does the 7 show? [that there are 7 ones] How much is two-digit number. 7 ones? [7] So the value of the 7 in 57 is 7. [In a different color, MATERIALS NEEDED: Dot Cards, index cards labeled write “seven” below 57, and draw an arrow from the circled 7 with single digits to the word seven.]Common Core Standard: CCSS2.NBT.1, CCSS2.MD.8 III. Making a simple drawing LESSON WARM-UP Remind students that they can show a number by making a simple drawing. Write 24 on the board. Ask: What does the 2 Review facts for fluency using the My Math Facts show? [2 tens] [Draw a rectangle and write 10 inside it.] Ask: practice booklet. How many tens do I draw to show 24? [2] What does the 4 show? [4 ones] What could I draw to show 4 ones? [sample answer: 4 small circles] [Draw four small circles.] THINKING TRIGGER STUDENT TEACHER We know that we can show a two-digit number using Divide the class into groups of three or four students. Give pennies and dimes. If you have 73 cents, which digit of the each group three index cards, each card labeled with a dif- number 73 shows how many pennies you have – the 7 or 3? ferent digit. Have students take turns forming a two- digit number using any two of the cards. Ask them to writeCONCEPT DEVELOPMENT the two-digit number and the value of each digit of the two-digit number. For example, a student might chooseI. Identifying the tens place and the ones place cards showing 3 and 8. He or she can form the number 38 or 83 and will then write the value of each digit in the number.Place five Dot Card-10s and one Dot Card-7 on the board. Ask:What number does this show? [57] [Write 57 below the Dot Ask students from one group to share their numbers. WriteCards.] Ask: How many tens are in 57? [5] Which digit shows one of the examples on the board. Say: In this number [e.g.,the number of tens? [the 5] [Underline the 5.] Ask: How many 87], the value of the 8 is eighty. [Circle the 8 and write “eighty”ones are in 57? [7] Which digit shows the number of ones? [the below the 8.] Say: The value of the 7 is seven. [Circle the 7 in a7] [Underline the 7 in a different color.] different color, and write “seven” below the 7.]Say: The tens place is the first digit in a two-digit number. Ittells the number of tens. Circle the 5. Say: The ones place is the Copyright © by SPOTS Educational Resources. All rights reserved.second digit in a two-digit number. It tells the number of ones.Circle the 7.Write the number 19. Ask: What digit is in the tens place inthis number? [1] Underline the 1. Ask: What digit is in the onesplace? [9] Underline the 9 in a different color.50

Using the Book: pages 51-52 Place Value Circle the correct number. 3. 1. 2. 35 53 10 10 10 10 10 10 10 10 The 3 in 35 The 3 in 53 is in the tens place. is in the ones place. 10 10 The value of the 3 in 35 is 30. The value of the 3 in 53 is 3. Write how many. 39 93 25 52 27 72 1. 2. 3. 4. 5. 6. 38 56 84 Tens Ones 56 84 Tens Ones Tens Ones 4. 5. 6. 34¢ 43¢ 24¢ 42¢ 16¢ 61¢ 67 75 49 67 75 49 Make a simple math drawing to show the number. Tens Ones Tens Ones Tens Ones Circle the value of the digit that is underlined. 7. 15 8. 43 9. 26 7. 8. 9. 54 38 74 Five Fifty Eight Eighty Seven Seventy Draw coins to show the amount. 10. 11. 12. 10. 32¢ 11. 23¢ 12. 41¢ 92 43 63 ddd dd dddd Nine Ninety Four Forty Three Thirty p p ppp p Chapter 2 Lesson 2 Place Value 51 CCSS2.NBT.3 52 Now let’s practice place value in the book. The value of a dig- Remind the class that the first digit of each number tells the it depends on its place. A digit in the tens place is worth more number of tens. The number of dimes also tells the number than a digit in the ones place. of tens.Copyright © by SPOTS Educational Resources. All rights reserved. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Struggling learners: Some students may confuse Who can tell us what we learned today? two-digit numbers with their reversed pairs (e.g. 24 and Today we learned how to tell the value of each digit 42). In addition to the Dot Card representation count, use the Hundred Chart, and count up to each of the two in a number. Tomorrow we will learn to write numbers of a reversed pair, placing a magnet on each numbers in expanded form. square as you count. Compare the location of the two numbers on the chart, as well as the number of magnets, to help students understand the difference between the two numbers. Call on students to repeat the process with other number pairs. 51

Chapter 2 Lesson 3: Expanded Form INTRODUCTORY STATEMENT: number? How many ones are there? [2] {Write 2 in the second In our previous lesson, we reviewed place value – blank. Repeat with the numbers 18 and 49, having student how to tell the value of each digit in a number. volunteers come to the board and fill in the blanks.] Today we will learn how to write two-digit III. True or false? numbers in expanded form. Write the following addition sentences on the board, lined GOAL: up in one column, as shown: Students will learn to write two-digit numbers in ex- 29 = 20 + 9 panded form. MATERIALS NEEDED: Dot Cards, blank paper 84 = 40 + 8Common Core Standard: CCSS2.NBT.3 17 = 10 + 7 LESSON WARM-UP 53 = 50 + 3 Review facts for fluency using the My Math Facts Tell students that the addition sentences show four numbers practice booklet. written in expanded form. Tell them that one or more of these addition sentences is incorrect. Ask: Which number or THINKING TRIGGER numbers are written incorrectly? [84] What is the correct way to write it? [84 = 80 + 4] How could you look at all of the addition sentences and quickly find the ones that are not correct? [Allow students to discuss ideas. Encourage them to see that the first digit of the number should be the first digit in expanded form, and the second digit of the number should be the last digit in expanded form.] The number 41 is one more than 40. How do you write STUDENT TEACHER Copyright © by SPOTS Educational Resources. All rights reserved. “one more than 40” using a plus sign? Divide the class into pairs. Ask each student to write fiveCONCEPT DEVELOPMENT two-digit numbers in expanded form on a piece of paper, lettering them A through E. Have them write some of themI. Writing a number in expanded form correctly and some incorrectly. For example, a student might write 52 in expanded form incorrectly as 52 = 20 + 5.Tell the class that there is another way to show two-digit On the back of the paper, have students write the “answers”numbers. Place four Dot Card-10s and one Dot Card-8 on by writing the correct addition sentences. Then have thethe board. Ask: What number does this show? [48] [Slide the partners trade papers and determine which numbers areDot-Card-8 a few inches to the right.] Say: 48 is the same as written correctly and which are not.40 and 8 more. [Point to the 40 and then to the 8.] What can Iwrite between the 40 and 8 to show 40 and 8 more? [a plus sign] As a class, discuss the process that the students used[Write a plus sign between the four Dot Card-10s and the Dot to determine whether the numbers were written inCard-8.] So what addition sentence is another way to write 48? expanded form correctly. Ask a pair of students to read[40 + 8] [Write 40 + 8 below the Dot Cards.] aloud an example that was not correct. Write the example on the board, and correct it together as a class.II. Filling in the blanksPlace three Dot Card-10s and one Dot Card-2 on the board.Below the Dot Cards, write ___ = 30 + ___. Tell the class thatyou can use the Dot Cards to fill in the blanks and writethe addition sentence. Ask: What number do the Dot Cardsshow? [32] [Write 32 in the first blank.] 32 equals 30 plus what52

Using the Book: pages 53-54 Expanded Form Write True or False. When we write in expanded form, we write the tens plus the ones. 1. 37 = 30 + 7 True 3. 87 = 70 + 8 False The expanded form of 36 is 30 + 6. 2. 48 = 40 + 5 False 4. 64 = 60 + 4 True Write how many in all. Then complete the expanded form. 1. 2. 5. 56 = 50 + 6 True 6. 79 = 70 + 9 True = 20 + 45 = 40 + 5 7. 96 = 60 + 9 False 8. 25 = 20 + 3 False 3. 4. Complete the expanded form. 9. 57 = 50 + 7 10. 68 = 60 + 8 11. 26 = 20 + 6 12. 94 = 90 + 4 13. 82 = 80 + 2 14. 39 = 30 + 9 58 = 50 + 8 27 = 20 + 7 15. 23 = 20 + 3 16. 46 = 40 + 6 17. 73 = 70 + 3 5. 6. Write the number in expanded form. 18. 42 = 40 + 2 19. 91 = 90 + 1 20. 63 = 60 + 3 21. 34 = 30 + 4 23. 28 = 20 + 8 64 = 60 + 4 83 = 80 + 3 22. 50 + 9 Chapter 2 Lesson 3 Expanded Form 53 59 = CCSS2.NBT.3 54 Now let’s practice how to write two-digit numbers in Remind “the class that the expanded form of a number is expanded form. the value of the first digit plus the value of the second digit. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Advanced learners: If some students learn this concept Who can tell us what we learned today? Today we quickly, introduce them to decomposing numbers. Say: learned how to write numbers in expanded form. To- Expanded form is one way to write a number using addi- tion, but the same number can also be written in other ways morrow we will review comparing numbers. using addition. [On a piece of paper, write 18 in expandedCopyright © by SPOTS Educational Resources. All rights reserved. form: 18 = 10 + 8. Tell the students that there are other ways in which 18 can be written using addition. Ask for ideas, and encourage them to think creatively. If students need help, write 18 = 10 + 4 + 4, and 18 = 9 + 9. See how many different ways the students can write 18 using addi- tion sentences.] 53

Chapter 2 Lesson 4: Comparing Numbers INTRODUCTORY STATEMENT: II. Comparing ones In our previous lesson, we learned how to write numbers in expanded form. Today we will review Tell the class that sometimes you need to compare two numbers that have the same number of tens. Write 54 58 comparing two-digit numbers. on the board. Say: When you compare two-digit numbers, first look at the tens place. Which digits are in the tens place? [5 and GOAL: 5] Are they the same? [yes] Since they are the same, we compare the ones. Which digits are in the ones place? [4 and 8] Which is Students will learn to compare two-digit numbers using greater – 4 or 8? [8] So 58 is greater than 54, which means that symbols and words. 54 is less than 58. [Write a less than sign in the box.] This is MATERIALS NEEDED: Number cards from the hun- the less than sign. It shows that 54 is less than 58. Look at the dred chart, pretzels or other small objects way the mouth is open. Al the Alligator is still eating the greater number.Common Core Standard: CCSS2.NBT.4, CCSS2.MD.8 Write 72 72 on the board. Say: Again, we are comparing LESSON WARM-UP two-digit numbers, so we first look at the tens place. Which digits are in the tens place? [7 and 7] Are they the same? [yes] Review facts for fluency using the My Math Facts Since they are the same, compare the ones. Which digits are in practice booklet. the ones place? [2 and 2] Which is greater – 2 or 2? [neither; they are the same] Since the digits 2 and 2 are the same, 72 is equal to 72. [Write an equals sign in the box.] This is an equals sign. It shows that 72 is equal to 72. THINKING TRIGGER STUDENT TEACHER How could you use a pile of buttons to show a first-grader Divide the class into pairs. Give each pair of students six that 8 is greater than 7? number cards from the hundred chart. Place them face- down. Have the students mix up the cards and lay them onCONCEPT DEVELOPMENT the desk face up in pairs. Have the students work together to determine the correct symbol to compare each pair ofI. Comparing tens numbers. When the students have finished, ask for volun- teers to come to the board and write a pair of numbers.Tell students that you are going to compare numbers and tell Have the class work together to choose the correct sign.which one is greater. Write 43 29 on the board. Ask: When Ask students what happens if you change the order of theyou compare two-digit numbers, which digit should we look at numbers (the sign changes). Elicit that when we comparefirst? [the digit in the tens place] Why? [the value of a digit in two-digit numbers, we look at the number of tens first.the tens place is greater than the value of a digit in the onesplace] Which digits are in the tens place? [4 and 2] [Underline Copyright © by SPOTS Educational Resources. All rights reserved.the 4 and the 2.] Are they the same? [no] If they are not thesame, look to see which is greater. Which is greater – 4 or 2? [4]So 43 is greater than 29. [Remind students that Al the Alligatoralways eats the greater number of things. Write a greaterthan sign in the box.] Remember that this sign tells us whichnumber is greater. This is the greater than sign. It shows that 43is greater than 29. Al the Alligator is eating the greater number.54

Using the Book: pages 55-56 Comparing Numbers Fill in the numbers to make the sentence true. 3. 1. 2. Al the alligator likes the greater number. He opens his mouth to the number that is greater. 83 62 47 62 27 23 _____ is greater than _____. _6__2__ is greater than _4__7__. __2__7__ is greater than __2_3__. 4. 5. 6. 47 42 42 47 47 is greater than 42. 42 is less than 47. 37 44 26 19 74 79 _1__9__ is less than2__6___. __7__4__ is less than _7__9___. Compare. Write > or <. _3__7___ is less than _4__4___. 8. 9. 1. 52 2. 61 < 73 3. 84 > 72 7. 57 52 34 53 60 84 80 _5__7__ is greater than _5__2__. 4. 5. < 96 6. < 56 _6__0__ is greater than _5__3__. __8_0__ is less than _8__4__. 36 > 18 87 48 7. < 76 8. 9. 32 > 27 Write the amount. Circle the correct word. 10. 67 58 > 49 Circle the correct word. 10. greater 11. greater greater 83 is than 58. 64 is than 73. 41 ¢ is than 23 ¢ less less less 12. greater 13. greater 11. 43 is than 51. 91 is than 82. greater 14 ¢ is less than 22 ¢ less less 56 Chapter 2 Lesson 4 CCSS2.NBT.4 Comparing Numbers 55 Now let’s practice comparing two-digit numbers. When we Remind the class to compare the digits in the tens place compare two-digit numbers, we first look at the tens. If the first. If they are the same, compare the digits in the ones tens are the same, we look at the ones. place. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Struggling learners: If students struggle with the concept Who can tell us what we learned today? of comparing numbers, have them practice comparing Today we learned to compare two-digit numbers. using objects. Give a small group of students about 30 pretzels or other small objects. Have them count out one Tomorrow we will learn how to count by fives. group of 11 and one group of 16. Ask them to write theCopyright © by SPOTS Educational Resources. All rights reserved. number below the groups of objects. Have them deter- mine which group has the greater number by lining up the objects in pairs, one from each group. They will see that after the objects have been paired up, there are more objects left in the group of 16. Tell them to write a less than sign between the 11 and 16. Have them repeat this process with the numbers 15 and 12. 55

Chapter 2 Lesson 5: Counting by Fives III. Nickels INTRODUCTORY STATEMENT: Display a nickel and ask: What is the name of this coin? [a nickel] In the previous lesson, we reviewed comparing What is the value of one nickel? [five cents] Since a nickel has a numbers. Today we will learn how to count by fives. value of five cents, you can count the value of a group of nickels by counting by fives. [Select a few more nickels from a bag, and GOAL: place them on the board. Have the students count the value of the collection of coins by counting by fives in unison. Call Students will learn to count by fives. up volunteers to select random amounts of nickels from the Students will learn the value of a nickel. bag and display them. Have the class count them together.] MATERIALS NEEDED: model nickels and pennies STUDENT TEACHERCommon Core Standard: CCSS2.NBT.2, CCSS2.MD.8 LESSON WARM-UP Divide the class into groups. Have students design and Review facts for fluency using the My Math Facts decorate charts with two columns, one labeled “Number practice booklet. of Hands” and the other labeled “Number of Fingers” (so, for example, if Number of Hands = 2, Number of Fingers = 10). THINKING TRIGGER Have each group of students count by fives to find the number of fingers on all the hands in the group combined You have already learned how to count by tens. When and complete the chart for up to ten hands (e.g., Number might it be helpful in everyday life to count by fives? of Hands = 10; Number of Fingers = 50). Ask: What patterns do you notice in your chart? [Elicit that the count-by-fives pattern has a repeating alternating pattern of 5 and 0 as ending numbers.]CONCEPT DEVELOPMENT Copyright © by SPOTS Educational Resources. All rights reserved.I. Using a hundred chartPoint to the number 5 on the hundred chart. Use transparentoverlays to highlight each successive number in the count-by-fives pattern until you reach 100.II. Finding a patternTell the class that there is a pattern to the highlighted numberson the board. Explain that a pattern is something that isrepeated. Ask the class to study the numbers and discussideas. Continue discussing ideas until the students noticethat every other number ends with zero, and every othernumber between those ends with five. Ask: If we continuecounting by fives, do you think that we will see a number thatends with a digit other than zero or five? [If students aren’t sureof the answer, continue counting by fives until they see thatthe pattern continues unchanged. The numbers will alwaysend with zero or five.]56

Using the Book: pages 57-58 Counting by Fives 1. Complete the 100 board. 1 2 3 4 5 6 7 8 9 10 = front back 11 12 13 14 15 16 17 18 19 20 A nickel is equal to 5¢. 21 22 23 24 25 26 27 28 29 30 Count by fives. Write the amount. 31 32 33 34 35 36 37 38 39 40 1. 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 __5__¢ __1_0_¢ _1__5_¢ _2__0_¢ __2_5_¢ _3_0__¢ 61 62 63 64 65 66 67 68 69 70 In all 71 72 73 74 75 66 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 Count by five. Write the number. _3_5__¢ __4_0_¢ _4__5_¢ _5__0_¢ __5_5_¢ __6_0_¢ 2. In all Draw to show the amount using nickels. 2. 20¢ n n n n 10 15 20 25 30 35 40 3. 35¢ n n n n n n n 3. Count by fives. Fill in the number line. 4. 5 10 15 20 25 30 35 40 45 50 20 25 30 35 40 45 50 55 60 Chapter 2 Lesson 5 CCSS2.NBT.2 Counting by Fives 57 5. 45 45 50 55 60 65 70 75 80 58 Now let’s practice counting by fives. When we count by fives, every other number ends with zero, and every other number between those ends with five. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Advanced Learners: If some students pick up this concept What did we learn today in math class? quickly, have them find the value of a collection of nickels Today we learned how to count by fives. and pennies. Give each student an odd number of nickels Tomorrow we will learn about quarters. and at least six pennies. Tell them that they can count byCopyright © by SPOTS Educational Resources. All rights reserved. fives to find the value of the nickels, and then count on by ones to find the value of the pennies. For example, they might count: 5, 10, 15, 20, 25, 26, 27, 28, 29, 30, 31. 57

Chapter 2 Lesson 6: Quarters INTRODUCTORY STATEMENT: cents] Since the value of a nickel is five cents, how can we find We already reviewed the value of a dime, nickel and the value of more than one nickel? [we can count by fives] penny. Today we will review the value of a quarter. [Explain that you are going to count together as a class until you have a group of nickels that has the same value as one GOAL: quarter. Place nickels on the board as you count.] Five, ten, fifteen, twenty, twenty-five. Five nickels have the same value as Students will learn to identify a quarter and the value of one quarter. a quarter. MATERIALS NEEDED: Dot Cards, index cards, colored III. Deciding who has more markers, model quarters, dimes, nickels, and pennies Tell students that you are going to play the game “Who HasCommon Core Standard: CCSS2.MD.8 More?” Place a quarter on the left side of the board. Say: I LESSON WARM-UP have one quarter. I’m going to give you some coins, and you will Review facts for fluency using the My Math Facts tell me who has more. [Place two dimes on the right side of practice booklet. the board.] Who has more? Which is greater? The value of one quarter, or the value of two dimes? [Allow students to discuss THINKING TRIGGER the answer. If they need help, model the value with Dot Cards: Place two Dot Cards-10 on the board to show that they have 20 cents; then place two Dot Cards-10 and one Dot Card-5 on the board to show the value of a quarter – 25 cents.] I have more. [Write 25¢ > 20¢.] Repeat the process, replacing the two dimes with one dime and four nickels. You’ve probably used quarters to buy things at a store. STUDENT TEACHER Copyright © by SPOTS Educational Resources. All rights reserved. What is something that you might buy for one quarter? Divide the class into groups of three or four students. GiveCONCEPT DEVELOPMENT each group ten index cards and colored markers. Ask the students to draw on each card one item that they mightI. Identifying the value of a quarter buy at a store, and to write the price on the card. Each item should cost either 10 cents, 5 cents, or 1 cent. For example,Place a model quarter on the board. Ask: What is the name of students might draw a pencil and write 5¢.this coin? [a quarter] [Below the quarter, place two Dot Card-10s and one Dot Card-5.] What number does this show? [25] When the students have filled in each card with a picture[Remind the class that one quarter has a value of 25 cents. and a price, ask the group to “go shopping.”Tell them thatSlide the Dot Cards so that they are a few inches apart from they have one quarter to spend. Have them take turnseach other, and write plus signs between them.] How can you choosing items that they can buy for one quarter. Whenwrite 25 using addition? [25 = 10 + 10 + 5] [Write 10 + 10 + 5 each student has had a turn, ask the class how many itemsbelow the Dot Cards.] What are the coins that have a value of they were able to buy for one quarter. Students should10 cents, 10 cents, and 5 cents? [a dime, a dime, and a nickel] notice that the number of items they could buy depended[Place a dime below each 10, and a nickel below the 5.] So on how much each item cost. Ask for volunteers to showwhat coins have the same value as one quarter? [two dimes examples of the items that they bought for one quarter.and one nickel] Have them write the total cost of the items they bought on the board.II. Finding the equivalent value in nickelsTell students that you are going to find out how many nickelshave the same value as one quarter. Ask: What is the value ofone quarter? [25 cents] What is the value of one nickel? [five58

Using the Book: pages 59-69 Quarters ¢¢ = Write the value of each group of coins. 3. Compare. Write >, <, or =. A quarter is equal to 25¢. 1. 2. Circle coins to equal a quarter. front back 1. ¢ ¢ 25 ¢ < 30 ¢ 25 ¢ = 25 ¢ = 4. 5. 6. 2. = 3. 25 ¢ < 30 ¢ 25 ¢ > 20 ¢ 25 ¢ < 40 ¢ = LET’S WRITE! You have a quarter. What would you buy? 4. Explain your answer. 5¢ 35¢ 20¢ 25¢ = _A_n_s_w_e_r_s_w_i_ll_v_a_r_y_. _P_o_ss_i_b_le__a_n_s_w_e_r_: _I _w_o_u_l_d_b_u_y__th__e_c_h_e_r_ri_e_s_a_n_d__th_e__ p__lu_m__b_e_c_a_u_s_e__it_c_o_s_t_s _2_5_¢_e_x_a_c_t_ly_._I_k_n_o_w__t_h_a_t _2_5_¢_=__2_0_¢_+__5_¢_.______ ______________________________________www._VectorO_penSto_ck.com________________ Chapter 2 Lesson 6 CCSS2.MD.7 Quarters 59 60 Now let’s use the book to practice with quarters. Remind the class that one quarter has a value of 25 cents.Copyright © by SPOTS Educational Resources. All rights reserved. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Who can tell us what we learned today? Struggling learners: If students are having trouble find- ing the value of a collection of coins, have them practice Today we worked with quarters. finding the total value using pennies. Remind students Tomorrow we will review finding ten more that a penny is worth one cent, a nickel is worth five cents, a dime is worth 10 cents, and a quarter is worth 25 and ten less than a number. cents. Place one nickel and two dimes in front of them. Say: We’re going to find out how much these three coins are 59 worth, but we are going to use pennies. [Trade the nickel and dimes for pennies. Then ask the students to count the number of pennies. Repeat the process for other collec- tions of coins. Do not combine quarters with other coins.]

Chapter 2 Lesson 7: Ten More, Ten Less than 35, I can add a dime. [Add a dime and ask the students to tell you the value of the coins on the board.] [45 cents] INTRODUCTORY STATEMENT: [Then remove dimes one at a time, asking the value of the In our previous lesson, we reviewed the value of a collection of coins with each dime you remove.] quarter. Today we will review finding ten more and III. Finding ten more and ten less using ten less than a number. numbers GOAL: Remind students that they can find ten more and ten less without using Dot Cards or coins. Write the number 54. Ask: Students will learn to find ten more and ten less than a What number is ten more than 54? [64] [Write 64 to the right of number. 54. Draw a curved arrow under the numbers so that it points MATERIALS NEEDED: Dot Cards, model dimes and from 54 to 64.] What changed when you found ten more? [the nickels 5 changed to a 6]Common Core Standard: CCSS2.NBT.8 Write the number 81. Ask: What number is ten less than 81? [71] [Write 71 to the right of 81. Draw a curved arrow under LESSON WARM-UP the numbers so that it points from 81 to 71.] What changed when you found ten less? [the 8 changed to a 7] [Have students Review facts for fluency using the My Math Facts study both examples. Ask for volunteers to summarize the practice booklet. pattern they see. Students should notice that when they find ten more, the tens digit increases by 1. When they find ten less, the tens digit decreases by 1.] THINKING TRIGGER STUDENT TEACHER If you had 57 cents in dimes, nickels, and pennies, which Write the numbers 61, 89, 45, and 27 on the board. Ask for a coin could you take away so that you would have ten cents volunteer to come to the board and, for each number, write less? ten less above that number. Then ask for another volunteer to write ten more than each number below that number.CONCEPT DEVELOPMENT Finally, ask for volunteers to explain the pattern that they see in the columns of numbers. (the digit in the tens place increases or decreases by one).I. Using Dot Cards Copyright © by SPOTS Educational Resources. All rights reserved.Place four Dot Card-10s and one Dot Card-2 on the board.Ask: What number does this show? [42] What could I removefrom the board to show ten less? [one Dot Card-10] [Removeone Dot Card-10. What number does this show?] [32]Replace the Dot Cards with other Dot Cards to show 27. Ask:What number does this show? [27] What could I add to theboard to show ten more? [one Dot Card-10] Add one Dot Card-10. What number does this show? [37]II. Using dimes to find ten more and ten lessWrite the number 35 on the board. Tell students that you aregoing to use coins to find ten more and ten less than thisnumber. Place three dimes and one nickel above the 35. Ask:What coin has a value of ten cents? [a dime] So to find ten more60

Using the Book: pages 61-62 Ten More, Ten Less Write the number that is ten less. 2. 1. 10 Ten less than 38 Ten more than 38 Ten less than 42 is . Ten less than 68 is 58 . is 28. is 48. 3. 4. Write the number that is ten more. 1. 2. Ten less than 34 is 24 . Ten less than 53 is 43 . Ten more than 46 is . Ten more than 35 is 45 . Write the number that is ten less. 7. 51 61 8. 88 98 3. 4. 5. 75 6. 17 27 Solve. Ten more than 13 is 23 . Ten more than 54 is 64 . 9. 6. 29, 39 Write the number that is ten more. Connor has 55¢. Oscar has 10¢ more than Connor. 5. How much money does Oscar have? 63, Oscar has 65 ¢ 7. 8. 10. Ava read 48 pages on Monday. 78, 88 81, 91 She read 10 fewer pages on Tuesday. How many pages did Ava read on Tuesday? Chapter 2 Lesson 7 CCSS2.NBT.8 Ten More, Ten Less 61 Ava read 38 pages. 62 Now let’s practice finding ten more and ten less in the book. When we find ten more or ten less than a number, the digit in the tens place will change. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Struggling Learners: Have students draw in (or cross off ) Who can tell us what we learned today? Dot Cards to help them solve the problems in the Student Today we reviewed how to find ten more and ten Edition book (as modeled in the demonstration example). less than a number. Tomorrow we will review counting on by tens.Copyright © by SPOTS Educational Resources. All rights reserved. 61

Chapter 2 Lesson 8: Counting On by Tens INTRODUCTORY STATEMENT: - 68 and 78 – under the previous number.] Each time I added In our previous lesson we reviewed finding ten more a Dot Card, what digit changed? [the tens digit] What digit did not change? [the ones digit] and ten less than a number. Today we will review counting on by tens. III. Finding the pattern GOAL: Direct students’ attention to the five numbers on the board –38 through 78. Ask: When we counted on by tens beginning Students will learn to count on by tens. at 38, what digit changed each time? [the tens digit] [Circle MATERIALS NEEDED: Dot Cards, blank paper each tens digit.] What pattern do you see? What changed as we went from one number to the next? [The tens digit increasedCommon Core Standard: CCSS2.NBT.2, CCSS2.MD.8 by one.] LESSON WARM-UP To the right of those numbers, write 41. Say: Using the same pattern, let’s count on by tens beginning at 41. What are the Review facts for fluency using the My Math Facts next four numbers? [51, 61, 71, 81] [Write the four numbers in practice booklet. a column under 41.] THINKING TRIGGER STUDENT TEACHER You have 49 cents in your pocket. Someone then gives you Divide the class into pairs. On a sheet of paper, have each a dime, then another dime, and then one more dime. How student write five two-digit numbers with tens digits of 1, much money do have after you get each dime? 2, 3, 4, or 5. Then ask students to trade papers and count on by tens from each number, four times (e.g., from 58, countCONCEPT DEVELOPMENT on to 68, 78, 88, and 98). When students are finished, tell theI. Counting by tens using a hundred chart pairs to look at their papers together to see if they agree on the answers. After the exercise, ask for volunteers to chooseBegin by reviewing counting by tens, starting at any number. examples from their papers and write them on the board.Then, show students the hundred chart. Ask: What column For two or three of the examples, have the students countcan we use to count by tens beginning at 10? [the last column] on by tens together as a class. Ask: What happens when we[Point to 10 on the hundred chart.] What comes after 10? [20] count on by ten? [the number of tens changes][As a class, count by tens from 10 to 100. Point to each numberon the hundred chart as you say it. Then ask for volunteers tocome up to the hundred chart and show how to count bytens beginning at 60, then beginning at 40.]II. Counting on by tens using Dot Cards Copyright © by SPOTS Educational Resources. All rights reserved.Place three Dot Card-10s and one Dot Card-8 on the board.Ask: What number does this show? [38] [Write 38 belowthe Dot Cards.] You can count on by tens by adding one DotCard at a time. [Add one Dot Card-10.] What number doesthis show? [48] [Write 48 under 38. Add another Dot Card-10.] What number does this show? [58] [Write 58 under 48.Repeat until you show the number 78, writing each number62

Using the Book: Complete pages 63-64. Counting On by Tens Count on by tens. Write how many. 2. 35 Write the amount. 45 1. 1. 24 55 10 10 10 10 10 ¢¢ ¢¢ In all 2. 10 10 10 10 10 10 44 25¢ 35 ¢ 45 ¢ 55 ¢ 65 ¢ In all 3. 10 10 10 10 10 54 65 5 ¢ 10 ¢ 15 ¢ 25 ¢ 35 ¢ 35 ¢ In all Draw to show the amount using dimes and nickels. 10 10 10 10 10 10 4. 45¢ d d d d n Count on by tens. Fill in the numbers. 3. 18, 28, 38, ___ , ___ , ___ 5. n 75¢ d d d d d d d 4. 36, 46, 56, _6_6_ , _7_6_ , _8_6_ Count by tens. Fill in the number line. 6. 5. 22, 32, 42, _5_2_ , _6_2_ , _7_2_ 60 70 20 30 40 50 6. 3, 13, 23, _3_3_ , _4_3_ , _5_3_ 7. 49, 59, 69, _7_9_ , _8_9_ , _9_9_ 7. Chapter 2 Lesson 8 CCSS2.NBT.2 Counting on by Tens 63 37 47 57 67 77 87 97 64 Now let’s use the book to practice counting on by tens. Each time we add ten, the tens digit changes – it increases by one – while the ones digit stays the same. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Advanced Learners: If students pick up this concept What did we learn today in math class? quickly, have them think of a real-world problem that Today we reviewed how to count on by tens. could be solved by counting on by tens. Say: Earlier today, Tomorrow we will practice counting groups of coins. we counted on by tens beginning with 38. What everydayCopyright © by SPOTS Educational Resources. All rights reserved. problem could you solve by counting on by tens beginning at 38? [Sample answer: There are 38 people watching a puppet show. Four groups of ten people then enter the theater, one group at a time. How many people are in the theater after each group enters?] 63

Chapter 2 Lesson 9: Counting a Collection of Coins INTRODUCTORY STATEMENT: coin that is worth the least. Put one of each type of coin near We’ve already learned the value of all coins. the bottom of the board. Do not put them in order by value. Today we will learn how to count a group of coins. Ask students for the value of each coin, and write the value below the coin. After you have written the value of the four GOAL: coins, ask: Which number is greatest? [25] So we know that the quarter has the greatest value. We will put all of the quarters Students will learn to find the value of a collection of first. [Take all of the quarters out of the scattered group, and coins. line them up on the left.] Of the numbers that are left, which is MATERIALS NEEDED: index cards, model quarters, greatest? [10] So we know that the dime has the next-greatest dimes, nickels, and pennies value. We will put all of the dimes next. [Take all of the dimes out of the scattered group, and line them up to the right ofCommon Core Standard: CCSS2.MD.8 the quarters.] Of the two numbers that are left, which is greater? [5] So we know that the nickel has the next-greatest value. We LESSON WARM-UP will put all of the nickels next. [Take all of the nickels out of the scattered group, and line them up to the right of the dimes. Review facts for fluency using the My Math Facts Line up the pennies last, and tell students that pennies have practice booklet. the least value. Now count on to find the total value of all the coins. Remember to switch the counting value when you start counting a new type of coin.] THINKING TRIGGER III. Determining whether you have enough Copyright © by SPOTS Educational Resources. All rights reserved. money You have a pile of different kinds of coins. If you wanted to find out how much this group of coins is worth, what On the left side of the board, draw an apple. Next to it, write would you do first? 52¢. Tell students that they want to buy an apple for 52 cents. On the right side of the board, place one quarter, threeCONCEPT DEVELOPMENT dimes, and one penny. Ask students how they can figure out whether they have enough money to buy the apple. AllowI. Finding the value by counting on the students to discuss ideas. As a class, find the value of the coins. (56 cents) Point out that 56 cents is greater than 52On the board, place one quarter, three dimes, three nickels, cents, so they have enough money to buy the apple. Repeatand three pennies, lined up in a row. Ask: How are these coins the process with an orange that costs 48 cents, placing onearranged? [from the greatest value to the least value] [Tell quarter, one dime, two nickels, and two pennies on the board.students that you can find the value of a collection of coinsby counting on from the coin with the greatest value.] What STUDENT TEACHERis the value of the quarter? [25 cents] What is the value of onedime? [10 cents] We will begin with 25 cents and count on by Divide the class into pairs. Give each pair of studentstens to find the value of the quarter and dimes. [As a class, point one index card, two quarters, ten dimes, ten nickels, andto the coins and say:] 25, 35, 45, 55. [Repeat the process with ten pennies. Have them write a greater than sign on thethe nickels, counting 60, 65, 70. Then repeat the process with index card. Point out that the card can be used as a lessthe pennies, counting 71, 72, 73. Summarize that the total than sign if it is turned upside down. Ask each student tovalue of the group of coins is 73 cents.] choose several coins and place them in a group. Have the students work together to decide which group of coinsII. Putting coins in order according to value has a greater value and to place the less than/greater than card between the two groups, showing the relationship.Place a group of coins in scattered form on the board. Include Then have them clear the coins and begin again. After-one quarter, and at least two of each of the following: dimes, ward, choose one group of coins from one pair of studentsnickels, and pennies. Tell students that you are going to put and one group of coins from another pair of students and,the coins in order, from the coin that is worth the most to the64

Using the Book: pages 65-66 Counting a Collection of Coins Write the amount of money. Write the amount of money. Circle the coins if you 1. have enough money to buy the item. 1. ¢ ¢¢¢ ¢ In all 27¢ 46 ¢ 2. 42 ¢ 2. 18 ¢ 51¢ 31 ¢ 25 ¢ 35 ¢ 45 ¢ 50 ¢ 55 ¢ 3. In all 42¢ 3. 4. 23¢ 25 ¢ 35 ¢ 40 ¢ 41 ¢ 42 ¢ 5. in all 31¢ 4. Write the value of each set of coins. Which set of coins has the greater value? Use <, >, or =. 25 ¢ 30 ¢ 35 ¢ 40 ¢ 41 ¢ 6. In all 5. 26 ¢ > 22 ¢ 10 ¢ 20 ¢ 25 ¢ 30 ¢ 35 ¢ 36 ¢ 7. In all 66 40 ¢ < 41 ¢ 6. 5 ¢ 10 ¢ 15 ¢ 20 ¢ 21 ¢ 22 ¢ In all Chapter 2 Lesson 9 CCSS2.MD.8 Counting a Collection of Coins 65 Now let’s practice counting groups of coins. When we count Remind students to begin with the value of the first coin a group of coins, we first put the coins in order by value. Then and then count on to find the value of the group of coins. we count on from the coin with the greatest value. together as a class, compare the groups of coins. Have the DIFFERENTIATED INSTRUCTION students discuss the process. Encourage them to find the value of the coins beginning with the coins with the great- Struggling learners: If students find it difficult to find est value. (Tell the students not to put the two quarters in the value of a group of coins, have them line up coins on one group.) a piece of paper or whiteboard. Instruct them to label the value of each coin above the coin, and to write the count-Copyright © by SPOTS Educational Resources. All rights reserved. on value of each coin below the coin. CLOSING STATEMENT: Who can tell us what we learned today? Today we learned how to find the value of groups of coins. Tomorrow we will learn how to make equal groups of coins. 65

Chapter 2 Lesson 10: Making Equal Collections of Coins INTRODUCTORY STATEMENT: using quarters, dimes, nickels, and pennies. Ask students if In our previous lesson we learned how to count they think there is more than one way. If they do not think there is more than one way, encourage them to find more a group of coins. Today we will learn how to than one correct answer. Students might suggest four dimes make equal groups of coins. first. Encourage them to be creative.] Ask: How could you make an equal group of coins using only nickels? [eight nickels] GOAL: III. More than one way Students will learn to make equal collections of coins. MATERIALS NEEDED: model quarters, dimes, nickels, On the far left side of the board, place one quarter, two and pennies dimes, two nickels, and five pennies. On the far right side of the board, place six dimes. Ask: What is the value of the groupCommon Core Standard: CCSS2.OA.3 of coins on the left? [60 cents] [Write 60¢ below the coins on the left side.] Ask: What is the value of the group of coins on LESSON WARM-UP the right? [60 cents] [Write 60¢ below those coins.] Are these two groups of coins equal? [yes] [Ask students to find a third Review facts for fluency using the My Math Facts equal group of coins and place the coins in the middle of the practice booklet. board.] (sample answer: one quarter and seven nickels). THINKING TRIGGER STUDENT TEACHER You have a quarter, and your friend has only pennies. If Ask a volunteer to place a group of coins on the left side of you and your friend have the same amount of money, how the board and write the value below it. Then ask another many pennies does your friend have? volunteer to place one coin on the right side of the board to start a new group of coins. Have other volunteers comeCONCEPT DEVELOPMENT up to the board one at a time, each adding one coin to the second group of coins, until the two groups of coins areI. Finding coins that are equal to one coin equal. After the class has created two equal groups, ask the students to explain how they decided which coin to add toPlace one dime on the board. Ask: What is the value of a dime? the new group.[10 cents] Write 10¢ under the dime. Explain that you aregoing to learn how to make equal groups of coins – groups Copyright © by SPOTS Educational Resources. All rights reserved.of coins that have the same value. Ask: What is the value ofone nickel? [5 cents] How many nickels have the same value asone dime? [two] [Place two nickels to the right of the dime.Write 10¢ under the nickels. Brainstorm with students aboutother groups of coins that have the same value as one dime.Students should see that one nickel and five pennies, and tenpennies, have the same value.]II. Finding equal groups of coinsPlace one quarter and three nickels on the board. Tellstudents that they are going to find a group of coins that hasthe same value as this group of coins. Explain that the firststep is to find out how much this group of coins is worth. Ask:What is the value of one quarter and three nickels? [40 cents][If students need help, count on by fives from 25 to find theanswer. Ask students for ideas of other ways to make 40 cents66

Using the Book: pages 67-68 Making Equal Collection of Coins Write the amount of money. Drawings will vary. Show the amount in two ways. Drawings will vary. Show the amount in a different way. Possible drawings are shown. Possible drawings are shown. 1. nn 1. One Way Another Way p p ¢ 16¢ d np nnn nn 2. 2. ddd p 31 ¢ 23¢ d d p p p d n p p p 3. 3. 41¢ d d d d p q d n p dddd 4. q dd p ddd dd nnn 50¢ 40 ¢ Write the amount. Draw an X to show which is NOT a way you can pay for the item. 4. 17 ¢ pp 6. X 35¢ 5. dddd np 35 ¢ 30 ¢ 35 ¢ 46 ¢ Chapter 2 Lesson 10 CCSS2.MD.8 Making Equal Collection of Coins 67 68 Now let’s use the book to practice making groups of coins Remind students to find the value of the group of coins that are equal to each other. We can often find many ways first, and then to find an equal group. to put together groups of different coins that have the same value as other coins. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Advanced Learners: If students are ready for more, give Who can tell us what we learned today? Today we them this puzzle to solve: How many different groups of learned how to make equal groups of coins. Tomor- coins have the same value has one quarter? Give them 25 of each coin — dimes, nickels, and pennies — and let row we will learn about odd and even numbers. them experiment. When they find a group of coins thatCopyright © by SPOTS Educational Resources. All rights reserved. has the same value as one quarter, have them write down the coins that make up the group. (Note: There are 12 ways to show 25¢ using those coins). 67

Chapter 2 Lesson 11: Odd and Even INTRODUCTORY STATEMENT: II. Identifying odd and even numbers usingIn our previous lesson we learned how to make equal objects groups of coins. Today we will learn about odd and Place 11 pennies on a table. Remind students that you can even numbers. find out if a number is odd or even by making pairs. Line up the pennies in five rows of two, with one penny placed above GOAL: the rows. Remove the pairs of pennies, one pair at a time. Once you have removed the five pairs, ask: Is there one penny Students will learn to identify odd and even numbers. left over? [yes] So is 11 an odd number or an even number? MATERIALS NEEDED: Dot Cards, model pennies, [odd] [Repeat the process with 14 pennies.] blank paper III. Drawing a pictureCommon Core Standard: CCSS2.0A.8 Tell students that they can also find out if a number is odd or even by drawing a picture. Write the number 12 on the LESSON WARM-UP board. Above it, draw three rows of four flowers. Ask: How can we find out if there is an odd or even number of flowers? Review facts for fluency using the My Math Facts [Let students discuss ideas. Suggest that you can circle pairs practice booklet. of flowers, beginning with the lower-left pair. After you have circled the six pairs of flowers, ask] Is there one flower left over? [no] So is 12 an odd number or an even number? [even] THINKING TRIGGER STUDENT TEACHER If you have seven toy cars, can you divide those cars into Divide students into groups of three or four. Ask them to two equal groups? write 15 or 20 numbers on a piece of paper. Have them find out whether each number is odd or even. Then have themCONCEPT DEVELOPMENT study the odd and even numbers. Ask: What patterns doI. Identifying odd and even numbers using you see in the odd and even numbers? [Once groups find a pattern, ask for volunteers to present their ideas to the class. Dot Cards Students may find that even numbers end in 0, 2, 4, 6, or 8, and odd numbers end in 1, 3, 5, 7, or 9. Some students mayTell students that they are going to learn about odd and even also notice that numbers alternate: every second number isnumbers. Place a Dot Card-8 on the board. Ask: What number odd, and the other numbers are even.]does this show? [8] I’m going to circle pairs of dots. [Circle thefour pairs of dots.] After circling the pairs, are there any dots left Copyright © by SPOTS Educational Resources. All rights reserved.over? [no] If there are none left over, the number is even. [Writeeven under the Dot Card.]Now place a Dot Card-7 on the board. Ask: What number doesthis show? [7] I’m going to circle pairs of dots. [Circle the threepairs of dots.] After circling the pairs, are there any dots leftover? [yes] Since there is one dot left over, the number is odd.[Write odd under the Dot Card.]68

Using the Book: pages 69-70 Odd and Even We can make pairs to find if a number is odd or even. Write the number. Circle Odd or Even. 13wn. 1. 12 2. Odd If we can make pairs with none If we can make pairs with one Even left over, the number is even. left over, the number is odd. 15 Odd Odd There are none left over. There is one left over. Even Even Six is an even number. Five is an odd number. 3. 16 4. 18 Write the number. Circle Odd or Even. Odd 9 6 Odd Odd 1. 2. Even Even 8 5. 6. Odd 11 Even Even Odd 3. 4. Odd 7 Odd Even Even Even 5. 6. 10 7. Circle the numbers that are odd. Odd Even 4 Odd 12, 7, 15, 3, 14, 18, 11, 9, 16 Even Chapter 2 Lesson 11 CCSS2.0A.8 Odd and Even 69 8. Circle the numbers that are even. 11, 6, 17, 18, 14, 5, 13, 8, 19 70 Now let’s use the book to practice finding odd and even we can think of Dot Cards. If each of the dots on the card has a numbers. When we want to know if a number is odd or even, pair, the number is even. If not, the number is odd.Copyright © by SPOTS Educational Resources. All rights reserved. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Advanced learners: Extend the concept of even/odd to Who can tell us what we learned today? two-digit numbers . Give students a deck of randomized Today we learned about odd and even numbers. two-digit number cards to sort into two piles: “odd” and “even.” Have students explain the process of sorting. Ask Tomorrow we will review what we’ve learned questions such as: How can we tell if 24 is even or odd? in this chapter. How can we tell if 27 is even or odd? What is the next odd number after 39? [etc.] 69

Chapter 2 Lesson 12: End-of-Chapter Review INTRODUCTORY STATEMENT: we look at first? [the digit in the tens place] Which digit is in In our previous lesson we learned about odd the tens place in each of these numbers? [7 and 7] Are they and even numbers. Today we will review what the same? [yes] Since they are the same, what do we do next? [compare the ones] Which digit is in the ones place in each of we’ve learned in this chapter. these numbers? [2 and 4] Which number is greater, 2 or 4? [4] So 74 is greater than 72, which means that 72 is less than 74.GOAL: Ask: How can we use Al the Alligator to help us remember howStudents will review the topics that were covered in this to write the correct sign? [Al always eats the greater numberchapter. of things.] [Write a less than sign between the numbers.]MATERIALS NEEDED: Dot Cards, quarters, dimes, Look at the way Al’s mouth is open. Al the Alligator is eating thenickels, and pennies greater number of things. This shows that 72 is less than 74.Common Core Standard: CCSS2.NBT.1, CCSS2.NBT.2, III Counting by FivesCCSSS.NBT.3, CCSS2.NBT.4, CCSS2.NBT.8, CCSS2.MD.8,CCSS2.OA.3 Say: When we count by fives, we see a pattern in the numbers. What is that pattern? [Every other number ends with zero, LESSON WARM-UP and every other number between those ends with five.] What coins can we use to count by fives? [nickels] What’s an Review facts for fluency using the My Math Facts example of something that is part of us that we can use to practice booklet. count by fives? [our hands; each hand has five fingers] Let’s count by fives together, until we reach 50. [Count by fives to 50, in unison.] THINKING TRIGGER IV. Finding ten more and ten less Copyright © by SPOTS Educational Resources. All rights reserved. How can you show the number 47 using Dot Cards, ex- Review finding ten more and ten less than a number. Write panded form, and coins? the number 29. Say: Remember that when we find the number that is ten more, the tens digit increases by one. What numberCONCEPT DEVELOPMENT is ten more than 29? [39] [Write 39 to the right of 29. Then write the number 57. Say:] When we find the number that isI. Using expanded form ten less, the tens digit decreases by one. What number is ten less than 57? [47] [Write 47 to the right of 57.]Remind students that they can write numbers in expandedform using addition. Place five Dot Card-10s and one Dot STUDENT TEACHERCard-3 on the board. Slide the Dot Card-3 a few inches tothe right. Say: 53 can be written as 50 and 3. How do we write Divide students into groups of four or five. Give each group53 in expanded form? [53 = 50 + 3] [Write 53 = 50 + 3 below quarters, dimes, nickels, and pennies. Have two students inthe Dot Cards. Repeat the process for the number 21. Ask:] every group each make a collection of six coins. Then haveWhy do you think this is called expanded form? [Possible the group of students look at each collection of coins, with-answer: because the number is “expanded,” or stretched out, out counting them, and guess which has a greater value.to show the tens and the ones] Afterward, have them count the value of each collection of coins to find which has the greater value.II. Comparing numbers Have different students make collections of coins until every student has had a turn. After the activity, ask students ifSay: When you compare two numbers, you find out which one their guesses were usually correct.is greater. [Write 72 and 74 on the board.] Which digit should70

Using the Book: pages 71-72 Write how many. End-of-Chapter Review Write the number that is ten less and ten more. 1. 2. 13. __4_1_ , 51, _6_1__ 14. _6__4_ , 74, _8_4__ 3 4 34 4 7 47 Count by tens. Fill in the number line. 15. 13 23 33 43 53 63 73 83 93 Tens Ones Number Tens Ones Number Write the amount of money. 16. Circle the correct number. 3. 4. 5. 10 25 ¢ 35 ¢ 45 ¢ 55 ¢ 56 ¢ 57 ¢ In all 23 17. 10 10 10 32 14 41 13¢ 31¢ Write the number in expanded form. 25 ¢ 35 ¢ 40 ¢ 45 ¢ 50 ¢ 51 ¢ In all 6. 7. 8. Show the amount in two ways. Drawings will vary. Possible drawings are shown. 63 = 60 + 3 52 = 50 + 2 85 = 80 + 5 18. q p dd n p 26¢ Compare. Write > or <. 9. 47 < 54 10. 66 > 57 11. 43 > 40 19. 15¢ n n n d n Count by fives. Fill in the number line. Write which numbers from 1 to 17 are odd and which are even. 12. 20. Odd Numbers Even Numbers 40 45 50 55 60 65 70 75 80 1, 3, 5, 7, 9, 11, 13, 15, 17 2, 4, 6, 8, 10, 12, 14, 16 Chapter 2 Lesson 12 CCSS2.0A.2 End-of-Chapter Review 71 72 Now let’s practice what we’ve learned in this chapter. CLOSING STATEMENT: What did we learn today in math class? Today we reviewed what we learned in this chapter.Copyright © by SPOTS Educational Resources. All rights reserved. 71



Chapter 3 IntroductionIn Chapter 3, students’ math skills will increase dramatically as they learn how to add with two-digit numbers.The chapter opens with Dot Cards being used as a concrete model to add two- digit numbers.Mental math strategies are then developed using the number-line model, which also strengthensstudents’ understanding of place value, so that, when they learn the standard algorithm, theywill better appreciate it. Although the number line is not a place-value model per se, it helpsstudents to internalize the concept of place value as they make jumps of tens and jumps of ones,and as they practice jumping to the next ten and beyond.As in all Spots for M.A.T.H. units, the lessons in this chapter are carefully scaffolded to enablestudents to easily absorb the concepts being taught. These concepts might otherwise seem quitecomplex, but with our unique teaching approach, students grasp them quickly and, withoutfeeling pressured.Students are not expected to draw or model a complete problem on their own. Instead, numberlines are provided, with the pertinent information (the start number, the second addend, and thenumber of jumps the problem will need), so the students need not be challenged by the havingto record it all themselves. Completing number lines helps students develop the mental mathskill of breaking apart a number into tens and ones (e.g., for the equation 36 + 22, students willlearn to calculate mentally: 36 + 20 [= 56] + 2 [= 58]), as well as the skill of completing a ten andthen adding some more (e.g., for the equation 36 + 274, students will learn to calculate mentally:36 + 20 [= 56] + 4 [= 60] + 3 [= 63]).Finally, when students might begin to feel overwhelmed by the number line model – -whenproblems require“three jumps”(i.e.,: regrouping problems), the standard algorithm is introduced.At this point the students are encouraged to choose which strategy works best for them to solveeach equation (e.g., for 36 + 4, they can think of solving the problem using a number line, whereasfor 36 + 25, they might find it easier to add in columns).Using the number line also strengthens students’ fluency with addition of teen sums, using themake-a-ten strategy. Students break apart the second addend to complete a ten and then addthe rest (e.g., for the equation 87 + 6, they can think of 87 + 3 [= 90] + 3 [= 93]).Adding with three addends also strengthens number sense and develops students’mathematicalstrategy as they apply properties and find compatible numbers to choose in which order to add.Two-step story problems are introduced at the end of the chapter. Here as well, students areencouraged to order the addends in the most efficient way.Story problems involving basic addition are presented throughout the chapter, using the puzzle-piece model to reinforce students’number sense. Although these problems may be easily solvedwithout the puzzle-piece model, it is reviewed often so that students will be very familiar with itby the time they reach Chapter 4, when they will appreciate it most.Money skills are practiced as well. Adding the value of two or three quarters, for example, helpsstudents to see how the values add up, as opposed to simply skip-counting by rote.By the time students complete the chapter, they should experience remarkable growth in theirnumber sense, having taken their math skills to a whole new level as they gain facility proficiencywith two- digit number operations.

Chapter 3 Lesson 1: Adding Ones to Two-Digit Numbers INTRODUCTORY STATEMENT: II. Writing a number sentence when adding We’ve learned how to add one-digit numbers only the ones and to solve problems like 12 + 3. Today we will Write 43 + 5 = ___ on the board. Say: We have 4 tens and 3 learn to solve number sentences with ones; we need to add 5 ones. Let’s write a number sentence to greater two-digit numbers, like 52 + 6. add the ones. [Write 3 + 5 = ___.] How many ones are there in all? [8] How many tens are there? [4] How many altogether? GOAL: [48] [Fill in 48.] What do you notice about the number of tens and the number of ones? [The number of tens stayed the Students will solve addition equations in which one same. Only the ones changed.] addend has two digits and the other has one digit. MATERIALS NEEDED: No materials are needed for Repeat this with 54 + 3 and 92 + 7. For each equation, elicit this lesson. from students that the tens stayed the same and only the ones changed.Common Core Standard: CCSS 2.OA.1; CCSS2.NBT.5 III. Adding mentally LESSON WARM-UP Write 82 + 4 = ___ on the board and say: Now let’s do this Review facts for fluency using the My Math Facts mentally, without writing a number sentence to help. What practice sheets. should we think of first to solve this number sentence? [adding the ones] Add the 2 ones and the 4 ones in your head. What THINKING TRIGGER number sentence did you think of? [2 + 4 = 6] What is the sum of 82 + 4? [86] [Complete the number sentence, writing in 86 as the sum.] Repeat finding the sums mentally with the equations 35 + 4, 67 + 2, and 24 + 5. Write 82 + 3 on the board. Ask: How did you solve 12 + 3? STUDENT TEACHER: How do you think we will solve 82 + 3? On the board write three equations: 34 + 2 = ___, 55 + 4 =CONCEPT DEVELOPMENT ___, and 21 + 7 = ___. Under each equation draw a blank equation format, and ask three students in turn to explainI. Adding using Dot Cards how to solve one of the equations as they fill in the blanks.Show 26 using Dot Cards. Ask: How many dots are there? [26] Work together to solve one more addition problem, such as[Add three white counters.] How many counters did I add? 82 + 5. Ask one volunteer to add the ones (7) and another to[3] How many are there now? [29] Help me write the number state the number of tens in the sum (8). Have a third volunteersentence that the cards show. [26 + 3 = 29] tell the sum (87).In the same way, show and write the equation 73 + 5 = 78.Write the equation 65 + 2 = ___. Use Dot Cards and counters Copyright © by SPOTS Educational Resources. All rights reserved.to solve as above. Say: We had 65, and we added 2. How manydo we have in all? [67] When we add only ones, what happensto the two-digit number? [Allow time to discuss, leadingstudents to understand that when we added 2 ones, onlythe number of ones changed. The number of tens stayed thesame.]72

Using the Book: pages 75-76 Adding Ones to Two-Digit NumbXexrxs Add. 65 2. 3 23 3. 5 75 +3 +4 +4 +4 +4 To add single digits to a two-digit number, add the ones. 1. 5 7 9 Write the number sentences and solve. +3 68 27 79 8 82 5. 4 54 6. 2 32 1. 2. +6 +4 +4 +7 +7 4. 2 88 8 58 9 39 + = 20 + 6 = 26 +6 8 3. 4. 7. 8. 9. 10. 11. 50 42 34 80 73 +3 +5 +5 +5 +4 53 47 39 85 77 40 + 3 = 43 50 + 7 = 57 12. 2 3 13. 6 0 14. 5 1 15. 3 0 16. 9 1 +5 +8 + 6 +7 +5 5. 6. 28 68 57 37 96 25 + 4 = 29 34 + 1 = 35 Fill in the math puzzle and write a number sentence. Use a for the unknown number. Solve. 7. 8. 17. Patty baked cupcakes. 12 cupcakes have sprinkles. 7 cupcakes have chocolate chips. 19 How many cupcakes did Patty bake? Whole Number sentence: 12 + 7 = 19 12 7 Patty baked 19 cupcakes. Part Part 47 + 2 = 49 56 + 2 = 58 Chapter 3 Lesson 1 75 76 Now let’s practice adding ones to a two-digit number when Read the story problem on page 76 together. Guide only the number of ones will change. The number of tens will students to first fill in the puzzle with the numbers they stay the same. know, and use a box for the unknown number. Next, have them write the number sentence, again using a box for Remind the students that when they add ones to two-digit the unknown number, and then solve it. Finally, have them numbers, they should first think of adding the ones, and fill in the sum in the math puzzle, so that they can see the then find the sum. relationship between all the numbers in the problem.Copyright © by SPOTS Educational Resources. All rights reserved. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Struggling learners: Some students may have difficulty Who can tell us what we learned today? adding ones to numbers that have two digits. Suggest Today we added ones to two-digit numbers that they draw a ring around the column of ones to where only the ones changed. Tomorrow we will remind themselves to add only the ones together. Then add ones to two-digit numbers and the number they can write in the number of tens to get the sum. of tens will change as well. 73

Chapter 3 Lesson 2: Adding to the Next Ten INTRODUCTORY STATEMENT: another ten, so the number of tens will change! How many tens We’ve learned how to add ones to two-digit do we have now? [4] Now we have four tens – 40 in all. numbers, where the number of ones changed but there was no change in the tens. Today we Repeat this with the equations 67 + 3 and 45 + 5. will add ones to two-digit numbers and the III. Writing a number sentence to add number of tens will change. just the ones GOAL: Write 56 + 4 = ___ on the board. Say: We have 5 tens and 6 ones; we need to add 4 ones. Let’s write a number sentence Students will solve addition equations in which the sum to add the ones. [Write 6 + 4 = ___.] How many ones do we equals the next decade number. have in all? [10] When we added the four ones to the six ones, MATERIALS NEEDED: we made another ten, so the number of tens will change. We No materials are needed for this lesson. had five tens. We made another ten. Now we have six tens in all. What’s the sum of 56 + 4? [60] [Fill in the sum. If necessary,Common Core Standard: CCSS2.NBT.5; CCSS2.NBT.7; show the equation using Dot Cards.]CCSS 2.MD.6 Repeat this with the equations 44 + 6, 78 + 2, and 16 + 4. LESSON WARM-UP IV. Practicing the Skill Review facts for fluency using the My Math Facts practice sheets. Write 53 + 7 = ___ on the board, and say: Now let’s do this without writing a number sentence to help. What should we THINKING TRIGGER think of to solve this number sentence? [adding the ones] Add the 3 ones and the 7 ones in your head. What happened when you added the ones? [We made another ten.] How many tens do we have now? [6 tens] What’s the sum? [60] [Fill in the sum.] Repeat with 24 + 6 and 65 + 5. Write 57 + 3 on the board Ask: How many tens are in 57? STUDENT TEACHER Copyright © by SPOTS Educational Resources. All rights reserved. [5] How many tens do you think will be in the sum? Why? On the board write three addition equations in which theCONCEPT DEVELOPMENT sum equals the next decade number, and draw a blank number-sentence format next to each equation. Have theI. Adding with two-digit numbers students solve each problem by writing, next to the equa- tion, the parallel equation in which they add only the onesWrite 43 + 5 = ___ on the board. Ask: What are we adding to (e.g., for 67 + 3, they would write 7 + 3).43? [5 ones] Will the number of tens change? [no] What number Call on a few volunteers to explain the process used to solvesentence will help us add the ones? [3 + 5] How many ones are each equation. Work together to solve one more additionthere altogether? [8] What is the sum of 43 + 5? [48] We added problem in which the sum equals the next decade number,ones, and only the number of ones changed. such as 82 + 8. Ask one volunteer to add the ones and state the sum. [10] Have a second volunteer state how many tensII. Adding using Dot Cards there are now. [9 tens] Ask a third volunteer to tell the sum. [90]Write 58 + 2 = ___ on the board. Show 58 with Dot Cardsand ask: What will happen when we add two more dots? [Allowtime for discussion.]Show 36 using Dot Cards. Add four white counters. Ask: Whatnumber sentence do these Dot Cards show? [36 + 4 = ___][Write the equation on the board.] How many tens did we startwith? [3] When we added four ones to the six ones, we made74

Using the Book: pages 77-78 Adding to the Next Ten Add. 48 2. 6 3 6 3. 3 63 +2 +4 + 4 +7 +7 Sometimes when we add ones to a two-digit 1. 8 10 4 0 10 number, another ten is formed. +2 50 70 10 We have 4 tens and 6 ones. 4. 1 81 5. 5 2 5 6. 4 74 +9 +9 +5 + 5 +6 +6 We add 4 ones. 10 10 3 0 10 Now we have another ten. 90 80 We have 5 tens – 50 in all. Write the number sentence that will help solve the exercise. 6 and 4 form a ten. 46 + 4 = 50 Solve. Write the number sentences and solve. 1. 2. 7. 56 + 4 = 60 8. 73 + 7 = 80 26 + 4 = 30 15 + 5 = 20 6 + 4 = 10 3 + 7 = 10 9. 42 + 8 = 50 10. 85 + 5 = 90 3. 4. 2 + 8 = 10 5 + 5 = 10 11. 17 + 3 = 20 12. 34 + 6 = 40 7 + 3 = 10 4 + 6 = 10 47 + 3 = 50 38 + 2 = 40 Add. Write the number sentence for each group of coins and solve. 13. 14. 15. 76 + 4 = 80 45 + 5 = 50 31 + 9 = 40 5. 6. 17¢ 26¢ 16. 17. 18. 27 + 3 = 30 61 + 9 = 70 55 + 5 = 60 + + 3¢ + + 4¢ 20¢ 30¢ 19. 20. 21. 42 + 8 = 50 37 + 3 = 40 64 + 6 = 70 Chapter 3 Lesson 2 77 78 Now let’s practice adding ones to two-digit numbers so that Remind the students that when they’re writing the amount the number of tens changes. When you are adding ones to of a number of coins (as in problems 5 and 6 on page 77), a two-digit number, and it makes another ten, the digit that they should use the cent symbol (¢). shows the number of tens will increase by one.Copyright © by SPOTS Educational Resources. All rights reserved. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Struggling learners: Some students may forget to add Who can tell us what we learned today? on the ten after they add the ones. As soon as students Today we added ones to two-digit numbers, add the ones with dots to create another 10 (e.g., for 56 and the number of tens changed. Tomorrow we + 4, use Dot Cards to add 6 + 4 and get 10), have them will use a number line to add numbers whose exchange the completed card for a Dot Card-10 and then place it with the other Dot Cards-10 to remind them that sum changes the number of tens. one more ten has been formed. 75

Chapter 3 Lesson 3: Adding to the Next Ten on the Number Line INTRODUCTORY STATEMENT: an open number line on the board and begin it with 26. Place Yesterday we learned to add ones to two-digit Bunny at that point.] How much does Bunny need to jump? [4]numbers and the number of tens changed. Today Let’s help him make one long jump to cover four spaces. [Draw the jump and write in + 4.] Since 6 plus 4 equals ten, we’re we will use a number line to add. going to reach the next ten. What is the next ten after 26? [30] [Make Bunny“jump.”] Bunny jumped four. On what number didGOAL: he land? [30]. [Write in the number 30 on the number line and as the sum in the equation.] Now our number line showsStudents will use an open number line to show adding 26 + 4 = 30. Did the tens change when we added 4 to 26? [yes]to the next ten. Why? [When we added the ones, we made another ten.]MATERIALS NEEDED: “Bunny” – a small toy rabbit or Repeat this with 68 + 2 and 57 + 3.a picture of a rabbitCommon Core Standard: CCSS2.NBT.5 III. Adding to more than the next ten, Copyright © by SPOTS Educational Resources. All rights reserved. with two jumps LESSON WARM-UP Write 36 + 4 + 3 = ___ on the board. Say: We have 36, and we Review facts for fluency using the My Math Facts are adding on 4 ones and 3 ones. Let’s use the number line to practice sheets. add. [Begin the number line with 36, and place Bunny at that point.] We will start with 36, because it is the first addend. How THINKING TRIGGER much does Bunny need to jump first? [4] Let’s help him make one long jump to cover 4 spaces. [Draw the jump, and write in Draw an open number line on the board, and write +4.] Since 6 plus 4 equals ten, we’re going to reach the next ten. 36 + 4. Ask: How do you think we can show this number What is the next ten after 36? [40] [Make Bunny “jump.”] Bunny sentence on a number line and find the sum? jumped four. On what number did he land? [40] Now Bunny will jump three more to get to the sum. [Draw the jump and writeCONCEPT DEVELOPMENT in +3.] What is 40 + 3? On what number did he land? [43] [Write the sum, 43, at the end of the second jump.] What is 36 plus 4I. Adding numbers that equal 10 on the plus 3? [43] [Fill in the sum in the equation on the board.] Did number line the tens change when we added to 36? [yes] Why? [When we added the ones, we made another ten.]Display the toy rabbit or the rabbit cutout. Ask: RememberBunny? How does he jump? [one jump for a few numbers at In the same way, use Bunny and the number line to show 68once] + 2 + 3, 39 + 1 + 4, and 25 + 5 + 2.Write 6 + 4 = ___ on the board, and draw an open numberline. Begin the number line with 6, and place Bunny at that STUDENT TEACHERpoint. Say: How much does Bunny need to jump? [4] Let’s helphim make one long jump to cover four spaces. [Draw the jump Write the following equations on the board: 47 + 3 + 6 = ___,(a curved line with an arrow), and write in +4.] [Make Bunny 45 + 5 + 3 = ___, 76 + 4 + 5 = ___, and 63 + 7 + 2 = ___. Next“jump.”] Bunny jumped four. What is 6 + 4? On what number did to each equation draw a number line, including the startinghe land? [10] [Write 10 at the end of the jump and as the sum number and the jumps, leaving the landing numbers to bein the equation.] Now our number line shows 6 + 4 = 10. filled in by the students. Have four volunteers come up to the board in turn and solve the equations using a numberII. Adding to get to the next ten with one line. Help them explain the process they used to solve eachjump equation.Write 26 + 4 = ___ on the board. Ask: How is this number Work together to solve one more addition problem using thesentence different from the first one I wrote on the board? [In number line, such as 72 + 8 + 3. Ask one volunteer to addthis one we are adding ones to a two-digit number.] [Draw the 8 ones to 72, show the jump of 8, and state the sum. [80] Have a second volunteer add on the 3 ones, show the jump of 3, and state the final sum. [83]76

Using the Book: pages 79-80 Adding to the Next Ten Add. Complete the number lines. When the ones that are added together form a new ten, 1. we jump to the next ten on the number line. 56 + 4 = 60 7 + 3 makes a ten. 56 + 4 + 2 = 62 +3 56 60 62 27 + 3 = 30 27 30 Complete the number line. Write the sum. 2. 1. 34 + 6 = 40 2. 42 + 8 = 50 48 + 2 = 50 48 + 2 + 6 = 52 34 40 42 50 48 50 56 3. 66 + 4 = 70 3. 37 40 44 4. 58 + 2 = 60 66 70 37 + 3 = 40 37 + 3 + 4 = 44 5. 75 + 5 = 80 58 60 4. 6. 21 + 9 = 30 65 + 5 = 70 65 + 5 + 2 = 72 65 70 72 75 80 21 30 7. 87 + 3 = 90 8. 13 + 7 = 20 5. 87 90 13 20 74 + 6 = 80 74 80 83 74 + 6 + 3 = 83 Chapter 3 Lesson 3 79 80 Now let’s practice adding ones to two-digit numbers and Have the students draw over the loops to get a “feel” of showing it on a number line. We make one long jump on the jumping. When they are tracing the loops, be sure that they number line to add the ones, and we land on the next ten. If trace and solve sequentially: 1) Trace the loop and write in we’re adding another group of ones, we make another long the number of the first jump, and solve. 2) Trace the second jump on the number line to get to the sum. loop, write in the second jump, and solve for the final sum.Copyright © by SPOTS Educational Resources. All rights reserved. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Advanced learners: Have students draw their own Who can tell us what we learned today? number lines to solve problems similar to those Today we used a number line to add to the next ten. presented in the lesson (e.g., 36 + 4 + 7) and explain When we have three addends, we make two jumps. how they solved them. Tomorrow we will find the missing addend in a number sentence. 77

Chapter 3 Lesson 4: Finding the Missing Addend INTRODUCTORY STATEMENT: 34 + ___ = 40 Yesterday we used a number line to add ones to a two-digit number and we made another ten. 44 + ___ = 50 Today we will learn to find missing addends Say: Let’s find the missing addends to complete these number in addition sentences. sentences. How many ones do we need to form a ten in the first number sentence? [6] [Write the missing addend in the GOAL: first equation on the board. Read it together:] 4 + 6 = 10. How many ones do we need to make a ten in the next number Students will complete number sentences by finding sentence? [6] [Write the missing addend in this equation on the missing addend. the board, and read it together:] 14 + 6 = 20. [Have students suggest the missing addend in the third equation and fill it MATERIALS NEEDED: in to complete the equation: 24 + 6 = 30. Ask the students No materials are needed for this lesson. if they see a pattern in the equations they have completed so far. Elicit that they need a 6 to form each subsequent ten.Common Core Standard: CCSS2.NBT.5; CCSS2.NBT.7; Continue in the same manner, asking the students to name2.NBT.9 the missing addend in the final two equations on the board.] LESSON WARM-UP III. Using patterns to find missing addends Copyright © by SPOTS Educational Resources. All rights reserved.Review facts for fluency using the My Math Facts practice Write these four equations on the board, in a vertical format:boRoekvlieetw. facts for fluency using the My Math Facts 3 + ___ = 10 practice sheets. 23 + ___ = 30 THINKING TRIGGER 53 + ___ = 60 Write this number sentence on the board: 47 + ___ = 50. Say: This is a different kind of addition sentence. We say: 83 + ___ = 90 Forty-seven plus “something” equals 50. How can we find the missing addend? Say: Now let’s find the missing addends. What should we think of to solve the first equation? [how many ones are needed toCONCEPT DEVELOPMENT form a ten] What number do we need to add to 3 to make ten? [7] [Complete the equation on the board by writing 7 in theI. Finding missing addends using Dot Cards blank.] How does knowing that 7 and 3 make a ten help us find the missing addend in the next equation? [We have 2 tens andWrite 27 + ___ = 30 on the board. Read the equation together 3 ones, and we know we can add 7 ones to 3 ones to makeand ask: What is missing? [an addend] What is the given another ten, so adding 7 will give us 3 tens, or 30 in all.]addend? [27] What is the sum? [30] Let’s complete the equation [Write in 7 in the second equation to complete it.]together. [Show 27 with Dot Cards.] How many black dots dowe start with? [27] How many white counters do we need to Direct students’ attention to the third and fourth equations.add on to get to 30? [3] What is the missing addend? [3] [Fill in Lead them to find the missing addends in the same manner.3 in the equation on the board.]Repeat with the equation 56 + ___ = 60. STUDENT TEACHERII. Using patterns to find missing addends Write several missing-addend equations on the board for the class to solve. Select volunteers to come up to the boardWrite the following equations on the board in a vertical and write in the missing addends that are needed to com-format: plete the equations. Have them explain the process they 4 + ___ = 10 used to complete each equation.14 + ___ = 20 Work together to solve one more missing-addend equation,24 + ___ = 30 such as 72 + ___ = 80, guiding students to find how much is needed to form the next ten.78

Using the Book: pages 81-82 Finding the Missing Addend If I know how much I need to form a ten, then I know how much I need to form the next ten. Draw more dots to find how much is needed to form the next ten. Complete the number sentence. Fill in the missing addend to complete the number sentence. 1. 2. 26 + = 30 57 + 3 = 60 1. 8 + 2 = 10 2. 7 + 3 = 10 18 + 2 = 20 27 + 3 = 30 3. 4. 28 + 2 = 30 37 + 3 = 40 38 + 2 = 40 47 + 3 = 50 3. 6 + 4 = 10 4. 9 + 1 = 10 36 + 4 = 40 49 + 1 = 50 46 + 4 = 50 59 + 1 = 60 56 + 4 = 60 89 + 1 = 90 68 + 2 = 70 75 + 5 = 80 5. 2 + 8 = 10 6. 3 + 7 = 10 52 + 8 = 60 43 + 7 = 50 5. 6. 72 + 8 = 80 73 + 7 = 80 82 + 8 = 90 83 + 7 = 90 47 + 3 = 50 72 + 8 = 80 7. 5 + 5 = 10 8. 4 + 6 = 10 25 + 5 = 30 34 + 6 = 40 7. 8. 35 + 5 = 40 44 + 6 = 50 65 + 5 = 70 14 + 6 = 20 9. 10. 11. 64 + 6 = 70 41 + 9 = 50 55 + 5 = 60 29 + 1 = 30 31 + 9 = 40 12. 13. 14. Chapter 3 Lesson 4 81 82 + 8 = 90 28 + 2 = 30 63 + 7 = 70 82 Now let’s practice finding the missing addend in addition think about how many ones are needed to form the next ten. sentences. To complete each number sentence, we need to DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Struggling learners: Some students may need to review What did we learn today? addition with sums of 10 so they will know fluently what Today we learned to find missing addends in number to add to another number to make 10. addition equations. Tomorrow we will add three addends.Copyright © by SPOTS Educational Resources. All rights reserved. 79

Chapter 3 Lesson 5: Adding Three Addends INTRODUCTORY STATEMENT: two addends to the line below. Write the sum, and then add Copyright © by SPOTS Educational Resources. All rights reserved. Yesterday we learned to find missing addends in the third addend to it (as shown in the Student Edition on number sentences with two addends. Today we will page 83, example 1). Use Dot Cards and counters to show this as well. Lead students to understand that they can add solve addition problems with three addends. numbers in any order. The sum will be the same no matter in what order the numbers are added. Discuss that when GOAL: working with more than two numbers, making a ten first will make it easier to add. Students will solve equations with three addends, two of which, added together, make ten. II. Using a story to practice the concept MATERIALS NEEDED: blank sheets of paper Tell a story, and have the students work in pairs to try to solveCommon Core Standards: CCSS2.OA.1; CCSS2.NBT.5; the problem together. Say: Pablo gave his brother some of hisCCSS2.NBT.6; CCSS2.NBT.7 stickers. He gave him 13 animal stickers, 7 car stickers, and 2 sports stickers. How can you find how many stickers Pablo gave LESSON WARM-UP his brother in all? Review facts for fluency using the My Math Facts Ask: What will you do first? [Elicit that they can write a number practice sheets. sentence to solve: 13 + 7 + 2 = ___. Remind the students that they have already learned that they can add numbers in any THINKING TRIGGER order. The sum will be the same no matter in what order the numbers are added.] Read this word problem to the class: Lila bought some colored pencils. She bought 6 yellow pencils, 4 red pencils, As the partners work, circulate among them and notice and 1 blue pencil. how they are grouping the numbers to solve the problem, Ask: How do you think we can find how many pencils Lila offering assistance when necessary. Ask: How many stickers bought in all? did Pablo give to his brother? [22]CONCEPT DEVELOPMENT Invite several pairs of students to show how they found the answer.I. Introducing the concept using Dot Cards III.Practicing the skill by making a tenWrite this equation on the board: 46 + 4 + 6 = ___. Ask forsuggestions to help you decide in what order to add these Write two equations on the board: 18 + 5 + 2; 3 + 47 + 6.three numbers. Elicit that it might be easiest to form a tenand then to add the third addend. Show 46 using Dot Cards. Say: Each of these equations has two addends that make a ten.Ask: How many dots are there on these cards? [46] [Add four When we add more than two numbers together, we can firstwhite counters.] How many counters did I add? [4] How many check to see if we can make a ten. Once we have a ten, it’s easyare there now? [50] [Add 6 more counters.] And how many are to add the third addend. [For each equation, ask the studentsthere now? [56] Let’s say the number sentence as we fill in the which numbers make a ten, circle them, find the sum, andsum: 46 plus 4 plus 6 equals 56. then add the third addend.]Write the equation 25 + 4 + 5 on the board. Ask students ifadding together any two of the addends will make a ten. Then STUDENT TEACHERdemonstrate adding together the addends in a differentorder, so that they are simpler to add (i.e., add 25 and 5; Give each student a blank sheet of paper. Have the studentsthen add the 4). Demonstrate circling the two addends that work in pairs. Have each student write a number sentenceform the new ten (25 and 5) and drawing lines from those with three addends, one of which is a two-digit number. Tell them to make sure that two of the addends together form a new ten. Then ask the partners to switch papers and solve each other’s number sentences. Choose several pairs of students to share and explain their work.80

Using the Book: pages 83-8 4 Circle the addends that combine to Adding Three Addends Circle the addends that combine to form a new ten. form a new ten. Draw dots to add. Add. Then add the rest. Solve. We can add in any order to find the sum. 1. 46 + 5 + 4 2. 38 + 3 + 2 1. 2. += 40 + 3 = 43 3. 55 + 5 + 4 4. 67 + 4 + 3 37 + 4 + 3 49 + 1 + 6 60 + 4 = 64 70 + 4 = 74 5. 19 + 1 + 6 6. 73 + 2 + 7 50 + 6 = 56 + = 20 + 6 = 26 80 + 2 = 82 4. 7. 28 + 6 + 2 8. 82 + 8 + 1 3. 25 + 3 + 5 38 + 2 + 7 30 + 6 = 36 90 + 1 = 91 9. 66 + 4 + 5 10. 54 + 2 + 6 30 + 3 = 33 40 + 7 = 47 70 + 5 = 75 60 + 2 = 62 5. 6. Write the number sentence and solve. 11. 12. Eliza has 25 cat stickers, Gary has 16 red marbles, 5 dog stickers, and 2 bear 4 green marbles, and stickers. 5 blue marbles. 47 + 3 + 9 31 + 6 + 9 How many stickers does How many marbles does Gary 40 + 6 = 46 Eliza have in all? have in all? 50 + 9 = 59 25 + 5 + 2 = 32 16 + 4 + 5 = 25 Chapter 3 Lesson 5 83 84 Now let’s practice solving addition problems with three the students to draw lines, as in the sample, connecting the addends. two addends that form a ten, before completing the addi- Complete the tracing sample with the class, and instruct tion in each problem.Copyright © by SPOTS Educational Resources. All rights reserved. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Struggling learners: Have students use a hundred chart Who can tell us what we learned today? to help them track which number is “the next ten” for any Today we learned to add three given two-digit number. Have them practice with various examples, such as 27, 36, 85, etc. addends – remembering that it’s best to try to find addends that make a ten first, and then to add the third addend. 81

Chapter 3 Lesson 6: Adding Ones with Break-Apart Numbers INTRODUCTORY STATEMENT: Fill in the sum in the original equation: 48 + 6 = 54. Say: We We’ve learned how to add ones to numbers with had 48 + 6. When we added, we made another ten. We broke two digits when the sum of the ones is ten and apart the 6 into 2 and 4. [Write the two-step number sentence: 48 + 2 + 4 = ___.] 48 plus 2 equals 50, plus 4 more equals 54. the number of tens changes to the next ten. Today we will learn to add when the sum of Repeat the process with 87 + 7. the ones is more than ten. II. Writing break-apart numbers to add GOAL: Write 67 + 5 = ___ on the board, and show it using Dot Cards and counters. Ask: How many tens and how many ones are Students will solve equations by breaking apart a num- there in 67? [6 tens and 7 ones] Will the number of tens change ber to add to the next ten and beyond. when we add? [yes] How do you know? [When we add 7 ones MATERIALS NEEDED: Dot Cards; counters; blank to 5 ones, the sum is more than ten.] How many more do sheets of paper or dry-erase boards we need to make a new ten? [3] Let’s break apart the 5 to get those 3 more. [Turn over three counters to the black side, andCommon Core Standard: CCSS2.NBT.5; CCSS2.NBT.7 draw an arrow to show them “flying over” to make the ten, leaving two white counters.] How many tens and ones do we LESSON WARM-UP have now? [7 tens and 2 ones] Review facts for fluency using the My Math Facts We broke apart the 5 into 3 and 2. [Draw two spaces under the practice sheets. 5 for the break-apart numbers.] How many white counters did we need to turn to the black side to make another ten? [3] [Fill THINKING TRIGGER in 3.] How many counters stayed white? [2] [Fill in 2.] 3 and 2 are our break-apart numbers for the 5. Let’s use the break-apart Write 26 + 4 on the board, and ask a volunteer to tell numbers to write a two-step number sentence. What’s the first the sum (30). Have the volunteer explain how he/she addend? [67] [Write 67.] What’s the first break-apart number? found the sum. Then write 26 + 5 on the board. Ask: [3] [Write +3.] What’s the second break-apart number? [2] How do you think we can solve this problem? [Write +2.] So 67 plus 3 equals 70, plus 2 more equals 72. [Fill in the sum in the two-step number sentence and in the originalCONCEPT DEVELOPMENT equation.] So, 67 + 5 = 72. Repeat the process with 58 + 7.I. Adding using Dot Cards and counters STUDENT TEACHER Copyright © by SPOTS Educational Resources. All rights reserved. to make a new ten On the left side of the board show 18 + 5 using Dot Cards andWrite 48 + 6 = ___ on the board. Show the equation using counters (black dots for the first addend and white countersDot Cards and counters (show 48 with black dots, and on for the second addend). On the right side of the board showanother, empty board, show 6 with white counters). Ask: How 39 + 8 using Dot Cards and counters. Instruct the studentsmany tens and how many ones are there in 48? [4 tens and 8 to write a number sentence for each set of Dot Cards, and toones] Will the number of tens change when we add? [yes] How solve by writing break-apart numbers to add. Have volunteersdo you know? [When we add 6 ones to 8 ones, the sum is demonstrate how they solved these equations, by showingmore than ten.] How many white counters do we need to turn their written solutions, including break-apart numbers, andto the black side to make a new ten? [2] [Turn over two white modeling on the board with the Dot Cards. Elicit that each ofcounters to the black side, and draw an arrow to show them these equations can be solved in two steps by breaking apart“flying over” to make the ten, leaving four white counters.] an addend to make a new ten, and that when we add withHow many counters stayed white? [4] How many tens and ones larger numbers, we should first check to see if we can make ado we have now? [5 tens and 4 ones] What is the sum? [54] ten. Once we break apart a number so that we can add to the next ten, it’s easier to solve the equation.82

Using the Book: pages 85-86 Adding Ones with Break-Apart Numbers Color the dots and draw an arrow to We can break apart a Color the dots and draw an arrow to complete the ten. complete the ten. Fill in the break-apart number to add to the Fill in the break-apart numbers. numbers. Write the two-step number next ten and beyond. Write the two-step number sentence and fill in the sum. sentence and fill in the sum. 1. 2. 1. 2. 28 + 5 = 33 27+ 6 = 33 23 33 29 + 6 = 27 + 5 = 32 to make ten the rest to make ten the rest 32 28 + 2 + 3 = 33 27+ 3 + 3 = 33 to make ten the rest to make ten the rest 29 + + = 27 + 3 + 2 = 32 3. 4. 3. 4. 19 + 5 = 24 17 + 5 = 22 39 + 7 = 46 37 + 4 = 41 16 31 14 3 2 to make ten the rest to make ten the rest to make ten the rest to make ten the rest 39 + 1 + 6 = 46 37 + 3 + 1 = 41 19 + 1 + 4 = 24 17 + 3 + 2 = 22 5. 5. 6. 38 + 3 = 41 38 + 5 = 43 78 + 4 = 82 21 23 22 to make ten the rest to make ten the rest to make ten the rest 38 + 2 + 1 = 41 38 + 2 + 3 = 43 78 + 2 + 2 = 82 Chapter 3 Lesson 6 85 86 Now let’s practice adding ones to two-digit numbers, using apart the second addend to make a new ten, and then we add Dot Cards and break-apart numbers to help us. Remember the rest. that when the sum of the ones is more than ten, we breakCopyright © by SPOTS Educational Resources. All rights reserved. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Struggling learners: Some students may need to review What did we learn today? Today we learned adding ones to decade numbers to help them easily pro- to add ones to two-digit numbers. We found sums cess the sum. Practice by modeling with Dot Cards with black dots for the tens and white counters for the ones, by breaking apart an addend to make a new and then provide equations on the digit-level as well. ten and then adding the rest. Also, review reverse facts, such as 75 = 70 + 5, as taught in Chapter 2 Lesson 3 (Expanded Form). Tomorrow we will practice this more. 83

Chapter 3 Lesson 7: Practice: Adding Ones with Break-Apart Numbers INTRODUCTORY STATEMENT: more than ten.] How many white counters do we need to turn In our last lesson we learned to break apart an ad- to the black side to make a new ten? [2] [Turn over two white dend when the sum of the ones is more than ten. counters to the black side, and draw an arrow to show them “flying over” to make the ten, leaving six white counters.] Today we will practice this more. How many counters stayed white? [6] How many tens and ones do we have now? [8 tens and 6 ones] What is the sum? [86] GOAL: Draw two spaces under the 8 for the break-apart numbers. Students will solve equations by breaking apart a num- Say: How many white counters did we need to turn to the black ber to add to the next ten and beyond. side to make another ten? [2] [Fill in 2.] How many counters Materials needed: Dot Cards and counters; blank stayed white? [6] [Fill in 6.] 2 and 6 are our break-apart numbers sheets of paper or dry-erase boards for the 8. Now let’s use the break-apart numbers to write a two- step number sentence. What’s the first addend? [78] [Write 78.]Common Core Standard: CCSS2.NBT.5; CCSS2.NBT.7 What’s the first break-apart number? [2] [Write +2.] What’s the second break-apart number? [6] [Write +6.] 78 plus 2 equals 80, LESSON WARM-UP plus 6 more equals 86. [Fill in the sum in the two-step number sentence and in the original equation.] So, 78 + 8 = 86. Review facts for fluency using the My Math Facts practice sheets. II. Deciding whether the sum will be in the next tenTHINKING TRIGGER On the board write 57 + 2 = ___, 57 + 3 = ___, and 57 + 6 =On the board write the following patterned number ___. Say: In all of these number sentences we are adding ones tosentences for the students to complete: a two-digit number. In which of them will the sum be in the next ten when we add the ones? [Elicit answers, and have students18 +1= 78 +1= explain their thought processes.] [57 + 3 will be 60, because18 +2= 78 +2= 7 + 3 = 10, and 57 + 6 will also be in the 60s, because 7 + 6 is18 +3= 78 +3= more than ten.] [Use Dot Cards to model each equation, and18 +4= 78 +4= together with the class, find the sums of all three equations:18 +5= 78 +5= 57 + 2 = 59, 57 + 3 = 60, and 57 + 6 = 63.]18 +6= 78 +6= Repeat this with 48 + 1, 48 + 2, and 48 + 7. Lead students toReview the students’ work, and discuss that for any determine in advance whether the sum will or will not be intwo-digit number that ends in 8, once you add 2 to it, you the next ten when adding the ones.make the next ten; adding any number greater than 2 willadd more ones to the next ten (e.g., in the first column, STUDENT TEACHERmost of the answers will be in the 20s, and in the secondcolumn, most of the answers will be in the 80s. On the board write 78 + 5, and model it with Dot Cards and counters. Have the students solve the problem by using theCONCEPT DEVELOPMENT make-a-ten process and writing break-apart numbers. Call Copyright © by SPOTS Educational Resources. All rights reserved. on a volunteer to explain his or her solution process. Ask:I. Writing break-apart numbers to add How did you break apart 5 to make a ten? How did you finish solving the problem? [Elicit that when we add larger numbers,Write 78 + 8= ___ on the board. Show the equation using Dot we first check to see if we can make a ten. Once we breakCards and counters (show 78 with black dots, and on another, apart a number to add to the next ten, it’s easier to find theempty board, show 8 with white counters). Ask: How many sum.]tens and how many ones are there in 78? [7 tens and 8 ones]Will the number of tens change when we add 8? [yes] Howdo you know? [When we add 8 ones to 8 ones, the sum is84

Using the Book: pages 87-88 Practice: Adding Ones with Break-Apart Numbers Color the dots and draw an arrow to complete the ten. Fill in the break-apart numbers. Write the two-step Color the dots and draw an arrow to complete the ten. number sentence and fill in the sum. Fill in the break-apart numbers. 1. 2. Write the two-step number sentence and fill in the sum. 1. 2. 28+ 7 = 19 + 6 = 25 28 + 6 = 34 27+ 5 = 32 15 24 32 to make ten the rest to make ten the rest to make ten the rest to make ten the rest 28 + 2 + 4 = 34 27+ 3 + 2 = 32 28 + + = 19 + 1 + 5 = 25 3. 4. 3. 4. 18 + 8 = 26 27 + 5 = 32 39 + 3 = 42 37 + 6 = 43 26 32 12 33 to make ten the rest to make ten the rest to make ten the rest to make ten the rest 39 + 1 + 2 = 42 37 + 3 + 3 = 43 18 + 2 + 6 = 26 27 + 3 + 2 = 32 5. 6. Fill in the math puzzle and write a number sentence. Use a for the unknown number. Solve. 38 + 3 = 41 38 + 5 = 43 20 21 23 5. The elevator has 15 silver buttons and to make ten the rest to make ten the rest 5 gold buttons on the wall. Whole 38 + 2 + 1 = 41 38 + 2 + 3 = 43 How many buttons are there in all? 15 5 Number sentence: 15 + 5 = 20 Part Part There are _2__0__ buttons in all. Chapter 3 Lesson 7 87 88 Now let’s practice adding ones to two-digit numbers, using students to first fill in the puzzle with the numbers they Dot Cards and break-apart numbers to help us. Remember know and to use a box for the unknown number. Next, have that when the sum of the ones is more than ten, we break them write the number sentence, again using a box for the apart the second addend to make a new ten, and then we unknown number, and solve it. Finally, have them fill in the add the rest. sum in the math puzzle, so that they can see the relation- Read the story problem on page 88 together. Guide ship between all the numbers in the problem.Copyright © by SPOTS Educational Resources. All rights reserved. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Struggling learners: Use math puzzles to practice ways What did we learn today? to break apart numbers from 4 to 9. This will help students Today we practiced adding ones to two-digit solve these break-apart problems more efficiently. numbers. We found sums by breaking apart an addend to make a new ten and then adding the rest. Tomorrow we will add on a number line. 85

Chapter 3 Lesson 8: Adding Ones with Two Jumps INTRODUCTORY STATEMENT: equals 10? [3] We need to jump 3 to get to the next ten. [Draw a Copyright © by SPOTS Educational Resources. All rights reserved. We know how to add ones to two-digit numbers jump and label it +3.] What is the next ten? [60] [Fill in 60] Are by breaking apart a number to get to the next ten. we done yet? [no] What is left for us to do? [We need to make one more jump to add the rest of the ones.] We needed to Today we will add ones by making two jumps add 5 ones, and we’ve already added 3 ones to get to 60. How on a number line. much more do we need to add? [2] Let’s make a jump of 2 to find the sum. [Draw the third jump and label it +2.] What is our GOAL: sum? [62] [Fill in 62 on the number line and as the sum in the equation.] This is the same sum that we got with the Dot Cards! Students will use an open number line to show addition of two-digit numbers by making two jumps: one jump Repeat the process with 29 + 5. Solve the equation, first to get to the next ten, and another jump to add the using Dot Cards, and then on a number line. Compare the rest. two methods: How many dots are needed to complete a ten MATERIALS NEEDED: Dot cards and counters; blank on the Dot Card? [1] How many dots stay white? [4] And on a sheets of paper or dry-erase boards number line, how much do we need to jump for the first jump, to get to the next ten? [1] What about the second jump – howCommon Core Standard: CCSS2.NBT.5; CCSS2.NBT.7; much more do we need to jump to find the sum? [4]CCSS2.MD.6 II. Practicing the skill LESSON WARM-UP Write 18 + 6 = ___ on the board. Show the addition process Review facts for fluency using the My Math Facts using Dot Cards and recording the break-apart numbers. practice sheets. Then model the addition using two jumps on a number line. Point out that the first jump is the same as the first break- THINKING TRIGGER apart number and the second jump is the same as the second break-apart number. Draw an open number line on the board, and write 68 + 5 = ___. Ask: How do you think we can find the sum using Write 47 + 6 = ___ on the board. Call up volunteers to help a number line? solve the equation using Dot Cards, break-apart numbers, and a number line. Throughout the process, explain theCONCEPT DEVELOPMENT connection between the three methods, pointing out that they all achieve the same result.I. Reviewing breaking apart a number to add to the next ten Say: Each of these equations can be solved on a number line in two steps. When we add larger numbers, we can first check toWrite 57 + 5 = ___ on the board. Show the addition process see if we can make a ten. Once we break apart a number to addusing Dot Cards and counters. Review the method of making to the next ten, it’s easier to add.a ten and then adding the rest. Then, together with the class,complete the equation: 57 + 5 = 62. STUDENT TEACHERSay: We just solved this equation using Dot Cards. Now let’s seehow we can solve it using an open number line. [Draw an open Write 78 + 4 = ___ on the board. Have the students solvenumber line on the board, and fill it in as you go along.] What the equation by using a number line. Have some studentsis the starting number? [57] How many ones are there in 57? [7] show and explain their work to the class. Ask: How did youIn 57 there are 7 ones, and we need to add 5 ones to that. Is the add in two steps on the number line? [Elicit that first we needsum of 7 + 5 is more than ten? [yes] So our sum will be in the to make a jump of 2 to get to 80, and then we can jump thenext ten. Let’s make a jump to get to the next ten. How much rest, 2, to get to the sum: 82.]do we need to jump from 57 to get to the next ten? 7 plus what86

Using the Book: pages 89-90 Adding Ones with Two Jumps Color the number of dots needed to complete the ten. Fill in the number line. Add. When we add in two steps, we make two jumps: First we make a jump to get to the next ten. 1. +5 Then we make another jump to add the rest. 47 + 5 = 52 +3 +2 +8 47 50 52 19 2. +6 19 + 8 = +2 +4 28 + 6 = 34 Color the number of dots needed to complete the ten. 28 30 34 Fill in the number line. Add. 1. +3 3. +4 +6 43 39 + 4 = 43CENTRALE LYON +1 +3 37 40 39 40 CENTRALE LYON 37 + 6 = 43 43 2. +7 Help the number machine add. Fill in the sums. 28 30 +5 4. +8 35 25CENTRALE LYON CENTRALE LYON 28 + 7 = 35 5. 30 3 33 3. 45CENTRALE LYON 50 53 +5 CCEENNTTRRAALLEE LLYYOONN 56 +1 6. 60 61 65 70 3 56 + 5 = 61 73 Chapter 3 Lesson 8 89 90 Now let’s practice adding ones with two jumps on a number line. In this machine, the number 8 [point out the 8, above the line. machine] goes into the machine together with the other num- Remember, when the ones we are adding will make a sum ber at the opening of the pipe. These two numbers travel down that is greater than ten, we add in two steps: First we make a the pipe, until they make a stop when they get to a ten. That’s jump to get to the next ten, then we make another jump to where the 8 is broken apart. After that, they continue on down add the rest. the pipe as far as the rest of the ones will take them. Finally, Refer the class to the number machine on page 90. Say: they come out at the other end, but now the two numbers have Today you all get to be technicians! As the technician, your combined and changed into a new number – and you have job is to operate the number machine and make sure it’s the sum! [Make sure the students understand that the first running smoothly and correctly. And the best part is, you’ve number given is the first addend in the equation. The +8 is already learned everything you need to know to make it the second addend, which will be broken apart to get to the work! The number machine works very much like a number next ten.]Copyright © by SPOTS Educational Resources. All rights reserved. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Advanced Learners: Challenge students to make up sim- Who can tell us what we learned today? ilar addition problems and exchange them with a partner Today we learned to add ones by making two jumps to solve on the number line. on a number line. We found sums by first making one jump to get to the next ten, then another jump to add the rest. Tomorrow we will learn to add ten to a number. 87

Chapter 3 Lesson 9: Adding 10 to a Two-Digit Number INTRODUCTORY STATEMENT: think that is so? [Ten has zero ones, so we are adding zero Copyright © by SPOTS Educational Resources. All rights reserved. We’ve learned to add ones to two-digit numbers by – nothing – to the ones.] How many ones are there in 36? [6]regrouping on a number line. Today we will add 10 to How many ones are there in 10? [0] How many ones do we have in all? [6] We will write 6 in the ones column, because we have 6 two-digit numbers. ones in all. How many tens are there in 36? [3] How many tens are there in 10? [1] How many tens in all? [4] How much do we GOAL: have altogether? [46] The sum of 36 + 10 is 46. Students will add 10 to a two-digit number. Repeat as above with 59 + 10 and 18 + 10. MATERIALS NEEDED: Dot-cards and counters; blank sheets of paper IV. Using simple drawings to show additionCommon Core Standard: CCSS2.NBT.5; CCSS2.MD.6 Write 43 + 10 on the board. Say: I will show you how to use a simple drawing to show this addition. First I will draw the addend LESSON WARM-UP 43. I will draw four rectangles to show 40; I will write 10 in each rectangle. [Draw the four rectangles, labeling each one with Review facts for fluency using the My Math Facts the numeral 10. (See page 91 in the Student Edition.)] I will practice sheets. draw three circles to show the 3 ones. [Draw three circles next to the four tens.] This is the addend 43. Now I will draw another THINKING TRIGGER rectangle to show the addend 10; I will write 10 in the rectangle. [Draw that rectangle below the other rectangles, and label it How do you think we can find the sum of 67 + 10? with the numeral 10.] So, 43 + 10 = 53.CONCEPT DEVELOPMENT: Write 32 + 10 on the board. Have the students make simple drawings to show the addition. When everyone is finished,I. Reviewing adding decade numbers invite some students to share their simple drawings and using Dot Cards explain how their drawings show the addition.Write 70 + 10 = ___ on the board. Ask: What are we adding V. Jumping ten on the number linehere – tens or ones? [tens] [Discuss how many tens are in eachgroup, and solve.] On the board write 65 + 10 = ___, and draw an open numberRepeat with 30 + 10 and 50 + 10. line next to it. Say: We can show this addition on a number line. Let’s start with 65. [Write 65 at the beginning of the numberII. Adding ten to a two-digit number line.] What are we adding to 65? [10] So let’s show a jump of 10 from 65. [Show a +10 jump on the number line.] On whatOn the board, show 55 using Dot Cards. Ask a student to tell number do we land? [75] [Write the sum, 75, at the end of thewhat number it is. Underneath, show a Dot Card-10 with jump. Fill in the sum in the equation.] When we added 10 towhite dots. Ask: How many are in the second group? [10] How 65, did the number of ones change? [no] Did the number of tensmany are there altogether? [65] Help me write the number change? [yes]sentence that the Dot Cards show. [55 + 10 = 65] In this numbersentence we added tens, so only the tens changed. We did not Repeat the process with 37 + 10.add any ones, so the ones stayed the same.Repeat with 43 + 10 and 57 + 10. STUDENT TEACHER: Write 24 + 10 on the board. Have the students find the sum using either column addition, a simple drawing, or a number line. Invite several students to show and explain their work to the class.III. Adding in columnsWrite 36 + 10 in column form on the board. Say: Now let’s addin columns. When we add 10 to a two-digit number, we need toadd only the tens column; the ones stay the same. Why do you88

Using the Book: pages 91-92 Adding Ten to a Two-Digit Number When we add ten to a two-digit number, When we jump 10 on the number line, the number of ones the number of ones stays the same. stays the same. 79 46 and 1 ten +10 +10 46 is 5 tens and 6 ones – 89 +10 79 89 56 in all. 56 Complete the number line. Fill in the sum. 1. 50 + 10 = 60 2. 54 + 10 = 64 Write the number sentence. Solve. 50 60 54 64 1. 2. 3. 40 + 10 = 50 4. 43 + 10 = 53 55 48 + 10 40 50 43 53 + 10 5. 30 + 10 = 40 6. 36 + 10 = 46 65 58 3. 4. 34 57 30 40 36 46 + 10 + 10 35 Add. +1 0 44 67 7 9 8. 4 0 4 7 9. 3 0 45 7. 7 0 +1 0 + 1 0 +1 0 +1 0 Draw your own simple drawings to show addition. +1 0 89 50 80 57 40 5. 22 + 10 = 6. 27 + 10 = 37 7. 36 + 10 = 46 10 10 10 10 10 10. 11. 12. 13. 14. 15. 10 10 29 62 68 27 85 32 +1 0 +1 0 +1 0 +1 0 +1 0 +1 0 91 39 72 78 37 95 42 Chapter 3 Lesson 9 92 Now let’s practice adding 10 to two-digit numbers. Have the students draw over the gray loops so that they can Only the number of tens will change; the ones will stay “feel” the jumping on the number line. This may also help the same. them learn to create number line models on their own, and use them to solve problems. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Advanced learners: Encourage students to add ten to a Who can tell us what we learned today? Today we two-digit number mentally, changing only the tens, while learned to add ten to a two-digit number. We added the ones remain the same. in columns, we used simple drawings, and we used an open number line. Tomorrow we will add decadeCopyright © by SPOTS Educational Resources. All rights reserved. numbers to two-digit numbers. 89

Chapter 3 Lesson 10: Adding Decade Numbers INTRODUCTORY STATEMENT: II. Adding decade numbers to two-digit Copyright © by SPOTS Educational Resources. All rights reserved.We’ve learned to add 10 to two-digit numbers. Today numbers on a number line, jumping 10 we will add decade numbers to two-digit numbers. at a time GOAL: Say: Yesterday we added 10 to two-digit numbers, such as 43 + 10 and 68 + 10. Now let’s add decade numbers to two-digit Students will add decade numbers on a number line. numbers using a number line. MATERIALS NEEDED: Dot-cards and counters; blank sheets of paper Write 46 + 30 = ___ on the board, and draw a number line. Fill in the number line as you go along. Ask: What is the startingCommon Core Standard: CCSS2.NBT.5; CCSS2.MD.6 number? [46] How many jumps of ten should we make? [three jumps of ten] Let’s count on as I jump 10 at a time. We begin with LESSON WARM-UP 46, and we jump to 56, 66, 76. [Draw the three jumps, and write +10 inside the loop of each jump as you say each number.] Review facts for fluency using the My Math Facts What is the sum? [76] [Write in 76.] The sum is 76. [Complete the practice sheets. equation by writing in the sum, 76.] 46 + 30 = 76. THINKING TRIGGER In the same way, solve 37 + 30. How do you think we can find the sum of 47 + 30? III. Adding decade numbers to two-digit numbers on a number line, jumping allCONCEPT DEVELOPMENT the tens at onceI. Reviewing adding tens on the number line Write 54 + 30, and place Dot Cards next to it, modeling theSay: Yesterday we added 10 to two-digit numbers in several number sentence (54 with black dots and 30 with whiteways, including on a number line. dots). Ask how many tens and how many ones there are inWe’ve also learned [in Grade 1] to add decade numbers to each number. Say: We are adding 3 tens. What will change intwo-digit numbers on a number line. [Write 70 + 20 = ___ the two-digit number? [the tens] [Draw a number line on theon the board.] Let’s review adding tens on the number line. board.] Let’s solve this on the number line. We won’t fill in all[Draw an open number line on the board, and fill it in as you the jumps, only the starting number and the sum. We will jumpgo along.] At which number should we start? [70] [Write 70.] all the tens at once. Which number should we start with? [54]How many jumps of ten do we need to make to add 20? [two] [Write 54 at the start of the number line.] Let’s begin at 54 andLet’s count as we jump by tens to see where we land. [Draw the jump 30. [Draw one long jump and write in +30.] We beginjumps and write in each number as you count together.] with 54, which is 5 tens and 4 ones. We are adding 3 tens. 5 tensWe begin at 70, and we jump to 80 [Record 80 on the num- plus 3 tens is 8 tens. The 4 ones will not change, so we get to 84.ber line.] and then to 90. [Record 90.] Which number did we [Fill in the sum on the number line and in the equation.]reach? [90] This is our sum. 70 + 20 = 90. [Fill in the sum in 54 + 30 = 84.the equation.]Draw a number line, and write 50 + 30 on the board. Say: Repeat with 46 + 20, as above. First model the addends withLet’s solve this on the number line. We won’t fill in all the num- Dot Cards to point out how many tens and how many onesbers, only the starting number and the sum. With which num- there are in each number, and what will change in the sum.ber should we start? [50] [Write 50 at the beginning of the Then model on the number line with one big jump.number line.] How many jumps of ten do we need to make?[three] [Together, count on by tens as you draw each jump STUDENT TEACHER:along the number line – 60, 70, 80; but do not fill in the num-bers.] What is the sum? [80] [Write in 80.] So, 50 + 30 = 80. Distribute a blank sheet of paper to each student. On the board write 27 + 30 = ___, 28 + 30 = ___, and 29 + 30 = ___. Have students choose one of the number sentences and solve it using a number line. Invite students to show and explain their work to the class, making sure that each equation is represented and that some show jumping ten90

Using the Book: pages 93-94 Adding Decade Numbers To add tens on the number line we can either jump Complete the number line. Fill in the sum. 10 at a time OR we can jump all the tens at once. 1. 2. We begin with 49 and jump to 59, 69, and 79. The sum is 79. 50 + 40 = 90 50 + 40 = 90 49 + 30 = 79 49 +40 We begin with 49 and jump to 79. 49 50 60 70 80 90 50 90 The sum is 79. 4. 94 49 + 30 = 79 75 54 + 40 = 94 76 Complete the number line. Fill in the sum. 3. + 40 = 94 77 54 1. 2. +40 40 + 30 = 70 40 + 30 = 70 +30 54 64 74 84 94 54 CENTRALE LYON CENTRALE LYON CENTRALE LYON 40 50 60 70 40 70 Help the number machine add. Fill in the sums. CCEENNTTRRAALLEE LLYYOONN 5. +30 3. 4. 45CENTRALE LYON 46 + 30 = 76 46 + 30 = 76 6. +30 46 76 46CENTRALE LYON 46 56 66 76 7. 47 Chapter 3 Lesson 10 93 94 Now let’s practice adding decade numbers to two-digit Refer the class to the number machine on page 94. Guide numbers. Only the number of tens will change; the ones will the students to understand that the first number given is stay the same. the starting number of the equation. The +30 is the second addend, which should be added on to get the sum. at a time and others show jumping all the tens at once. Ask the students if they see a pattern in the equations and their sums. (Each starting number is one more than the previous one, and therefore each of the sums is also one more than the previous sum.)Copyright © by SPOTS Educational Resources. All rights reserved. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Advanced Learners: Challenge students to solve the Who can tell us what we learned today? Today we problems mentally, either by thinking of jumps on the learned to add decade numbers to two-digit numbers. number line or by thinking of the tens and the ones of the addends. Remind them that we can add in any order; We used a number line to add – by jumping ten at a for example, the problem 45 + 30 may be added as 4 tens time, and by jumping all the tens at once. Tomorrow + 5 ones + 3 tens, or as 4 tens + 3 tens + 5 ones, or as 3 we will solve problems by adding either only ones or tens + 4 tens + 5 ones. Encourage students to share how they solve equations like this. only tens to two-digit numbers. 91

Chapter 3 Lesson 11: Adding Only Tens vs. Adding Only Ones INTRODUCTORY STATEMENT: II.Adding ones to two-digit numbers Copyright © by SPOTS Educational Resources. All rights reserved. We learned to add decade numbers to two-digit numbers. Today we will add to two-digit numbers, Write 25 + 3 = ___ on the board, and place Dot Cards next to it, modeling the number sentence (25 with black dots and sometimes adding only ones and sometimes 3 with white counters). Ask how many tens and how many adding only tens. ones there are in each of the addends. Say: We are adding 3 ones. What will change in the two-digit number? [the ones] GOAL: [Draw a blank number line on the board.] Let’s solve this on the number line. We won’t fill in all the jumps, only the starting Students will add to two-digit numbers. number and the sum. We will jump all the ones at once. Which MATERIALS NEEDED: blank sheets of paper number should we start with? [25] [Write 25 at the start of the number line.] Let’s begin at 25 and jump 3. [Draw one longCommon Core Standard: CCSS2.NBT.5; CCSS2.NBT.7; jump, and write in +3.] We begin with 25, which is 2 tens and 5CCSS2.MD.6 ones. We are adding 3 ones. 5 ones + 3 ones is 8 ones. The 2 tens will not change, so we get to 28. [Fill in the sum on the number LESSON WARM-UP line and in the equation.] 25 + 3 = 28. Review facts for fluency using the My Math Facts Repeat this with 53 + 2 and 85 + 4. First model the addends practice sheets. with Dot Cards to point out how many tens and how many ones there are in each number, and what will change in the THINKING TRIGGER sum. Then model the equation on the number line with one long jump. What makes 25 + 4 different from 25 + 40? III. Adding tens or onesCONCEPT DEVELOPMENT Write 26 + 3 and 26 + 30 in column form on the board. Ask:I. Adding tens to two-digit numbers on a What is similar about these equations? [Both equations have number line, jumping all the tens at once 26 as an addend.] How are the equations different? [26 + 3 has 3 ones as an addend, and 26 + 30 has 3 tens as anWrite 54 + 30 on the board, and place Dot Cards next to it, addend.] How do we add 26 + 3? [We add only the ones.]modeling the number sentence (54 with black dots and 30 What happens to the tens? [The tens stay the same.] What iswith white dots). Ask how many tens and how many ones the sum? [29] How do we add 26 + 30? [We add only the tens.]there are in each of the addends. Say: We are adding 3 tens. What happens to the ones? [The ones stay the same.] What isWhat will change in the two-digit number? [the tens] [Draw the sum? [56]a blank number line on the board.] Let’s solve this on thenumber line. We won’t fill in all the jumps, only the starting On the board, in column form, write pairs of equations,number and the sum. We will jump all the tens at once. Which such as 63 + 20 and 63 + 2, and 51 + 3 and 51 + 30. For eachnumber should we start with? [54] [Write 54 at the start of equation, have students tell whether we need to add tens orthe number line.] Let’s begin at 54 and jump 30. [Draw one ones. (Add tens for 63 + 20 and 51 + 30; add ones for 63 + 2long jump and write in +30.] We begin with 54, which is 5 tens and 51 + 3.) Then ask volunteers to tell the sum of each (63 +and 4 ones. We are adding 3 tens. 5 tens + 3 tens is 8 tens. The 20 = 83; 63 + 2 = 65; 51 + 3 = 54; 51 + 30 = 81). Write the sums.4 ones will not change, so we get to 84. [Fill in the sum on thenumber line and in the equation.] 54 + 30 = 84. STUDENT TEACHERRepeat with 46 + 20, as above. First model the addendswith Dot Cards to point out how many tens and how many On the board write ten addition equations in which onlyones there are in each number, and what will change in tens or only ones are added. Point to each equation andthe sum. Then model the equation on the number line ask the students to hold up one finger if we are adding onlywith one long jump. ones and ten fingers if we are adding only tens. Then have each student choose an equation, write it on paper, and solve it. Have the students share their work with a partner.92

Using the Book: pages 95-96 Adding Only Tens vs. Adding Only Ones Add. We can add to two-digit numbers. 1. 4 8 +3 0 35 10 10 10 35 10 10 10 78 2. 5 3 3. 2 7 4. 6 4 +6 +2 0 +3 0 +2 + 20 59 47 94 37 55 10 10 5. 8 1 6. 3 3 7. 3 7 8. 9 2 +7 +4 +2 0 +5 Sometimes we add ones. Sometimes we add tens. 88 37 57 97 Circle to show if we are adding tens or ones. Add. 1. 64 2. 58 3. 46 9. 7 5 10. 1 3 11. 3 2 12. 4 2 Tens +3 Tens +3 0 Tens +2 +2 0 +5 +6 +4 0 95 18 38 82 Ones Ones 88 Ones 48 4. 85 5. 36 6. 54 LET’S WRITE! Tens +4 Tens +3 Tens +2 0 Ones Ones Ones Look at exercise 12. Explain what digit changed and why. 89 39 74 The tens digit changed, because we added a decade number. 7. 43 8. 54 9. 38 Fill in the math puzzle and write the number sentence. Tens +3 0 Tens +5 Tens +3 0 Use a for the unknown number. Solve. Ones 73 Ones 59 Ones 68 13. Michaela has 44 colored pencils in her art box. She has 20 colored pencils that are not in 10. 51 11. 63 12. 74 the box. How many colored pencils does 64 Tens +4 0 Tens +2 0 Tens +3 Michaela have? Ones Ones Ones Whole 91 83 77 Number sentence: 44 + 20 = 64 44 20 95 Part Part Michaela has _6__4__ colored pencils. Chapter 3 Lesson 11 96 Now let’s practice adding tens or ones. have them write the number sentence, again using a box for the unknown number, and solve it. Finally, have them fill in Read the story problem on page 96 together. Guide the sum in the math puzzle, so that they can see the rela- students to first fill in the puzzle with the numbers they tionship between all the numbers in the problem. know, and to use a box for the unknown number. Next,Copyright © by SPOTS Educational Resources. All rights reserved. DIFFERENTIATED INSTRUCTION CLOSING STATEMENT: Advanced learners: Challenge students to solve the Who can tell us what we learned today? Today problems mentally, either by thinking of jumps on the we decided whether we add only tens or only ones number line or by thinking of the tens and the ones of when we solve equations with two-digit numbers. the addends. Remind them that we can add in any order; for example, the problem 65 + 30 may be added as 6 tens Tomorrow we will add 2 two-digit numbers. + 5 ones + 3 tens, or as 6 tens + 3 tens + 5 ones, or as 3 tens + 6 tens + 5 ones. Encourage students to share how they solve equations like this. 93

Chapter 3 Lesson 12: Adding 2 Two-Digit Numbers INTRODUCTORY STATEMENT: [Fill in 48 on the number line and as the sum in the equation.] Copyright © by SPOTS Educational Resources. All rights reserved. We’ve learned to add to two-digit numbers, We started with 45, and we made one jump of 3 to 48. So, 45 + 3 sometimes adding only tens and sometimes = 48. When we add only tens or only ones, we make one jump on adding only ones. Today we will add 2 two-digit the number line. [Do not erase the board until after the next section.] numbers using the number line. II. Adding to two-digit numbers on a number GOAL: line with two jumps Students will add 2 two-digit numbers using a number Write 45 + 23 = ___ on the board. Ask: What are we adding line and mental math. here, tens or ones? [tens and ones] How do you know? [There MATERIALS NEEDED: blank sheets of paper or dry- are tens and ones in both numbers.] Now let’s see how we erase boards will jump on the number line when we have to add both tens and ones. [Draw an open number line on the board, and fill itCommon Core Standard: CCSS2.NBT.5; CCSS2.MD.6 in as you go along.] We can add these two-digit numbers using the number line. We will make two jumps, since we are adding LESSON WARM-UP both tens and ones. One jump is for the tens and one jump is for the ones. What is our starting number? [45] [Write 45 at the Review facts for fluency using the My Math Facts start of the number line.] Let’s begin at 45 and jump all the tens practice sheets. at once. How many tens are there in 23? [2] So, let’s add the 2 tens to the 4 tens in 42. [Draw a jump and label it +20.] Where THINKING TRIGGER did we get to on the number line? [65] [Write in 65.] We got to 65, but we’re not finished yet. What is left for us to do? [We need Draw an open number line on the board, and write 35 + to make one more jump to show adding on the 3 ones.] 23. Ask: How do you think we can show this on the num- [Draw the jump and label it +3.] What is 5 ones plus 3 ones? ber line? [8] Where do we get to? What is the sum? [68] [Fill in 68 on the number line and as the sum in the equation.] Our sum is 68.CONCEPT DEVELOPMENT Now we see that 45 + 23 = 68.I. Adding ones or tens to two-digit numbers III Practice on the number line with one jump Write 53 + 20 = ___ and 53 + 24 = ___ on the board. DrawOn the board draw an open number line, and write the two a number line under each. Ask: What is similar about theseequations: 45 + 20 = ___ and 45 + 3 = ___. Say: We have learned equations? [Both equations have 53 as an addend.] How areto add to two-digit numbers. Sometimes we add only ones, and the equations different? [In 53 + 20 we are adding only twosometimes we add only tens. In which of these equations do we tens, and in 53 + 24 we are adding two tens and also fouradd only the tens? [45 + 20] Let’s show this on the number line. ones.] How many jumps will we need to solve 53 + 20? [oneWhat is our starting number? [45] [Write 45 at the start of the jump, for the tens] How many jumps will we need to solve 53number line.] Let’s begin at 45 and jump all the tens at once. + 24? [two – one jump for the tens and one jump for theHow many tens are there in 20? [2] [Draw one long jump, and ones] Together with the class, solve each equation on thelabel it +20.] There are 4 tens in 45 and 2 tens in 20. What is the number line, and label every jump.sum? [65] [Fill in 65 on the number line and as the sum in theequation.] We started with 45, and we made one jump of 20 to Repeat with 63 + 30 and 63 + 31.get to 65. So, 45 + 20 = 65.Draw another open number line. Say: Now let’s use the numberline to add just ones. Let’s start with 45 and add 3. [Write 45 atthe start of the number line, draw one jump of 3, and label it+3.] What is 5 ones plus 3 ones? [8 ones] What is the sum? [48]94

Using the Book: pages 97-98 Adding 2 Two-Digit Numbers We can add two two-digit numbers. Complete the number line. Fill in the sum. We make 2 jumps: 36 + 22 = 58 1. 52 + 31 = 83 +31 one jump for the tens, one jump for the ones. +22 +2 52 +1 56 58 82 83 +20 36 56 2. 52 + 33 = 85 +33 52 Complete the number line. Fill in the sum. +3 82 85 1. 46 + 20 = 66 2. 46 + 23 = 69 3. 36 + 21 = 57 +21 +23 36 +1 66 46 66 69 56 57 46 4. 36 + 23 = 59 +23 36 3. 37 + 30 = 67 4. 37 + 32 = 69 +3 56 59 +32 5. 54 + 24 = 78 +24 37 67 37 67 69 54 +4 74 78 5. 53 + 20 = 73 6. 53 + 21 = 74 6. 54 + 22 = 76 +22 54 +21 +2 74 76 7. ON YOUR OWN! 53 73 53 73 74 65 + 14 = 79 +10 +4 65 75 79 Chapter 3 Lesson 12 97 98 Now let’s practice using the number line to add 2 two-digit 65 numbers. We’ll make one jump for the tens and another jump for the ones. When students are tracing the loops, be sure that they trace Have the students draw over the gray loops so that they and solve sequentially: 1) trace the loop and write in the can “feel” the jumping on the number line. This may also first jump, and solve: 2) trace the second loop, write in the help them learn to create number-line models on their second jump, and solve for the final sum. own, and use them to solve problems. Point out that the problems on both pages are presented in sets; solving the first problem will help them to solve the second problem.Copyright © by SPOTS Educational Resources. All rights reserved. STUDENT TEACHER DIFFERENTIATED INSTRUCTION On the board, write addition equations with two-digit Struggling learners: Some students may find it hard to numbers. In some of the equations make the second addend make one jump to add all the tens at once. Suggest that a decade number, and in others make it a number with tens they can underline the tens in each of the addends. If stu- and ones, such as 24 + 10 = ___, 24 + 13 = ___, 67 + 30 = ___, dents need to count on to find the sum, have them draw 67 + 32 = ___. Have everyone choose one of the equations individual loops of ten to help them. and solve it by drawing and filling in a number line. Then ask volunteers to come up to the board in turn to show and CLOSING STATEMENT: explain how they solved their equation. Who can tell us what we learned today? Today we learned to add to two-digit numbers by making two jumps on a number line. Tomorrow we will solve addition problems in which we will jump to the next ten. 95

Chapter 3 Lesson 13: Adding to the Next Ten INTRODUCTORY STATEMENT: two-digit number, another ten is formed. [Show 27 with black Copyright © by SPOTS Educational Resources. All rights reserved.In our last lesson we learned to add 2 two-digit num- dots.] Here we have 2 tens and 7 ones. [Now show 23 with bers on the number line by making one jump for the white dots.] Here we have 2 tens and 3 ones. How many tens are there in all? [4] How many ones are there in all? [10] When tens and another jump for the ones. Today we will we add 3 ones to 7 ones, we make another ten, so the number learn to add to the next ten. of tens will change. How many tens do we have now? [5] So, we have 5 tens, or 50, in all. [Fill in the sum.] GOAL: III. Adding to the next ten on the number line Students will add to the next ten by making two jumps on the number line and mental math. Draw an open number line, and write 27 + 23 = ___. Say: We MATERIALS NEEDED: Dot Cards-10 and counters; just added 27 + 23 using Dot Cards. Now let’s show this on the blank sheets of paper number line. Will we make one jump or two jumps when we add 27 and 23? [two] How do you know? [We are adding bothCommon Core Standard: CCSS2.NBT.5; CCSS2.NBT.7; tens and ones.] What is our starting number? [27] [Write 27CCSS2.MD.6 at the start of the number line.] Let’s start at 27 and jump all the tens at once. How many tens are we adding? [2] [Draw one LESSON WARM-UP long jump from 27 and label it +20.] Where did we get to? [47] We landed on 47, but are we done yet? [no] What do we need Review facts for fluency using the My Math Facts to do now? [We need to make a jump for the 3 ones.] [Draw practice sheets. another jump and label it +3.] How much is 7 ones and 3 ones? [10] Since 7 plus 3 equals ten, we’re going to reach the next ten. THINKING TRIGGER What is the next ten after 47? [50] [Fill in 50 on the number line and as the sum in the number sentence.] Now we see on the How can we solve 26 + 4 and 26 + 40? number line that 27 + 23 = 50.CONCEPT DEVELOPMENT On the board write 62 + 20 = ___ and 62 + 28 = ___, and draw a number line next to each equation. Point to 62 + 20 andI. Adding two-digit numbers using the say: Let’s solve this on a number line. What will change when we number line add 20 – the tens, the ones, or both? [only the tens, because there are no ones to add] So how many jumps will we make?Write 58 + 31 = ___ on the board. Ask: What are we adding to [one jump for the tens] [Have students guide you through58 – tens, ones, or both? [both] Let’s show this on a number line. the steps as you show it on the number line, as above.] Did[Draw an open number line on the board and fill it in as you the number of ones change? [no]go along.] With which number should we start? [58] [Write 58at the start of the number line.] Let’s jump the tens first. How Now let’s solve 62 + 28 using the number line. What will changemany tens are there in 31? [3 tens] Let’s add the 3 tens to the 5 in this addition problem? [both tens and ones, because theretens in 58. [Draw one long jump and label it +30.] Where did are tens and ones to add.] So how many jumps will we makewe get to on the number line? [88] [Write in 88.] Are we done on the number line? [two; one for the tens and one for theyet? [no] What do we need to do now? [add the ones] [Draw ones] What’s our starting number? [62] [Fill it in.] First let’sa small jump and label it +1.] What is the sum of 48 + 31? [89] jump the tens. How many tens are there in 20? [two] Let’s add[Fill in 89 on the number line and as the sum in the number the 2 tens to the 6 tens in 62. [Draw a jump for 20 and label itsentence.] +20.] What number did we get to? [82] [Write 82 at the end of the jump.] Now let’s jump the ones. [Draw a jump for 8 andII. A dding two-digit numbers using label it +8.] What is 8 ones plus 2 ones? [10] Since adding these Dot Cards ones makes ten, where will we land? [on the next ten] What’s the next ten? [90] [Fill in 90 on the number line and in theWrite 27 + 23 = ___ on the board. Say: Let’s show adding 27 number sentence.] So, 62 + 28 = 90.plus 23 using Dot Cards. Sometimes when we add ones to a Repeat this with 47 + 30 and 47 + 33. Lead the students to understand that when adding on a ten or other decade number, only the tens change, and we make only one jump96