Download Math: Unit 6 UNIT TITLE: 3-Digit Addition and Subtraction Grade: 2

Math: Unit 6
UNIT TITLE:
3-Digit Addition and Subtraction
Grade: 2
Domain:
 Number and Operations in Base Ten (CC.2.NBT)
Suggested Pacing
14 days
01/29/15 - 02/25/15
Stage 1 – Desired Result
Established Goals/Unit Outcome
Highest Level of Understanding:
Draw quick pictures to represent 3-digit addition.
Apply place value concepts when using a break-apart strategy for 3-digit addition.
Record 3-digit addition using the standard algorithm with possible regrouping of ones.
Record 3-digit addition using the standard algorithm with possible regrouping of tens.
Record 3-digit addition using the standard algorithm with possible regrouping of both ones and tens.
Solve problems involving 3-digit subtraction by using the strategy make a model.
Record 3-digit subtraction using the standard algorithm with possible regrouping of tens.
Record 3-digit subtraction using the standard algorithm with possible regrouping of hundreds.
Record 3-digit subtraction using the standard algorithm with possible regrouping of both hundreds and tens.
Record subtraction using the standard algorithm when there are zeros in the minuend.
Average Level of Understanding:
Draw quick pictures to represent 3-digit addition.
Apply place value concepts when using a break apart strategy for 3-digit addition.
Record 3-digit addition using the standard algorithm with possible regrouping of ones.
Record 3-digit addition using the standard algorithm with possible regrouping of tens.
Solve problems involving 3-digit subtraction by using the strategy make a model.
Record 3-digit subtraction using the standard algorithm with possible regrouping of tens.
Record 3-digit subtraction using the standard algorithm with possible regrouping of hundreds.
Most Essential Level of Understanding:
Draw quick pictures to represent 3-digit addition.
Solve problems involving 3-digit subtraction by using the strategy make a model.
Record 3-digit subtraction using the standard algorithm with possible regrouping of tens
Common Core Learning Standards:
CC.2.NBT.7: Use place value understanding and properties of operations to add and subtract.
 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or
subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones, and sometimes it is
necessary to compose or decompose tens or hundreds.
Mathematical Practices:
MP.5 – Use appropriate tools strategically.
MP.8 – Look for and express regularity in repeated reasoning.
Essential Questions:
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What are some strategies for adding and subtracting 3-digit numbers? (OVERALL)
How do you draw quick pictures to show adding 3-digit numbers? (lesson 6.1)
How do you break apart addends to add hundreds, tens, and then ones? (lesson 6.2)
When do you regroup ones in addition? (lesson 6.3)
When do you regroup tens in addition (lesson 6.4)
How do you know when to regroup in addition? (lesson 6.5)
How can making a model help when solving subtraction problems? (lesson 6.6)
When do you regroup tens in subtraction? (lesson 6.7)
When do you regroup hundreds in subtraction? (lesson 6.8)
How do you know when to regroup in subtraction? (lesson 6.9)
How do you regroup when there are zeros in the number you start with? (lesson 6.10)
Content:
Skills:
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Make a Hundred to Add
Add Hundreds
Mentally Add 10 or 100
Add Three-Digit Numbers with Regrouping
Take Apart Hundreds to Subtract
Subtract Hundreds
Mentally Subtract 10 or 100
Subtract Three-Digit Numbers with Regrouping
Subtract Across Zeros
Terms / Vocabulary:
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Hundreds
Tens
Ones
Lesson 6.1
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Break apart two and three digit numbers to solve problems
like 34+297
Use base ten blocks to add problems like 200+400
Mentally add numbers like 530+10
Use Base Ten Blocks to add and regroup using hundreds,
tens, and ones.
Break apart numbers in order to solve subtraction like 50298
Use Base Ten Blocks to subtract hundreds.
Regroup with three digit numbers like 411-273
Look at hundreds to regroup when there are no tens to
regroup in order to solve problems like 400-155.
Materials:
 MathBoard
 Base-ten blocks
 Counting Tape
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Addends
Sum
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Regroup (lesson 6.3, 6.7)
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Difference (lesson 6.7)
Lesson 6.2
Stage 2 – Assessment Evidence
Performance Task:
Other Evidence:
Diagnostic: Show What I know Pg. 278
Formative: Mid-Chapter Checkpoint pg. 300
Summative: Chapter Test pg. AG 107-112
Stage 3 – Learning Plan
Standard
Go Math Lesson
Objective
Essential Questions
Vocabulary
Materials
Assessment
Differentiation
Reteach:
Draw to
Represent 3-Digit
Addition
Enrich:
Addition Triplets
Reteach:
Break Apart 3Digit Addends
Enrich:
Domino Break
Reteach:
3-Digit Addition:
Regroup Ones
Enrich:
3-Digit Scramble
CC.2.NBT.7 Lesson 6.1:
Draw to Represent 3Digit Addition
How do draw quick
pictures to show
adding 3-digit
numbers?
Hundreds
Tens
Ones
MathBoard,
Counting Tape
Quick Check
1&2
CC.2.NBT.7 Lesson 6.2:
Break Apart 3-Digit
Addends
How do you break
apart addends to add
hundreds, tens, and
then ones?
Addends
Sums
MathBoard,
Counting tape
Quick Check
2&3
CC.2.NBT.7 Lesson 6.3:
3 –Digit Addition:
Regroup Ones
When do you
regroup ones in
addition?
Regroup
MathBoard,
base-ten
blocks,
Counting tape
Quick Check
1&2
Supplemental/
Substitute
Lessons
CC.2.NBT.7 Lesson 6.4:
3-Digit Addition:
Regroup Tens
When do you
regroup tens in
addition?
MathBoard,
base-ten
blocks,
Counting tape
Quick Check
2&3
CC.2.NBT.7 Lesson 6.5:
Addition: Regroup
Ones and Tens
How do you know
when to regroup in
addition?
MathBoard,
Counting tape
Quick Check
5&6
CC.2.NBT.7 Lesson 6.6:
Problem-Solving: 3Digit Subtraction
How can making a
model help when
solving subtraction
problems?
MathBoard,
base-ten
blocks,
Counting tape
Quick Check
3&4
CC.2.NBT.7 Lesson 6.7:
3-Digit Subtraction:
Regroup Tens
When do you
regroup tens in
subtraction?
MathBoard,
base-ten
blocks,
Counting tape
Quick Check
1&2
CC.2.NBT.7 Lesson 6.8:
3-Digit Subtraction:
Regroup Hundreds
When do you
regroup hundreds in
subtraction?
MathBoard,
Counting tape
Quick Check
1&2
CC.2.NBT.7 Lesson 6.9:
Subtraction: Regroup
Hundreds and Tens
How do you know
when to regroup in
subtraction?
MathBoard,
Counting tape
Quick Check
5&6
Mid-Chapter
Checkpoint
Regroup
Difference
Reteach:
3-Digit Addition:
Regroup Tens
Enrich:
Triple Digits
Reteach:
Addition: Regroup
Ones and Tens
Enrich:
Paint by
Regrouping
Reteach:
Problem-Solving:
3-Digit
Subtraction
Enrich:
What is the
Difference?
Reteach:
3-Digit
Subtraction:
Regroup Tens
Enrich:
Subtraction Steps
Reteach:
3-Digit
Subtraction:
Regroup
Hundreds
Enrich:
Check It Out
Reteach:
Subtraction:
Regroup
Hundreds and
Tens
Enrich:
Subtraction
Squares
CC.2.NBT.7 Lesson 6.10:
How do you regroup
Regrouping with Zeros when there are zeros
MathBoard,
Counting tape
Quick Check
2&3
in the number you
start with?
Literacy Connections:
The If Game
The Bug Boys
Differentiated Instruction
Grab-and-Go Differentiated Center Kits
Games:
Around the World!
Activities:
Card #16:
 Regrouping Ones
 Hundreds
 What a Deal
Card # 19:
 Zero Gravity
Twice is Nice
Reteach:
Regrouping with
Zeros
Enrich:
Mystery Number
Performance
Assessment
Chapters 3-6
Go Math Intervention Activities (ELLs, RTI, and SWDs):
ELLs
Strategy:
 Describe (lesson 6.1; pg. 281B; lesson 6.4; pg. 293B;
lesson 6.5; pg. 297B; lesson 6.6; pg. 301B)
Strategy:
 Define (lesson 6.2; pg. 285B)
Strategy:
 Model Concepts (lesson 6.3; pg. 289B; lesson 6.8; pg.
309B)
Strategy:
 Draw (lesson 6.7; pg. 305B)
Strategy:
 Model Language (lesson 6.9; pg. 313B)
RTI
Lesson 6.1:
Tier 1: Kinesthetic/Visual (Whole Class/Small Group)
 Pg. 281B
Tier 2: Visual/Kinesthetic Small Group
 Pg. 281B
Lesson 6.2:
Tier 1: Visual/Kinesthetic (Whole Class/Small Group)
 Pg.285B
Tier 2: Visual/Kinesthetic Small Group
 Pg. 285B
Lesson 6.3:
Tier 1: Visual/Kinesthetic (Whole Class/Small Group)
 Pg. 289B
Tier 2: Visual/Kinesthetic Small Group
 Pg. 289B
Lesson 6.4:
Tier 1: Visual/Kinesthetic Whole Class/Small Group
 Pg. 293B
Tier 2: Kinesthetic (Small Group)
 Pg. 293B
Lesson 6.5:
Tier 1: Visual/Kinesthetic (Whole Class/Small Group)
Tier 2: Visual/Kinesthetic (Small Group)
 Pg. 297B
Lesson 6.6:
Tier 1: Visual/Kinesthetic (Whole Class/Small Group)
 Pg. 3013B
Tier 2: Visual/Kinesthetic (Small Group)
 Pg. 301B
Lesson 6.7:
Tier 1: Visual/Kinesthetic (Whole Class/Small Group)
 Pg. 305B
Tier 2: Visual/Kinesthetic (Small Group)
 Pg. 305B
Lesson 6.8:
Tier 1: Visual/Kinesthetic (Whole Class/Small Group)
 Pg. 309B
Tier 2: Visual/Kinesthetic (Small Group)
 Pg. 309B
Lesson 6.9:
Tier 1: Kinesthetic/Visual (Whole Class/Small Group)
 Pg. 313B
Tier 2: Visual/Kinesthetic (Small Group)
 Pg. 313B
Lesson 6.10:
Tier 1: Kinesthetic/Visual (Whole Class/Small Group)
 Pg. 313B
Tier 2: Visual/Kinesthetic (Small Group)
 Pg. 313B
SWDs
Additional Support Strategies:
Operational Signs:
 Enlarge the math operation symbols next to the problems
so the student will be more likely to observe the symbol.
 Color-code math operation symbols next to math problems
so the student will be more likely to observe the symbol.
 Have the student solve his/her math problems using a
calculator.
 At the top of each sheet of math problems, provide a math
operational symbol reminder for the student (ex: + means
add, - means subtract, ect.).
 Have the student check his/her math assignments using a
calculator to reinforce the memorization of math facts.
Advanced
Enrich: TE, p. 277F
 Enrich Activity
 Enrich Book
 Extend the Project
 ELL Activity
3-Digit Subtraction:
 Develop a math facts reference sheet for addition for the
student to use at his/her desk when solving math problems.
 Have the student solve subtraction problems by
manipulating objects and stating the process(es) involved.
 Provide the student with a number line attached to his/her
desk to help solve subtraction problems.
 Require the student to use graph paper to line up their
numbers correctly in columns.
 Teach the student to use resources in the environment to
help him/her solve math problems.
 Provide addition and subtraction practice using a computer
software program or a hand-held educational device that
gives immediate feedback to the student.
Problem Solving:
 Discuss and provide the student with a list of words and
phrases which indicate an addition or subtraction operation
in word problems.
 Have the student create word problems for number
sentences. Place the number sentences on the white
board and have the student tell or write word problems that
could be solved by the number sentence.
 Use word problems that are related to the students
experiences and are of interest to him/her.
 Have the student solve word problems by manipulating
objects and stating the process used.
 Have the student simulate situations which relate to math
word problems (ex. trading, selling, buying, etc.)
 Choose a peer to model solving math word problems for the
student.
 Reduce the number of problems assigned to the student at
one time.
 Provide the student with a number line on him/her desk to
use as a reference.
 Provide the student with a checklist to follow in solving math
word problems.
 Provide the student with a math reference sheet to keep at
his/her desk.
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Have the student manipulate objects as the operation is
described.
Provide practice solving math word problems using a
computer software program or a handheld educational
device that gives immediate feedback to the student.
Reduce the amount of information on a page.
Color- code the operation symbol for each math problem
(ex: make additional signs green, subtraction signs red,
etc.) as the student demonstrates success, gradually
reduce the use of the color-coding.
Have the student use concrete manipulatives in real-life
situations.
Games/Activities Key:
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Computation and Mental Math
Geometry and Measurement
Challenge