Lesson Plan Elementary

Resources: Teacher Edition Go Math

Chapter 6
3-digit Addition & Subtraction
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.

Objectives: The student will apply place value concepts when using the break
apart strategy for 3-digit addition. CC.2.NBT.7
The student will break apart the numbers and then either add by place or add on
one number in parts. CC.2.NBT.7
The student will solve addition and subtraction problems with three-digit
numbers, developing computation strategies that are built on adding multiples of
10. CC.2.NBT.7

Grade Level: 2nd Grade

Time Duration: 45 minutes
Materials': place ten blocks *Integration
Go Math teacher edition
Student workbooks
Students white boards
Anticipatory Set: I will engage the student by accessing prior knowledge.
Write 283 on the board and have them use their tens blocks to show me the
number. Then I will ask:
What digit is in the tens place?
What digit is in the hundreds place?
What is the value of the digit 2 in this number? How do you know this?

What is the value of the digit 8 in this number? Can you explain how you came to
that conclusion?
I will repeat this with the number 634. Including the same questions.

Purpose/Overview: This is the second lesson in a six-part unit on

strategies with 3-digit addends.
Teaching: (Input, Modeling, and Check for Understanding)
Then we will take the number 258. I will have the students draw quick pictures
(they will draw the hundreds
flats, the tens longs, and the ones, boxes)
After they have drawn the pictures for the number 258, I will ask them how many
hundreds they have drawn, how many tens, and how many ones. As they tell me,
I will write the answers on the board in the following format:
____ Hundreds + ______ Tens + ______ Ones = _______
_______ + ________ + ________ = _________
Then I will ask them what would happen if 258 were in a different order. (852)
Are the values different or the same as the number 258?
I will continue to ask questions checking their knowledge of the concept.
What digit is in the tens place?
What digit is in the hundreds place?
What is the value of the digit __ in this number?
What is the value of the digit __ in this number?
We will repeat this process with other three digit numbers.
216
538
354
458
Once I see that they are competent with the break apart strategy, I will apply it to
addition.
Let's try something new. What if I wanted to add 643 to 236? How would I do this
and use the break apart method we just learned?
643 -------> 600 + 40 + 3
+ 236 --------> 200 + 30 + 6
-----------------------------------------800 + 70 + 9 = 879

I will ask:
Can someone describe what we just did? How did we find the sum?
I will continue to do this with other numbers asking similar questions.
538 + 216, 754 +231, 474 + 125, 254 +536
How is the first addend, 538, broken apart? Why can 216 be written as 200 + 10
+6? How do we find the total sum?
I will ask these questions for each problem to check for understanding.

Guided Practice:
In class worksheet (provided by Go Math)
We will work together on the first 3 problems of their workbook. As we
work, I will continue to ask previous questions while adding new critical
thinking questions:
How do we break apart the addends to add the hundreds, tens, and ones?
How would you solve number 2?
**If children are still struggling, I will have them draw their quick pictures for
each of the sums and then combine them to find their total sum.
Once I see that they are grasping the concept I will have them do 4
through 5 on their own while I monitor practice.
Once they get to number 7 they have to find the missing addend. We will
do this problem together. Again, I will ask these questions:
How did you come to this conclusion?
Can you explain why you believe this is the answer?
Problem 8 is a word problem and we will talk about strategies to solve this.
First, we will read the problem together. Then I will have them think-pairchare a strategy. Once they have an answer we will brainstorm answers
and I will write them on the board. We will then decide the best strategy to
solving the problem. *Real world integration
Closure: To close I will ask the students to explain their thinking by asking:
How do we break apart addends to add hundreds, tens, and then ones?
Independent Practice: Homework pages provided by Go Math.
Assessment: I will informally assess when we have whole group
discussion during the lesson. I will walk around as they work on their
worksheets and as they think-pair-share.

I will formally assess their comprehension by checking their homework.

Accommodations (*gifted students, * RtI students, *ESL learners)
My RTI student will do the same problems with a worksheet that is divided
up into Hundreds, Tens, and Ones. Showing each step explicitly.
My ESL learners will do each problem with the aid of the tens blocks. I will
use the words add and numbers instead of addends and sum.
My gifted students will use Dominos to do Domino break apart. Taking 3
dominos, they will take the first for the hundreds, the second for the tens
and the last for the ones place. They will then add these up to form a new
problem.
Literacy Integration: As a fun way to get the students thinking about place value
during carpet time before math, I will read Sir Cumference and All the King's
Tens by Cindy Neuschwander. This book is about Sir Cumference and the
king's family. They are planning a royal celebration and they are having a
hard time figuring out how to organize the guests. In the end, they group
them in place value.