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ect, %athematics Grade /an&e, ,econd 3rade 0escri)tion, Addition 7 ,ubtraction with 2egrouping 0uration, 80 minutes Aut1or(s), 9ree 9osse Instructional Unit Content Standard(s) Content Area Standards Second Grade Math MCC2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of addition, and/or the relationship between addition and subtraction. MCC2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtraction 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. MCC2.NBT.9. !"plain why addition and subtraction strategies wor#, using place value and the properties of operations. TAG Standard Higher Order and Critical Thinking Skills $. %a#e and evaluate decisions using criteria Summar !"#er#ie$ &he focus of this lesson is to give students the opportunity to demonstrate their own understanding of how to subtract ' , ( , or $ digit numbers with regrouping. %ndurin& Understandin&(s) At the end of this lesson the student will understand that )ou can use a variety of models *base ten bloc#s ones, tens, and hundreds only; diagrams, number lines; place value strategies, pictures; etc.+ to add and subtract within one thousand. Understand the relationship between addition and subtraction *inverse operations+. Apply their understanding of place value as they continue to develop and refine their strategies for adding and subtracting ', ( and ' digit numbers, and using the inverse operation to chec# their solutions. ,tudents will recogni-e and use place value to manipulate numbers. %ssential (uestion(s) .ow can we use a subtraction problem to chec# an addition problem/ .ow can we use an addition problem to chec# a subtraction problem/ 0hat strategies can we use to solve addition and subtraction problems/ 0hen do we need to regroup or trade to solve a problem/ Conce)t(s) to Maintain &he student understands that values bridge to the ne"t place value when reaching a set of ten. &he student understands that addition can always be used to chec# subtraction. &he student understands that subtraction can always be used to chec# addition. %#idence o* +earnin& 0hat students should #now1 2egrouping happens whenever bridging occurs from one place value to another. 2egrouping is not needed to solve every addition and subtraction problem. Addition and subtraction are inverse operations. Addition can be used to chec# subtraction.

,ubtraction can be used to chec# addition. 2epresentations or ob:ects can be used to support e"planations when :ustifying why addition and subtraction strategies wor#.

0hat students should be able to do1 Accurately add by regrouping Accurately subtract by regrouping Accurately subtract across -eros. ;hec# accuracy by inverting a subtraction problem to create an addition problem and inverting an addition problem to create a subtraction problem. Use pictorial representations or other strategies to find solutions. ;ommunicate thin#ing and be able to :ustify strategies both verbally and with paper and pencil. 4emonstrate/e"plain reasoning used to solve a problem. Su&&ested 2oca-ular Addition, ,ubtraction, 4ifference, ,um, 2egrouping, !<uation, =umber ,entence, >nverse 3rocedure(s) 6hase 11 4oo5 1. Are there steps for ma#ing a peanut butter and :elly sandwich/ 0hat are the steps/ >s the order of the steps for ma#ing a peanut butter and :elly sandwich important/ 0hat would happen if > changed the order for ma#ing the sandwich/ .ow would the outcome change/ 6hase '1 Ac6uirin& Content 2. ,how the video on study:ams.com ?,ubtracting with regrouping@. 3. 3ose t1e %ssential (uestion. ?.ow do you #now when to regroup/@ 3ather student responses. !"plain that today we are going to learn how to solve subtraction 7 addition problems with regrouping *we have already learned how to do this with addition ' digit numbers, now we are going to focus on subtraction and larger numbers+. 4. ,0 use graphic organi-er to try and solve a subtraction regrouping problem. .ave students share out their strategies. Ance several students have shared their strategies for solving the problem with the class, &0 teach students how to solve a regrouping problem using a pictorial representation and number line. BB>f students choose to use the algorithm, they must be able to e"plain their reasoning, not :ust that they have carried numbers *must have a true and strong number sense+. &hey must also show their solution using a different representation. BB 6hase (1 0%CI0% and 3ractice and 0%CI0% 5. !"plain ?)ou will now be given an opportunity to practice what you have learned. 9ecause everyone learns at a different pace, > will leave it up to you to decide which problem set is most appropriate for you. &o help you ma#e the best choice letCs consider a few <uestions.@ 6. 4istribute the 4!;>4! handout and three problem sets. 6rovide time for students to e"amine the three sets and decide which is the most appropriate challenge to complete. 7. ,tudents will complete the problem set of their choice and chec# their wor#. ,tudents who <uic#ly and accurately complete their selected set should try the ne"t level. ,tudents who <uic#ly and accurately complete 5evel ; should create a more difficult 5evel 4 with a corresponding answer sheet. &hey can trade problem sets with other 5evel 4 students. 8. 0hen all students have had an opportunity to complete and chec# at least one problem set, lead the students in a discussion to identify the criteria they used to ma#e their choice, determine if the first choice was the best choice, and determine the #nowledge/s#ills needed to move to the ne"t level. 9. !ach student will establish a learning goal to improve their own achievement related to understanding and using the process for completing long division problems. Summari7in& Acti#it ,um >t UpD1 ;reate the most comple" e<uation or word problem you can using subtraction with regrouping. 0or# the problem. 0hat are some important steps to remember when regrouping with subtraction/ /esource(s)

.andouts *listed below+ 0hiteboards and mar#ers Addition and subtraction graphic organi-er *to show various strategies to solve addition and subtraction problems+ manipulatives

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