Objective
Relate addition with place value drawings to algorithms in situations with up to two compositions of a new ten or hundred.
Student-Facing
I canadd vertically to solve situations with a new ten orhundred.
Common Core Standards
Core Standards
The core standards covered in this lesson
2.NBT.B.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 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.
Number and Operations in Base Ten
2.NBT.B.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 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.
Foundational Standards
The foundational standards covered in this lesson
1.NBT.B.2
Number and Operations in Base Ten
1.NBT.B.2— Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
2.NBT.A.1
Number and Operations in Base Ten
2.NBT.A.1— Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
2.NBT.A.2
Number and Operations in Base Ten
2.NBT.A.2— Count within 1000; skip-count by 5s, 10s, and 100s.
Criteria for Success
The essential concepts students need to demonstrate or understand to achieve the lesson objective
- Represent addition situations where a new ten or a new hundred is made using expanded notation and place value drawings.
- Connect expanded notation and place value drawings when adding, particularly with compositions of new hundreds and tens.
- Represent addition situations by using partial sums algorithm, in particular situations with compositions of a new ten and hundred.
- Connect partial sums algorithm to expanded form notation.
- Connect partial sums algorithm to standard algorithm.
- Represent addition situations using standard algorithms where compositions of a new ten or hundred are made.
Tips for Teachers
Suggestions for teachers to help them teach this lesson
- Students explored the standard algorithm in Unit 2 with two-digit numbers. Like with their work with two-digit numbers, students should attend to precision and lining up their digits by place value to be sure they are adding the correct digits for each place value. Connecting to place value drawings and expanded notation can support student work with this.
- As a reminder, students are not expected to be fluent with the standard algorithm until grade 4 so students should have plenty of work with relating the standard algorithm to place value understanding through concrete manipulatives, drawings, and more abstract strategies such as expanded form notation.
- This lesson could be split over two days if students need more practice with partial sums algorithm and the standard algorithm for addition. If splitting between two days, Anchor Tasks 1 and 2 should be prioritized for day 1 with the extension problems in Anchor Task 2 notes and Anchor Task 3 should be prioritized for day 2 with the Target Task given after that lesson.
Lesson Materials
- Hundreds place value chart — Work Mat Template in protective sleeve
- Dry erase marker
Warm Up
5-10 minutes
In Topic B, students can do a "Number Talk". (Refer to the activity in the Fluency Activities Tool for further information about setup, procedure, and guiding questions.)
Suggestion for this lesson: Partial Sums
347 + 128
257 + 118
465 + 92
172 + 465
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Anchor Tasks
Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding
15-25 minutes
Problem 1
Rishi and Kamala solved the problem 136 + 247 using different methods.
Rishi's work $$\begin{array}{crcrcrcc} &100 &+ &30 &+ &6 &&&\\ + \ \ \ &200 &+ &40 &+ &7 &&&\\ \hline &300 &+ &70 &+ &13 &= &383 \end{array}$$ | Kamala's work |
a.Solve the following using Rishi and Kamala's strategies.
- 209 + 155 = _____
- 290 + 155 = _____
b.Explain how solving these two equations was similar and different.
Purpose
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Facilitation Guidance
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Problem 2
Reyna showed her thinking to solve 136 + 247 below.
a.What do you notice and what do you wonder about Reyna's work? How is it similar to Rishi and Kamal's work in Anchor Task 1?
b.Solve using totals below to solve the following problems.
238 + 153 = _____
148 + 296 = _____
467 + 75 = _____
Purpose
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Facilitation Guidance
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Problem 3
Leo and Devi solved the problem 265 + 185 using different methods.
a.What do you notice about how they both solved the problem? What was similar? What was different?
b.Solve vertically. Use a place value drawing to help if needed.
- 155 + 370 = _____
- 376 + 95 = _____
- 432 + 173 = ____
- 88 + 654 = _____
Purpose
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Facilitation Guidance
Facilitation Guidance for Anchor Problems are available with a Fishtank Plus subscription.
Problem Set
15-20 minutes
Target Task
A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
5-10 minutes
Solve vertically with a matching place value drawing.
a.873 + 89 = _____
b.398 + 125 = _____
Student Response
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Additional Practice
Daily Word Problems, Warm Ups, and Center Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.
Word Problems and Fluency Activities
Word Problems and Fluency Activities
Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.
Lesson 9
Lesson 11
