Up to this point, students have only subtracted multiples of 10 from other two-digit numbers within 100. In this lesson, students build on their work with interpreting bar graphs and solving Compare story problems to add and subtract within 100 with greater numbers. The representations given in both activities (bar graphs and connecting cubes) invite students to use and connect a variety of different methods and prepare students for using subtraction methods based on place value.
Engagement
None
Compare and contrast (orally) strategies for finding an unknown difference that involve addition and subtraction.
Explain (orally) strategies for solving problems within 100 that do not involve composing or decomposing a ten.
Let’s solve Compare problems with greater numbers.
In grade 1, students used connecting cubes to understand a ten as a group of 10 ones. How did using the connecting cubes in today’s lesson help students consider strategies based on place value when adding or subtracting?
Standards Alignment
Building On
Addressing
2.MD.D.10
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problemsSee Glossary, Table 1. using information presented in a bar graph.
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.See Glossary, Table 1.
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.See Glossary, Table 1.