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Eureka Math

2nd Grade

Module 4

Lesson 3

At the request of elementary teachers, a team of Bethel & Sumner educators met as a committee to create Eureka slideshow presentations. These presentations are not meant as a script, nor are they required to be used. Please customize as needed. Thank you to the many educators who contributed to this project!

Directions for customizing presentations are available on the next slide.

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Customize this Slideshow

Reflecting your Teaching Style and Learning Needs of Your Students

When the Google Slides presentation is opened, it will look like Screen A.
Click on the “pop-out” button in the upper right hand corner to change the view.
The view now looks like Screen B.
Within Google Slides (not Chrome), choose FILE.
Choose MAKE A COPY and rename your presentation.
Google Slides will open your renamed presentation.
It is now editable & housed in MY DRIVE.

Screen A

“pop-out”

Screen B

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Icons

Read, Draw, Write

Learning Target

Think Pair Share

Individual

Partner

Whole Class

Small Group Time

Small Group

Personal White Board

Problem Set

Manipulatives Needed

Fluency

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^{I can add and subtract multiples of 10 and some ones within 100.}

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Materials Needed:

Fluency:

Sprint

Concept Development:

(T) Rekenrek
(S) personal white board

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More and Less: Multiples of 10

2 tens less than 6 tens.

Subtraction number sentence?

2 tens less than 6 tens 8 ones.

Subtraction number sentence?

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Sprint

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Application Problem

Terrell put 19 stamps in his book on Monday. On

Tuesday, he put in 32 stamps.

a. How many stamps did Terrell put in his book on

Monday and Tuesday?

b. If Terrell’s book holds 90 stamps, how many more

stamps does he need to fill his book?

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Concept Development

40 + 20. Show me

48 + 20. Show me.

48 + 21? Talk with your partner.

48 + 19…?

We can solve 48 + 21 and 48 + 19 using 48 + 20 to help us.

From 20 to 21 is one more or one less?

From 20 to 19 is one more or one less?

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Concept Development

Adding 21 is adding one more than 20.

Adding 19 is adding one less than 20.

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Concept Development

Adding 21 is adding one more than 20.

Adding 19 is adding one less than 20.

Using this strategy solve.

36 + 50, 36 + 51, 36 + 49

27 + 60, 27 + 61, 27 + 59

43 + 20, 43 + 22, 43 + 18

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Concept Development

Let’s try this with subtraction.

What is 68 – 20? Show me using the arrow way.

Talk with your partner.

Solve 68 – 21, using 68 – 20 to help you.

Solve 68 – 19, using 68 – 20 to help you.

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Concept Development

57 – 30, 57 – 31, 57 – 29

63 – 40, 63 – 41, 63 – 39

72 – 50, 72 – 51, 72 – 49

Try

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Problem Set

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Debrief

Bring your Problem Set to the carpet. Skip-count down by hundreds as you transition, starting with 254

Check your work with a partner.

Why do you think you got different answers?

I agree/disagree...

T: Bring your Problem Set to our Debrief.

T: Take a couple of minutes to check over your answers with a partner.

T: Which section slowed you down? Why?

S: The fill-in-the-blank section on the Problem Set, especially (g), (h), (i), and (j). When it said 10 less, I knew I really had to look at the tens, and when it said 100 less, I really looked at the hundreds because those places would change.

T: Turn and tell your partner Nadia’s strategy for helping herself with the fill-in-the-blank section.

S: Nadia paid attention to the places of numbers. Nadia used the 10 less and 100 less part of the question as a clue to help her know which numbers to look at and change.

T: Let’s look at Tyron and Heather’s strategies for solving the last problem. (Project student work.)

T: Tyron, tell us about your strategy for solving.

S: I drew 7 lines in a row. Then, I counted by hundreds and wrote each number on a line until I filled up all the lines.

T: Thumbs up if you used the same strategy.

S: (Some show thumbs up.)

T: Now, look at Heather’s strategy. Heather, can you tell us about yours?

S: I knew only the hundreds would change because we were counting by hundreds. I noticed counting by hundreds 7 times is the same as 700. I added those to the 200 in 217. I wrote 200 + 700 = 900. Then, I put 900 back together with 17 ones and got 917.

T: Good. How are these strategies the same and different?

S: They’re the same because they both got the right answer. They both only changed hundreds. In Tyron’s you can see the pattern of growing by 100. Heather used a basic fact.

T: Pick a strategy that is different from the one you used, and try it on your paper now.

S: (Work.)

T: Good. Head back to your seats to complete your Exit Ticket.

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Debrief

For Problem 1, Part (a), how does knowing 38 + 20 help you to solve the other problems in

that set?

For Problem 1, Part (c), how does knowing 34 – 10 help you to solve the other problems in

that set?

Share and compare with a partner: What were your simplifying strategies for solving Problem 2, Part (d)?

How did using the arrow way help you to solve Problem 1, Part (d)? What careful observations can you make about the numbers you subtracted?

How were they the same or different?

How does mentally adding and subtracting tens

help us with numbers that are close to tens, like 19 and 41?

T: Bring your Problem Set to our Debrief.

T: Take a couple of minutes to check over your answers with a partner.

T: Which section slowed you down? Why?

S: The fill-in-the-blank section on the Problem Set, especially (g), (h), (i), and (j). When it said 10 less, I knew I really had to look at the tens, and when it said 100 less, I really looked at the hundreds because those places would change.

T: Turn and tell your partner Nadia’s strategy for helping herself with the fill-in-the-blank section.

S: Nadia paid attention to the places of numbers. Nadia used the 10 less and 100 less part of the question as a clue to help her know which numbers to look at and change.

T: Let’s look at Tyron and Heather’s strategies for solving the last problem. (Project student work.)

T: Tyron, tell us about your strategy for solving.

S: I drew 7 lines in a row. Then, I counted by hundreds and wrote each number on a line until I filled up all the lines.

T: Thumbs up if you used the same strategy.

S: (Some show thumbs up.)

T: Now, look at Heather’s strategy. Heather, can you tell us about yours?

S: I knew only the hundreds would change because we were counting by hundreds. I noticed counting by hundreds 7 times is the same as 700. I added those to the 200 in 217. I wrote 200 + 700 = 900. Then, I put 900 back together with 17 ones and got 917.

T: Good. How are these strategies the same and different?

S: They’re the same because they both got the right answer. They both only changed hundreds. In Tyron’s you can see the pattern of growing by 100. Heather used a basic fact.

T: Pick a strategy that is different from the one you used, and try it on your paper now.

S: (Work.)

T: Good. Head back to your seats to complete your Exit Ticket.

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Debrief

How were they the same or different?

How does mentally adding and subtracting tens help us with numbers that are close to tens, like 19 and 41?

T: Bring your Problem Set to our Debrief.

T: Take a couple of minutes to check over your answers with a partner.

T: Which section slowed you down? Why?

S: The fill-in-the-blank section on the Problem Set, especially (g), (h), (i), and (j). When it said 10 less, I knew I really had to look at the tens, and when it said 100 less, I really looked at the hundreds because those places would change.

T: Turn and tell your partner Nadia’s strategy for helping herself with the fill-in-the-blank section.

S: Nadia paid attention to the places of numbers. Nadia used the 10 less and 100 less part of the question as a clue to help her know which numbers to look at and change.

T: Let’s look at Tyron and Heather’s strategies for solving the last problem. (Project student work.)

T: Tyron, tell us about your strategy for solving.

S: I drew 7 lines in a row. Then, I counted by hundreds and wrote each number on a line until I filled up all the lines.

T: Thumbs up if you used the same strategy.

S: (Some show thumbs up.)

T: Now, look at Heather’s strategy. Heather, can you tell us about yours?

S: I knew only the hundreds would change because we were counting by hundreds. I noticed counting by hundreds 7 times is the same as 700. I added those to the 200 in 217. I wrote 200 + 700 = 900. Then, I put 900 back together with 17 ones and got 917.

T: Good. How are these strategies the same and different?

S: They’re the same because they both got the right answer. They both only changed hundreds. In Tyron’s you can see the pattern of growing by 100. Heather used a basic fact.

T: Pick a strategy that is different from the one you used, and try it on your paper now.

S: (Work.)

T: Good. Head back to your seats to complete your Exit Ticket.

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Exit Ticket