Eureka Math

2nd Grade

Module 4

Lesson 11

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!

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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 B

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

^{I can represent subtraction with and without the decomposition of 1 ten as 10 ones with manipulatives.}

Materials Needed:

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Concept Development:

• (T) Place value disks (19 ones, 9 tens),
• (T)Unlabeled tens place value chart (Lesson 1 Template)
• (S) Place value disks (19 ones, 9 tens),
• (S)unlabeled tens place value chart (Lesson 1 Template),
• (S)place value disks (Lesson 6 Template)

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Application problems

Shelby picks 35 oranges. 5 are rotten.

a. How many of Shelby’s oranges are not rotten?

b. Rosa picks 35 oranges, too, but 6 are rotten.

How many of Rosa’s oranges are not rotten?





2 less

For every number I say, you say 2 less. If I say 10, you say 8. Ready?

10

11

20

21

30

31

40

41

51

61

Using 10 to Subtract

16 - 9?

10 - 9?

1 + 6?

15 - 9?

13 - 8?

15 - 7?

16 - 7?

12 - 9?

13 - 7?

Subtract Common Units

Say the number in unit form.

77

77 - 22 = ?

Say the subtraction sentence and answer in unit form.

88 – 33

99 – 22

66 – 44

166 – 44

55 – 33

155 – 33.

Concept Development

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Problem 1:

35 - 9 =

35 - 5 is

35 - 6 is

24 - 4 is

24 - 5 is

24 - 6 is

24 - 7 is

17 - 7 is

17 - 8 is

17 - 9 is

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Concept Development

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35 - 9 =

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DECOMPOSING

Concept Development

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35 - 9 =

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Concept Development

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46 - 18

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Concept Development

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46 - 18

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Problem Set

Debrief

When you used the chip model for Problem 1,

Part (a), how did you know whether or not to

bundle a new unit of ten?

Look at Problem 2. How could you avoid the extra work of modeling the problems in the second column? Use the words more or less to describe how the second column relates to the first one.

Explain to your partner how to solve Problem 3. Did you need to unbundle a ten to solve?

How did you know?

Debrief

For Problem 4,did you decompose a unit often? Could you have solved this problem differently?

How do you know when you must unbundle a ten to subtract? Must you always unbundle when solving a problem like 86 – 39?

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Exit Ticket

Problem Set

Debrief

When you used the chip model for Problem 1,

Part (a), how did you know whether or not to

bundle a new unit of ten?

For Problem 1, Part (b), where did you write the

new ten in vertical form? How did it match your

chip model?

For Problem 1, can you tell if you will need to bundle ones just by looking at the digits in the ones place? What mental strategy helps you to know?

Debrief

For Problem 1, Part (d), does it matter what number you draw first on your place value chart? Why not? Does adding a three-digit number change how you add?

Look at Problem 1, Part (e). Think of the word renaming. How did we use bundling to rename the solution? Use place value language (i.e., hundreds, tens, and ones) to explain.

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Exit Ticket