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Eureka Math

2nd Grade

Module 4

Lesson 6

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 change 10 ones to make 1 ten when adding two digit numbers.}

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Materials Needed:

Concept Development:

(T) Rekenrek
(T) Place value disks, unlabeled PV chart
(S) Place value disks and unlabeled chart

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Finding Doubles

I’ll say a number sentence. You say the double fact within the number sentence and add on the rest. So, if I say 5 + 6, you say 5 + 5 + 1 Ready???

4 + 5

8 + 7

4+ 3

8 + 9

7 + 6

10 + 11

12 + 13

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57

78

100

113

103

123

127

Say Ten Counting

137

Let’s count the Say Ten Way. When I say 46 you say 4 tens 6 Ready?

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6 tens 2

5 tens 1

7 tens 8

8 tens 4

8 tens 5

8 tens 9

9 tens 6

Say Ten Counting to the Next Ten

9 tens 9

Let’s ad to make the next ten the Say Ten Way. I say 4 tens 2 you say 4 tens 2 + 8 = 5 tens

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Application problems

Mr. Wally’s class collects 36 cans for the recycling program. Then, Azniv brings in 8 more cans. How many cans does the class have now?

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Concept Development

Watch as I model 35 + 5 on the place value chart

What do you notice in the ones place?

Talk the students into noticing that you can bundle or Compose a ten and move it to the tens place

Suggested Delivery of Instruction for Solving Word Problems

1. Model the problem. Invite two pairs of students who can successfully model the problem to work at the board while the others work independently or in pairs at their seats. Review the following questions before solving the first problem. Can you draw something? What can you draw? What conclusions can you make from your drawing? As students work, circulate. Reiterate the questions above, and guide students in drawing their tape diagrams. After two minutes, have the two pairs of students share only their labeled diagrams. For about one minute, encourage the demonstrating students to respond to feedback and questions from their peers.

2. Solve and write a statement. Discuss strategies for solving, such as arrow way, number bond, and tape diagram. Give students two minutes to solve and complete the question and share their work and thought processes with a peer. Then, instruct students to write their equations and statements of the answer.

3. Assess the solution for reasonableness. Give students one or two minutes to assess and explain the reasonableness of their solution.

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Concept Development

So we bundle 10 ones as a ten. 3 tens and a new ten equals?

Talk the students into noticing that you can bundle or Compose a ten and move it to the tens place

Suggested Delivery of Instruction for Solving Word Problems

1. Model the problem. Invite two pairs of students who can successfully model the problem to work at the board while the others work independently or in pairs at their seats. Review the following questions before solving the first problem. Can you draw something? What can you draw? What conclusions can you make from your drawing? As students work, circulate. Reiterate the questions above, and guide students in drawing their tape diagrams. After two minutes, have the two pairs of students share only their labeled diagrams. For about one minute, encourage the demonstrating students to respond to feedback and questions from their peers.

2. Solve and write a statement. Discuss strategies for solving, such as arrow way, number bond, and tape diagram. Give students two minutes to solve and complete the question and share their work and thought processes with a peer. Then, instruct students to write their equations and statements of the answer.

3. Assess the solution for reasonableness. Give students one or two minutes to assess and explain the reasonableness of their solution.

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Concept Development

Your turn! Partner A, show 35 on your place value chart. Partner B, show 6. Be sure to arrange the disks in 5-groups.

Partner A, move the disks to add the ones.

5 ones + 6 ones? The say ten way?

You’ve composed a unit of 10. 11 ones is the same as 1 ten 1. Partner B, change 10 ones disks for 1 tens disk.

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Concept Development

How many ones in the ones place?

How many tens in the tens place?

35 + 6 the say ten way?

Suggested Delivery of Instruction for Solving Word Problems

1. Model the problem. Invite two pairs of students who can successfully model the problem to work at the board while the others work independently or in pairs at their seats. Review the following questions before solving the first problem. Can you draw something? What can you draw? What conclusions can you make from your drawing? As students work, circulate. Reiterate the questions above, and guide students in drawing their tape diagrams. After two minutes, have the two pairs of students share only their labeled diagrams. For about one minute, encourage the demonstrating students to respond to feedback and questions from their peers.

2. Solve and write a statement. Discuss strategies for solving, such as arrow way, number bond, and tape diagram. Give students two minutes to solve and complete the question and share their work and thought processes with a peer. Then, instruct students to write their equations and statements of the answer.

3. Assess the solution for reasonableness. Give students one or two minutes to assess and explain the reasonableness of their solution.

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Concept Development

Let’s model another addition problem. Partner B, show 35. Partner A, show 26.

How is this problem different from the first one?

Partner B, move the disks to add the ones. How many ones?

Partner B, change 10 ones disks for 1 tens disk.

How many ones in the ones place?

Suggested Delivery of Instruction for Solving Word Problems

1. Model the problem. Invite two pairs of students who can successfully model the problem to work at the board while the others work independently or in pairs at their seats. Review the following questions before solving the first problem. Can you draw something? What can you draw? What conclusions can you make from your drawing? As students work, circulate. Reiterate the questions above, and guide students in drawing their tape diagrams. After two minutes, have the two pairs of students share only their labeled diagrams. For about one minute, encourage the demonstrating students to respond to feedback and questions from their peers.

2. Solve and write a statement. Discuss strategies for solving, such as arrow way, number bond, and tape diagram. Give students two minutes to solve and complete the question and share their work and thought processes with a peer. Then, instruct students to write their equations and statements of the answer.

3. Assess the solution for reasonableness. Give students one or two minutes to assess and explain the reasonableness of their solution.

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Concept Development

Partner A, add the tens disks. How many tens?

5 + 26 the Say Ten way?

Talk with your partner. What patterns do you notice as we’re adding?

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Problem Set

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Debrief

How did the sequence in Problem 1, Part (a) help

you solve 36 + 48 mentally? Did you need to

compose a ten to solve?

Look at the two columns in Problem 2. Did you

need to model the problems in the second

column? (For example, did you need to compose

a ten?)

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Debrief

Explain to your partner how to solve Problem 3.

Did you need to compose a ten to solve? How did

you know?

For Problem 2, in rows (c), (e), and (g), did you

compose a new unit of 10 in both problems?

Why or why not? How could you know that you

would not need to compose a new unit in one of

the problems?

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Exit Ticket