Eureka Math

2nd Grade

Module 4

Lesson 10

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 use math drawings to represent the composition when adding a two-digit to a three-digit addend.}

Materials Needed:

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Sprint

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Concept Development:

• (S) paper

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Application problems

Moises sold 24 raffle tickets on Monday and 4 fewer tickets on Tuesday. How many tickets did he sell in all on both days?





Compensation

Let’s use a mental math strategy to subtract. How much more does 39 need to make the next ten?

52 – 39 =

Add 1 to each number, and give me the number sentence.

37 – 19 =

29 + 23

38 + 19

32 – 19

24 – 19

34 + 19

SPRINT

Concept Development

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Let’s continue using paper and pencil to practice lining up our vertical problems and drawing the place value carefully.

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Go back to our desks, so we can do our problems.

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 Problem1,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