2nd grade -...
TRANSCRIPT
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2nd Grade
Two Digit Addition and Subtraction
2015-12-03
www.njctl.org
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click on a topic to go to that section
Table of ContentsPresentation 1
Addition
Subtraction
Mixed Practice
Mentally adding and subtracting 10 and 100
Lab: Give and Take
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Standards for Mathematical Practices
MP8 Look for and express regularity in repeated reasoning.
MP1 Make sense of problems and persevere in solving them.
MP2 Reason abstractly and quantitatively.
MP3 Construct viable arguments and critique the reasoning of others.
MP4 Model with mathematics.
MP5 Use appropriate tools strategically.
MP6 Attend to precision.
MP7 Look for and make use of structure.
Click on each standard to bring you to an example of how to meet
this standard within the unit.
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Mentally Adding 10
Mentally Subtracting 10
Review adding and subtracting 10
Adding and subtracting 100
Review Adding and Subtracting 10 and 100
Mentally adding and Subtracting 10 and 100
click on a topic to go to that section
Click to return to Table of Contents
Lab: Carpet Square Math
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Mentally Adding 10
Click to return to Table of Contents
Slide 6 (Answer) / 291
Mentally Adding 10
Click to return to Table of Contents
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In this lesson you will review counting by tens,
and practice adding ten mentally Sample Text
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Count by 10s
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Write the numbers
What digit is changing as you count?
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Write the Numbers
What pattern do you see?
Does that last number follow the same pattern?
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What number is this?
Add ten more and what number does it become?
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What number is this?
Add ten more and what number does it become?
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Teac
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The long at the bottom is cloned to allow the students
to drag 10 more and recount.
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What number is this?
Add ten more and what number does it become?What happened to the tens place when you added
10 more?
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What number is this?
Add ten more and what number does it become?What happened to the tens place when you added
10 more?
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Teac
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The long at the bottom is cloned to allow the students
to drag 10 more and recount.
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Adding 10
Add ten more and what number does it become?What happened to the tens place when you added 10 more?
What happened to the ones place when you added 10 more?
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Adding 10
Add ten more and what number does it become?What happened to the tens place when you added 10 more?
What happened to the ones place when you added 10 more?
[This object is a pull tab]
Teac
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The long at the bottom is cloned to allow the students
to drag 10 more and recount.
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Adding 10
Add ten more and what number does it become?What happened to the tens place when you added 10 more?
What happened to the ones place when you added 10 more?
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Adding 10
Add ten more and what number does it become?What happened to the tens place when you added 10 more?
What happened to the ones place when you added 10 more?
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Teac
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The long at the bottom is cloned to allow the students
to drag 10 more and recount.
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What number comes next?
Count by 10s
34, 44, ___, ___, ___, ___
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Adding 10What number is this?
Add 10 more.What happened in each place when you added 10?
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Adding 10What number is this?
Add 10 more.What happened in each place when you added 10?
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Teac
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The long at the bottom is cloned to allow the students
to drag 10 more and recount.
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Adding 10What number is this?
Add 10 more.What happened in each place when you added 10?
Slide 16 (Answer) / 291
Adding 10What number is this?
Add 10 more.What happened in each place when you added 10?
[This object is a pull tab]
Teac
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The long at the bottom is cloned to allow the students
to drag 10 more and recount.
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Adding 10What number is this?
Add 10 more.What happened in each place when you added 10?
Slide 17 (Answer) / 291
Adding 10What number is this?
Add 10 more.What happened in each place when you added 10?
[This object is a pull tab]
Teac
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The long at the bottom is cloned to allow the students
to drag 10 more and recount.
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Adding 10What number is this?
Add 10 more.What happened in each place when you added 10?
Slide 18 (Answer) / 291
Adding 10What number is this?
Add 10 more.What happened in each place when you added 10?
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Teac
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The long at the bottom is cloned to allow the students
to drag 10 more and recount. Take time on this page to discuss that if the tens place has 9 tens and you add another 10, the
hundreds has to change too. Ask the students why?
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Adding 10What number is this?
Add 10 more.What happened in each place when you added 10?
Slide 19 (Answer) / 291
Adding 10What number is this?
Add 10 more.What happened in each place when you added 10?
[This object is a pull tab]
Teac
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The long at the bottom is cloned to allow the students
to drag 10 more and recount. Take time on this page to discuss that if the tens place has 9 tens and you add another 10, the
hundreds has to change too. Ask the students why?
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What number comes next?
Count by 10s
340, 350, ___, ___, ___, ___
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What number comes next?
Count by 10s
340, 350, ___, ___, ___, ___
[This object is a pull tab]
___Te
ache
r Not
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Review when counting by 10s, once you count up to the digit 9 in the tens place, the hundreds place changes by going up one and the tens place returns to 0. Remind
students that the ones place NEVER changes when
counting by tens.
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What number comes next?
Count by 10s
648, 658, ___, ___, ___, ___
Teac
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110 + 10 = 120
Adding 10
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110 + 10 = 120
Adding 10
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Teac
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Point out to students that when you add ten in an
addition sentence only the tens place changes. Ask if they know of a time when
the tens and hundreds would change.
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What number is 10 more?
247
493162530
781333
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1 Is 10 more than 567 577?
Yes
No
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1 Is 10 more than 567 577?
Yes
No
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Ans
wer
Yes
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2 Is 10 more than 142 153?
Yes
No
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2 Is 10 more than 142 153?
Yes
No
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Ans
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No
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3 What is 10 more than this number?
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3 What is 10 more than this number?
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Ans
wer
520
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4 What is 10 more than this number?
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4 What is 10 more than this number?
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Ans
wer
92
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5 73 + 10 = ?
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5 73 + 10 = ?
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Ans
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83
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Mentally Subtracting 10
Click to return to Table of Contents
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Mentally Subtracting 10
Click to return to Table of Contents
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Teac
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This lesson focuses onreviewing counting back 10
and practicing mentally subtracting 10.
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Count by 10
What pattern do you see in the numbers as you count?
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Count by 10
Start on the left and count back by 10.
What pattern do you see in the numbers as you count back?
80
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What number is shown?
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What number is shown?
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Delete a ten and ask what number is now shown. Write each number on the board and ask students
what they notice (ones stay the same; digit in the tens
place is one less.)
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What number is shown?
What is 10 less?
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What number is shown?
What is 10 less?
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Teac
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Delete a ten and ask what number is now shown. Write each number on the board and ask students
what they notice (ones stay the same; digit in the tens
place is one less.)
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What number is shown?
What is 10 less?
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What number is shown?
What is 10 less?
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Teac
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Delete a ten and ask what number is now shown. Write each number on the board and ask students
what they notice (ones stay the same; digit in the tens
place is one less.)
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10 LessWhat number is this?
Take 10 away.What happened in each place?
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10 LessWhat number is this?
Take 10 away.What happened in each place?
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Take the time to explain that the hundreds and the ones did not change. Since we
took 10 away the tens place is the only place that
changed.
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10 LessWhat number is this?
Take 10 away.What happened in each place?
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10 LessWhat number is this?
Take 10 away.What happened in each place?
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10 LessWhat number is this?
Take 10 away.What happened in each place?
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Ask students how they can take 10 away if they don't have any tens. Allow them time to discuss ideas with a partner.
Explain that since 100 is made of 10 tens, they have to take a 10 away from the hundreds. This will make the hundreds place go down one and the
tens place to be a 9.
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10 LessWhat number is this?
Take 10 away.What happened in each place?
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10 LessWhat number is this?
Take 10 away.What happened in each place?
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Count back by 10s.
180, 170, ___, ___, ___, ___, ___
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Count back by 10s.
180, 170, ___, ___, ___, ___, ___
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Review when counting back by 10s, once you count to the digit
0 in the tens place, the tens place will become a 9 and the hundreds place will be ONE LESS. Remind students that
the ones place NEVER changes when counting by
tens.
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Count back by 10s.
260, 250, ___, ___, ___, ___, ___
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Count back by 10s.
260, 250, ___, ___, ___, ___, ___
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Mat
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MP7 Look for and make use of structure.
Ask student what patterns they see when counting back by 10.
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557, 547, ___, ___, ___, ___
Count back by 10s.
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What number is 10 less?
631
148444290
525317
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6 Is 10 less than 384 374?
Yes
No
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6 Is 10 less than 384 374?
Yes
No
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Ans
wer
Yes
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7 What is 10 less than this number?
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7 What is 10 less than this number?
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Ans
wer
143
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8 What is 10 less than this number?
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8 What is 10 less than this number?
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Ans
wer
397
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9 621 - 10 =
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9 621 - 10 =
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Ans
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611
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Review Adding and Subtracting 10
Click to return to Table of Contents
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When you add 10the tens place goes
UP one digit.152 + 10 = 162click for an example
Once you count up to9 in the tens place, that digit becomes a 0 and
the hundreds place goesup ONE digit. The onesplace stays the same.
294 + 10 = 304click for an example
Adding 10
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When you subtract 10 the tens place
goes down one digit.385 - 10 = 375click for an example
609 - 10 = 599click for an example
Once you count down to 0 in the ones place, that digit
becomes a 9 and the hundreds place goes down ONE digit. The ones place
stays the same.
Subtracting 10
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PracticeWhat number is this?
Take 10 away.
_______ - 10 = _______
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PracticeWhat number is this?
Add 10 more.
_______ + 10 = _______
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PracticeWhat number is this?
Find 10 more and 10 less
_______ + 10 = _______
_______ - 10 = _______
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Move the numbers into the correct place.
228
381
296
10 less
238
129
804
592
139
480
10 more
248
391
401
119
794
814
460
470
316
306
582
602
10 More 10 Less
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Move the numbers into the correct place.
228
381
296
10 less
238
129
804
592
139
480
10 more
248
391
401
119
794
814
460
470
316
306
582
602
10 More 10 Less
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Teac
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otes For this activity students
move the numbers into the correct column horizontally.
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10 less10 more
Target Number
183173
266 256
304 294
482 492507 497
693 703
724 714
831 841
989 999
1005 995
10 more 10 less
10 more 10 less
10 more 10 less10 less10 more
10 more
10 more
10 more
10 more
10 more
10 less
10 less
10 less
10 less
10 less
10 More 10 Less
Slide 59 (Answer) / 291
10 less10 more
Target Number
183173
266 256
304 294
482 492507 497
693 703
724 714
831 841
989 999
1005 995
10 more 10 less
10 more 10 less
10 more 10 less10 less10 more
10 more
10 more
10 more
10 more
10 more
10 less
10 less
10 less
10 less
10 less
10 More 10 Less
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Teac
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to see if the number in thecircle is 10 more or 10 less
than the target number. They click on the box of their
answer.
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When we add or subtract 10 to a number,what place value ALWAYS stays the same?
click each box for a question
When does the hundreds place change when adding 10?
When does the hundreds placechange when subtracting 10?
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10 Is 346, 10 more or 10 less than 336?
A 10 more
B 10 less
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10 Is 346, 10 more or 10 less than 336?
A 10 more
B 10 less
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Ans
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A
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11 Is 802, 10 more or 10 less than 792?
A 10 more
B 10 less
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11 Is 802, 10 more or 10 less than 792?
A 10 more
B 10 less
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Ans
wer
No
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12 What is 10 less than 518?
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12 What is 10 less than 518?
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Ans
wer
508
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13 What is 10 more than 96?
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13 What is 10 more than 96?
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Ans
wer
106
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14 What is 10 less than 747?
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14 What is 10 less than 747?
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Ans
wer
737
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15 What is 10 less than 205?
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15 What is 10 less than 205?
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Ans
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195
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Adding and Subtracting 100
Click to return to Table of Contents
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Count by 100
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Count by 100
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Teac
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Discuss the pattern in the 100s with the students. Ask them what they notice about
the tens and ones.
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Count by 100
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Count by 100
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Teac
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Discuss the pattern in the 100s with the students. Ask them what they notice about
the tens and ones.
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What number does this show?
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What number does this show?
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Teac
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After the correct answeris given, write it on the first line. Then pull down the
bottom hundred (it is cloned) and ask again what number is shown. Discuss how the number changed when we
added 100.
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326 + 100 = 426
What place value changed when 100 was added?
How did it change?
Adding 100
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326 + 100 = 426
What place value changed when 100 was added?
How did it change?
Adding 100
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Teac
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otes Encourage students to
recognize that the hundredsplace changed by goingup one digit, but the tensand ones places did not.
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What number does this show?
______ + 100 = ______
Slide 74 (Answer) / 291
What number does this show?
______ + 100 = ______
[This object is a pull tab]
Teac
her N
otes
After the correct answeris given, write it on the first line. Then pull down the
bottom hundred (it is cloned) and ask again what number is shown. Discuss how the number changed when we
added 100. Write the answer on the last line.
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What number does this show?
______ + 100 = ______
Slide 75 (Answer) / 291
What number does this show?
______ + 100 = ______
[This object is a pull tab]
Teac
her N
otes
After the correct answeris given, write it on the first line. Then pull down the
bottom hundred (it is cloned) and ask again what number is shown. Discuss how the number changed when we
added 100. Write the answer on the last line.
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What number does this show?
Slide 76 (Answer) / 291
What number does this show?
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Teac
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After the correct answeris given, write it on the first
line. Then click on the bottom hundred (it will
fade out) and ask again what number is shown. Write the number on the
line.
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547 - 100 = 447
What place value changed when 100 was subtracted?
How did it change?
Subtracting 100
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547 - 100 = 447
What place value changed when 100 was subtracted?
How did it change?
Subtracting 100
[This object is a pull tab]
Teac
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otes Encourage students to
recognize that the hundredsplace changed by going
down one digit, but the tensand ones places did not.
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What number does this show?
______ - 100 = ______
Slide 78 (Answer) / 291
What number does this show?
______ - 100 = ______
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Teac
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otes
After the correct answeris given, write it on the first
line. Then click on the bottom hundred (it will
fade out) and ask again what number is shown. Write the number on the
line.
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What number does this show?
______ - 100 = ______
Slide 79 (Answer) / 291
What number does this show?
______ - 100 = ______
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Teac
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After the correct answeris given, write it on the first
line. Then click on the bottom hundred (it will
fade out) and ask again what number is shown. Write the number on the
line.
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What will happenif I add one more?
How many hundreds are here?
Adding 100
Slide 80 (Answer) / 291
What will happenif I add one more?
How many hundreds are here?
Adding 100
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Teac
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otes Show students this concept,
although it is not somethingthey need to know at this point.
This lesson only focuses on adding and subtracting within
900.
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10 hundreds is the same as 1 thousand or 1,000.
Adding & Subtracting 100
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When 100 is added or subtracted the tens and ones places stay the same.
If 100 is added, how doesthe hundreds place
change?
If 100 is subtracted, how doesthe hundreds place change?
click
click
Adding & Subtracting 100
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When 100 is added or subtracted the tens and ones places stay the same.
If 100 is added, how doesthe hundreds place
change?
If 100 is subtracted, how doesthe hundreds place change?
click
click
Adding & Subtracting 100
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Teac
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Let students know that fornow they don't have to
worry about the hundreds place changing at all.
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16 100 more than 592 is 692.
True
False
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16 100 more than 592 is 692.
True
False
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Ans
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True
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17 100 less than 364 is 354.
True
False
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17 100 less than 364 is 354.
True
False
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Ans
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False
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18 What is 100 more than 681?
Slide 85 (Answer) / 291
18 What is 100 more than 681?
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Ans
wer
781
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19 What is 100 less than 204?
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19 What is 100 less than 204?
[This object is a pull tab]
Ans
wer
194
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20 What is 100 more than 127?
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20 What is 100 more than 127?
[This object is a pull tab]
Ans
wer
227
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21 What is 100 less than 923?
Slide 88 (Answer) / 291
21 What is 100 less than 923?
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Ans
wer
823
Slide 89 / 291
Slide 90 / 291 Slide 91 / 291
Review Adding and Subtracting 10 and 100
Click to return to Table of Contents
Slide 92 / 291
When adding or subtracting 100, what place value stays the same?
What place value or values change when adding or subtracting 100?
When adding or subtracting 10,what place value stays the same?
When adding or subtracting 10,what place value or values changes
and when?
click each box for a question
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Use the base 10 blocks to show 10 more than 372
Slide 93 (Answer) / 291
Use the base 10 blocks to show 10 more than 372
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Teac
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otes Base 10 blocks are infinitely
cloned to help students make the numbers. Have
students make the numbers on their own.
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Use the base 10 blocks toshow 10 more than 594
Slide 94 (Answer) / 291
Use the base 10 blocks toshow 10 more than 594
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Mat
h Pr
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MP5 Use appropriate tools strategically.
Have students practice making the numbers on their desk with
base ten blocks before showing the work on the board.
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Use the base 10 blocks toshow 10 less than 403
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Use the base 10 blocks toshow 10 less than 285
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Use the base 10 blocks toshow 100 more than 147
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Use the base 10 blocks toshow 100 more than 320
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Use the base 10 blocks toshow 100 less than 609
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Use the base 10 blocks toshow 100 less than 168
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100 Less 10 Less Target
Number 10 More 100 More
338 428 438 448 538
527
175
396
651
Adding & Subtracting 10 and 100
Teac
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&
Mat
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22 What is 100 more than 39?
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22 What is 100 more than 39?
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Ans
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139
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23 What is 10 less than 726?
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23 What is 10 less than 726?
[This object is a pull tab]
Ans
wer
716
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24 What is 10 more than 509?
Slide 104 (Answer) / 291
24 What is 10 more than 509?
[This object is a pull tab]
Ans
wer
519
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25 What is 100 less than 224?
Quiz
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25 What is 100 less than 224?
Quiz[This object is a pull tab]
Ans
wer
124
Slide 106 / 291
Lab: Carpet Square Math
Take turns flicking a bottle cap from a launching square toward the center and then add the numbers for the
region landed on to obtain a score. Bumping is permitted!
Click here for complete directions
Click to return to Table of Contents
Slide 107 / 291
Slide 108 / 291 Slide 109 / 291
click to go to the section
Addition2 Digit Addition with Number GridAddition with Base 10 Blocks2 Digit Addition
2 Digit Addition with Regrouping
Adding 3 and 4 2-Digit numbersClick to return to Table of Contents
Lab: Thirty One
Lab: Bottle Bowling
Problem Solving with Addition
2 Digit Addition with Regrouping Part 2
Problem Solving with AdditionAddition into Hundreds with RegroupingTwo Digit Addition Review
Slide 110 / 291
click to return toaddition table of contents
2 Digit Additionwith Number Grid
Slide 110 (Answer) / 291
click to return toaddition table of contents
2 Digit Additionwith Number Grid
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Teac
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This lesson focuses on beginning to add 2 digit
numbers, without regrouping. The strategy taught in this lesson
is to add with a number grid, showing how to add 10 by going down and counting over. Prior to
the lesson, hand out number grids and counters to each
student. They may also use their number grids to answer the
questions.
Slide 111 / 291
How can we use the
number grid to solve this
problem?
There were 52 green apples in the basketand 31 red apples.
How many apples were there all together?
Adding on a Number Grid
Slide 111 (Answer) / 291
How can we use the
number grid to solve this
problem?
There were 52 green apples in the basketand 31 red apples.
How many apples were there all together?
Adding on a Number Grid
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Teac
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Lead students to use the circle to begin at the larger number (52) and count up 31 to get the answer. Ask if they can think of an easier way to count on the grid for
these bigger numbers.
Slide 112 / 291
When adding larger numbers on the grid, start with the larger number. Count by tens, then ones.
52 + 31
How many tens are in 31?
Adding on a Number Grid
Slide 112 (Answer) / 291
When adding larger numbers on the grid, start with the larger number. Count by tens, then ones.
52 + 31
How many tens are in 31?
Adding on a Number Grid
[This object is a pull tab]
Teac
her N
otes
When students answer that there are 3 tens in 31, show
how you move the circle down 3 spaces, counting by tens as you do. Ask how many more they need to count to make
31...then move 1 space to the right. Explain to students that when you count by 10s, you
move down the grid and when you count by ones, you move
over to the right.
Slide 113 / 291
41 + 18
When adding larger numbers on the grid, start with the larger number. Count by tens, then ones.
Adding on a Number Grid
Slide 113 (Answer) / 291
41 + 18
When adding larger numbers on the grid, start with the larger number. Count by tens, then ones.
Adding on a Number Grid
[This object is a pull tab]
Teac
her N
otes
The following pages you will be practicing adding larger
numbers on the number grid. Remind students to
count by tens first by moving down spaces, then count
ones. Always start with the larger number. Have
students practice along with their own number grids.
Slide 114 / 291
23 + 34 =
When adding larger numbers on the grid, start with the larger number. Count by tens, then ones.
Adding on a Number Grid
Slide 115 / 291
62 + 35
When adding larger numbers on the grid, start with the larger number. Count by tens, then ones.
Adding on a Number Grid
Slide 116 / 291
26 85 + 14 =
A 98
B 99
C 89
D 95
* Use your number grid at your seats to help you. *
Slide 116 (Answer) / 291
26 85 + 14 =
A 98
B 99
C 89
D 95
* Use your number grid at your seats to help you. *
[This object is a pull tab]
Ans
wer
B
Slide 117 / 291
27 54 + 22
A 74
B 72
C 76
D 34
* Use your number grid at your seats to help you. *
Slide 117 (Answer) / 291
27 54 + 22
A 74
B 72
C 76
D 34
* Use your number grid at your seats to help you. *[This object is a pull tab]
Ans
wer
C
Slide 118 / 291
28
7313
+
* Use your number grid at your seats to help you. *
Slide 118 (Answer) / 291
28
7313
+
* Use your number grid at your seats to help you. *
[This object is a pull tab]
Ans
wer
86
Slide 119 / 291
29
2421
+
* Use your number grid at your seats to help you. *
Slide 119 (Answer) / 291
29
2421
+
* Use your number grid at your seats to help you. *[This object is a pull tab]
Ans
wer
45
Slide 120 / 291
30 21 + 47 =
* Use your number grid at your seats to help you. *
Slide 120 (Answer) / 291
30 21 + 47 =
* Use your number grid at your seats to help you. *
[This object is a pull tab]
Ans
wer
68
Slide 121 / 291 Slide 122 / 291
Slide 123 / 291
Addition with Base 10 Blocks
click to return toaddition table of contents
Slide 123 (Answer) / 291
Addition with Base 10 Blocks
click to return toaddition table of contents
[This object is a pull tab]
Teac
her N
otes
In this lesson you will be showing students how to
use base 10 blocks to solve addition problems.
Use base 10 manipulatives to help students with the
concept. Hand out prior to the lesson and review the
value for each block.
Slide 124 / 291
Tens Ones
35 + 23 =
Adding with Base Ten Blocks
Slide 124 (Answer) / 291
Tens Ones
35 + 23 =
Adding with Base Ten Blocks
[This object is a pull tab]
Teac
her N
otes
Use the base 10 blocks (they are infinitely cloned) to show each
number. Circle the ones and write the number in the ones column,
then circle the tens and write in the tens column. Have students do this with base 10 blocks at their seats.
On the following pages, have students practice making the ones and tens, circling them, and then
writing the total in the box.
Slide 125 / 291
Tens Ones
17 + 42
Adding with Base Ten Blocks
Slide 126 / 291
Tens Ones
58 + 40 =
Adding with Base Ten Blocks
Slide 127 / 291
Tens Ones
26+ 31
Adding with Base Ten BlocksSlide 128 / 291
Tens Ones
43+ 5
Adding with Base Ten Blocks
Slide 129 / 291
31 62 + 36 =
Slide 129 (Answer) / 291
31 62 + 36 =
[This object is a pull tab]
Ans
wer
98
Slide 130 / 291
32
73+ 11
Slide 130 (Answer) / 291
32
73+ 11
[This object is a pull tab]
Ans
wer
84
Slide 131 / 291
33 84 + 15 =
Slide 131 (Answer) / 291
33 84 + 15 =
[This object is a pull tab]
Ans
wer
99
Slide 132 / 291
34
33+ 46
Slide 132 (Answer) / 291
34
33+ 46
[This object is a pull tab]A
nsw
er 79
Slide 133 / 291
35 24 + 70 =
Slide 133 (Answer) / 291
35 24 + 70 =
[This object is a pull tab]
Ans
wer
94
Slide 134 / 291 Slide 135 / 291
Slide 136 / 291
2 Digit Addition
click to return toaddition table of contents
Slide 136 (Answer) / 291
2 Digit Addition
click to return toaddition table of contents
[This object is a pull tab]
Teac
her N
otes
This lesson will focus on adding 2 digit addends using paper and pencil method. Students will be encouraged to use their mental math skills to add the ones first,
then the tens. Encourage students to remember their easy addition
facts to help them add. Struggling students may use a number line, number grid, or their fingers as strategies. Supply students with
scrap paper to work out problems.
Slide 137 / 291
6 532+
Tens Ones6 53 2+
The ones must be lined upand the tens must be lined up.
When adding 2 digit addends it is VERY IMPORTANT to line up your addends correctly!!
65 + 32 =
Lining Up Addends
Slide 137 (Answer) / 291
6 532+
Tens Ones6 53 2+
The ones must be lined upand the tens must be lined up.
When adding 2 digit addends it is VERY IMPORTANT to line up your addends correctly!!
65 + 32 =
Lining Up Addends
[This object is a pull tab]
Teac
her N
otes
Show students how the onesand tens are lined up right
under each other. Also, pointout where the plus sign is.
Have students copy this on theirscrap paper to ensure they are
writing the problem correctly.
Slide 138 / 291
Lining Up Addends
Are these number lined up correctly?
56
+ 23 72
+ 63 12
+ 45
Slide 138 (Answer) / 291
Lining Up Addends
Are these number lined up correctly?
56
+ 23 72
+ 63 12
+ 45
[This object is a pull tab]
Teac
her N
otes
MP 3 Construct viable arguments and critique the reasoning of
others.
Have students look at each problem in a small group and
discuss if they think it is lined up correctly or not. Allow them time to
critique each other in a friendly manner. Then discuss each
problem as a class.
Slide 139 / 291
Once the problem is lined up correctly, add the ones column first.
Tens Ones
6 53 2+
Lining Up Addends
Be sure to write the sum of the ones directly under the ones.
Slide 140 / 291
After you add the ones, add the tens column.
Tens Ones
6 53 2+
7
Lining Up Addends
Be sure to write the sum of the tens directly under the tens.
Slide 141 / 291
6532+
79
Lining Up Addends
Slide 142 / 291
Tens Ones+2
Practice
6 5 3
Slide 142 (Answer) / 291
Tens Ones+2
Practice
6 5 3
[This object is a pull tab]
Teac
her N
otes
The numbers are separate. Pull each number into the tens and ones chart to show how to line up the numbers correctly. Circle the ones and add. Then
circle the tens and add.
Slide 143 / 291
Tens Ones+6
Practice
1 1 6
Slide 143 (Answer) / 291
Tens Ones+6
Practice
1 1 6
[This object is a pull tab]
Teac
her N
otes
The numbers are separate. Pull each number into the tens and ones chart to show how to line up the numbers correctly. Circle the ones and add. Then
circle the tens and add.
Slide 144 / 291
Practice
44
62+
Tens Ones
Slide 144 (Answer) / 291
Practice
44
62+
Tens Ones
[This object is a pull tab]
Teac
her N
otes The numbers are separate.
Pull each number into the tens and ones chart to show how to line up the numbers correctly. Circle the ones and add. Then
circle the tens and add.
Slide 145 / 291
Practice
7 45 +Tens Ones
What is different with this problem?
Slide 145 (Answer) / 291
Practice
7 45 +Tens Ones
What is different with this problem?
[This object is a pull tab]
Teac
her N
otes
Have students identify that there is only 1 digit in the
second addend. Ask if that number will go in the tens or ones. Once they line up the
numbers correctly, lightly draw a 0 in the tens next to the 4 to show the students
that there is 0 in the tens for that number.
Slide 146 / 291
Add without using the tens and ones chart.
61+ 22
Slide 146 (Answer) / 291
Add without using the tens and ones chart.
61+ 22
[This object is a pull tab]
Teac
her N
otes You may wish to show
students how to draw a line between the tens and the
ones to help keep the numbers lined up.
Slide 147 / 291
11 + 31 =
Add without using the tens and ones chart.
Slide 147 (Answer) / 291
11 + 31 =
Add without using the tens and ones chart.
[This object is a pull tab]
Teac
her N
otes
Have students rewrite the numbers and then add.
Slide 148 / 291
36 26 + 71 =
Slide 148 (Answer) / 291
36 26 + 71 =
[This object is a pull tab]
Ans
wer
97
Slide 149 / 291
37
84+ 12
Slide 149 (Answer) / 291
37
84+ 12
[This object is a pull tab]
Ans
wer
96
Slide 150 / 291
38
25+ 23
Slide 150 (Answer) / 291
38
25+ 23
[This object is a pull tab]
Ans
wer
48
Slide 151 / 291
39 34 + 54 =
Slide 151 (Answer) / 291
39 34 + 54 =
[This object is a pull tab]
Ans
wer
88
Slide 152 / 291
40 15 + 34 =
Slide 152 (Answer) / 291
40 15 + 34 =
[This object is a pull tab]
Ans
wer
49
Slide 153 / 291
Slide 154 / 291 Slide 155 / 291
Problem Solving
with Addition
Click to return to Table of Contents
Slide 155 (Answer) / 291
Problem Solving
with Addition
Click to return to Table of Contents
[This object is a pull tab]
Teac
her N
otes For this lessons,supply
students with scrap paper and base 10 blocks to help solvethe word problems.
Slide 156 / 291
Jim has 3 pennies.
His mom gives him 2 more.
How many pennies does Jim have in all?
Underline what we know.
Circle what we want to know.
=+
Word Problem
Slide 156 (Answer) / 291
Jim has 3 pennies.
His mom gives him 2 more.
How many pennies does Jim have in all?
Underline what we know.
Circle what we want to know.
=+
Word Problem
Teac
her N
otes
[This object is a teacher notes pull tab]
Read the entire story and then underline the first two lines to show that this is the information we KNOW.
The circle the last line to show that this is what we want to know. Point out the question mark at the end and
remind the students that this tells us that they are asking us something.
Next, guide the students to write an addition sentence to solve the problem.
Have them go back and check that their sentence matches the story and that the addition sentence makes sense (the sum must be larger than the
addends).
Slide 157 / 291
When looking at a word problem, we first need to figure out if the numbers we know show the whole
number of things or the parts.
Word Problems
Rob picked 17 blueberries and 12 strawberries. How many berries did Rob pick?
Underline the parts.
Circle the whole.
Slide 158 / 291
Word Problems
What numbers will go in the chart?
Rob picked 17 blueberries and 12 strawberries. How many berries did Rob pick?
_____ berriesTens Ones
Slide 159 / 291
Will read 6 pages of hisbook on Monday. On Tuesday,
he read double the amountof pages. How many pages
did he read in all?
_____ pages
Word Problems
Tens Ones
Underline the parts.
Circle the whole.
Slide 159 (Answer) / 291
Will read 6 pages of hisbook on Monday. On Tuesday,
he read double the amountof pages. How many pages
did he read in all?
_____ pages
Word Problems
Tens Ones
Underline the parts.
Circle the whole.
[This object is a pull tab]
Teac
her N
otes For this problem, students
need to think first, whatis double 6 before they can
add the 2 numbers.
Slide 160 / 291
Jake planted 22 tomato plantsin his front yard and 16 in hisbackyard. How many tomatoplants did Jake plant in all?
_____ plants
Word Problems
Tens Ones
Underline the parts.
Circle the whole.
Slide 161 / 291
Nathan saved 65 cents. This week he will save 12 cents. How much money will he have then?
_____ cents
Word Problems
Tens Ones
Slide 162 / 291
41 James buys two coupon books. Each book has 24 coupons. How many coupons does he buy?
A 22
B 24
C 44
D 48
Slide 162 (Answer) / 291
41 James buys two coupon books. Each book has 24 coupons. How many coupons does he buy?
A 22
B 24
C 44
D 48
[This object is a pull tab]
Ans
wer
D
Slide 163 / 291
42 Which is the sum?
22 + 61 =
A 41
B 68
C 83
D 74
Slide 163 (Answer) / 291
42 Which is the sum?
22 + 61 =
A 41
B 68
C 83
D 74
[This object is a pull tab]
Ans
wer
C
Slide 164 / 291
43 Ms. Johnson's class has a fish tank with 15 red fish and 24 black fish. How many fish are in the tank?
Slide 164 (Answer) / 291
43 Ms. Johnson's class has a fish tank with 15 red fish and 24 black fish. How many fish are in the tank?
[This object is a pull tab]
Ans
wer
39
Slide 165 / 291
44 The soccer team sold 38 white shirts and 50 blue shirts. How many shirts did they sell in all?
Slide 165 (Answer) / 291
44 The soccer team sold 38 white shirts and 50 blue shirts. How many shirts did they sell in all?
[This object is a pull tab]
Ans
wer
88
Slide 166 / 291
45 In Mr. Smith's class there are 7 girls and 12 boys. How many children are in Mr. Smith's class?
Quiz
A 5
B 82
C 19
D 91
Slide 166 (Answer) / 291
45 In Mr. Smith's class there are 7 girls and 12 boys. How many children are in Mr. Smith's class?
Quiz
A 5
B 82
C 19
D 91
[This object is a pull tab]
Ans
wer
C
Slide 167 / 291
Slide 168 / 291 Slide 169 / 291
2 Digit Addition with Regrouping
click to return toaddition table of contents
Slide 169 (Answer) / 291
2 Digit Addition with Regrouping
click to return toaddition table of contents
[This object is a pull tab]
Teac
her N
otes
This lesson serves as an introduction to regrouping using base 10 blocks. Use the base 10 blocks to show
how there are too many ones to keep in the ones
place, so they need to trade in for a ten. Supply students with base 10 blocks to use
for the lesson and the questions.
Slide 170 / 291
36 + 27 =
Tens
Ones
Addition with Regrouping
Slide 170 (Answer) / 291
36 + 27 =
Tens
Ones
Addition with Regrouping
[This object is a pull tab]
Teac
her N
otes
Explain to students that we want to add these two numbers together.
First, have them count all the ones. When they come up with the answer 13, remind students that only ONE digit can fill in a place value. Since
we have 13 cubes, we need to trade 10 of them in for a long. Demonstrate that by circling 10 cubes, then delete
them and bring in a long from the box. Show now that there are 6 tens
and 3 ones so the answer is 63.
Slide 171 / 291
Tens Ones
46 + 29 =Practice
Slide 171 (Answer) / 291
Tens Ones
46 + 29 =Practice
[This object is a pull tab]
Teac
her N
otes
On the following pages there are practice questions with
base 10 blocks. Have students make the numbers with their
own base 10 blocks and on the board. When the ones are
added, remind students that if the answer is 2 digits, they
have to trade 10 ones for a ten. Practice trading in 10 cubes for one 10 - then adding the ones
first then the tens.
Slide 172 / 291
Tens Ones
Practice
72 + 19
Slide 173 / 291
Tens Ones
Practice
17 + 23 =
Slide 174 / 291
Tens Ones
Practice
25 + 47
Slide 175 / 291
Tens Ones
Practice
34 + 16
Sometimes you may not have base ten blocks to help you. What could you do?
Slide 175 (Answer) / 291
Tens Ones
Practice
34 + 16
Sometimes you may not have base ten blocks to help you. What could you do?
[This object is a pull tab]
Teac
her N
otes
Allow students time to share their ideas. Then demonstrate
how to draw a line for a ten and a square for a 1. Then
talk through this problem aloud to demonstrate drawing the
blocks to find the sum.
Slide 176 / 291
Practice
28 + 37
Draw base-ten blocks to help you solve this problem.
Slide 177 / 291
Practice
84 + 9
Draw base-ten blocks to help you solve this problem.
What digit is here?
Slide 178 / 291
Change the columns to 2 prior to starting
Click on the picture below for more practice on the National Library of Virtual Manipulatives site.
Slide 179 / 291
46 32 + 59 =
Slide 179 (Answer) / 291
46 32 + 59 =
[This object is a pull tab]
Ans
wer
91
Slide 180 / 291
47
37+ 48
Slide 180 (Answer) / 291
47
37+ 48
[This object is a pull tab]
Ans
wer
85
Slide 181 / 291
48 58 + 18 =
Slide 181 (Answer) / 291
48 58 + 18 =
[This object is a pull tab]
Ans
wer
76
Slide 182 / 291
49
27+ 14
Slide 182 (Answer) / 291
49
27+ 14
[This object is a pull tab]
Ans
wer
41
Slide 183 / 291
50 47 + 43 =
Slide 183 (Answer) / 291
50 47 + 43 =
[This object is a pull tab]
Ans
wer
90
Slide 184 / 291
Slide 185 / 291 Slide 186 / 291
Regrouping without Manipulatives
Click to return to Table of Contents
Slide 186 (Answer) / 291
Regrouping without Manipulatives
Click to return to Table of Contents
[This object is a pull tab]
This lesson focuses on 2 digit addition with
regrouping without using base 10 blocks. Supply
students with paper to work out the problems on their
own throughout the lesson.
Slide 187 / 291
tens ones
2 52 8+
Add the ones first
5 + 8 =
Addition with Regrouping
Slide 188 / 291
tens ones
2 52 8+
5 + 8 =
tens ones
1 3
Addition with Regrouping
Slide 188 (Answer) / 291
tens ones
2 52 8+
5 + 8 =
tens ones
1 3
Addition with Regrouping
[This object is a pull tab]
Teac
her N
otes Explain that the one has to
go in the ones column and the ten has to go in the
tens column. The numbers are separate to allow you
to move them to the correct spot.
Slide 189 / 291
tens ones
2 52 8+
1
3
Now addthese 3 numbers
Addition with Regrouping
Slide 190 / 291
tens ones
2 52 8+
1
35
Addition with Regrouping
Slide 191 / 291
tens ones
4 21 9+
Let's Practice
Which numbers do we add first?
Slide 192 / 291
tens ones
4 21 9+
1 Now what dowe do?
1
Let's Practice
Slide 193 / 291
If the problem is written horizontally, rewrite it vertically to
make it easier to add.
tens ones
+
3 6 + 1 8
Let's Practice
Slide 193 (Answer) / 291
If the problem is written horizontally, rewrite it vertically to
make it easier to add.
tens ones
+
3 6 + 1 8
Let's Practice
[This object is a pull tab]
Teac
her N
otes The numbers are separate
to move into the chart. Remind students to line up the numbers correctly to
avoid mistakes.
Slide 194 / 291
29+ 44
Let's Practice
Slide 195 / 291
18 + 52 =
Let's Practice
Slide 195 (Answer) / 291
18 + 52 =
Let's Practice
[This object is a pull tab]
Mat
h Pr
actic
e
MP 1 Make sense of problems and persevere in solving them
Ask students how they would start this problem. They should start by lining up the numbers. Ask what tools they could use if
they got stuck.
Slide 196 / 291
+Roll all 4 dice and then add the numbers.
Slide 197 / 291
51 57 + 38 =
Slide 197 (Answer) / 291
51 57 + 38 =
[This object is a pull tab]A
nsw
er
95
Slide 198 / 291
52
49+ 24
Slide 198 (Answer) / 291
52
49+ 24
[This object is a pull tab]
Ans
wer
73
Slide 199 / 291
53
56+ 28
Slide 199 (Answer) / 291
53
56+ 28
[This object is a pull tab]
Ans
wer
84
Slide 200 / 291
54 48 + 26 =
Slide 200 (Answer) / 291
54 48 + 26 =
[This object is a pull tab]
Ans
wer
74
Slide 201 / 291
55
39+ 33
Slide 201 (Answer) / 291
55
39+ 33
[This object is a pull tab]
Ans
wer
72
Slide 202 / 291
Lab: Bottle Bowling
Click here for complete directions
This RAFT version of a classic game uses plastic bottles as bowling pins and a small wooden ball. It plays just like
the bowling alley game, but instead of a computer keeping score, the individual players must keep track of
their points. Scoring gets a bit tricky when a strike or spare is rolled, providing excellent opportunity to practice
basic arithmetic.
Click to return to Table of Contents
Slide 203 / 291
Slide 204 / 291 Slide 205 / 291
Problem Solving
with Addition
Click to return to Table of Contents
Slide 205 (Answer) / 291
Problem Solving
with Addition
Click to return to Table of Contents
[This object is a pull tab]
Teac
her N
otes
Supply students with scrap paper to solve the word
problems. Remind students that only when they add the ones
and the sum is a 2 digit number, do they have to regroup.
Slide 206 / 291
How do we addthese numbers?
tens ones
1 61 8+
16 boys ride their bikes to school.18 girls ride their bikes to school.How many bikes are ridden to school?
Word Problems
Slide 207 / 291
tens ones
+
Rich reads 26 pages. Mike reads 37 pages.How many pages did Rich and Mike read in all?
Word Problems
Slide 208 / 291
tens ones
+
24 frogs in the water. 43 frogs hopping on land. How many frogs in all?
Why don't we haveto regroup for this
problem?
Word Problems
Slide 209 / 291
Taylor counts 46 stars.Morgan counts 39 stars.
How many stars did they count?
Word Problems
Slide 210 / 291
Liam has 29 golf balls.Ryan has 43 golf balls.
How many golf balls do they have?
Word Problems
Slide 210 (Answer) / 291
Liam has 29 golf balls.Ryan has 43 golf balls.
How many golf balls do they have?
Word Problems
[This object is a pull tab]
Mat
h Pr
actic
e
MP 2 Make sense of problems and persevere in solving them.
How can you represent the problem with symbols and
numbers? What does each number represent?
Slide 211 / 291
56 Tracy ran in 26 races. Kaylee ran in 14 races. How many races did they run?
A 30
B 31
C 41
D 40
Slide 211 (Answer) / 291
56 Tracy ran in 26 races. Kaylee ran in 14 races. How many races did they run?
A 30
B 31
C 41
D 40
[This object is a pull tab]
Ans
wer
D
Slide 212 / 291
57 There are 44 rows of corn in a field. There are 53 rows of corn in another field. How many rows of corn in all?
A 98
B 97
C 107
D 87
Slide 212 (Answer) / 291
57 There are 44 rows of corn in a field. There are 53 rows of corn in another field. How many rows of corn in all?
A 98
B 97
C 107
D 87
[This object is a pull tab]
Ans
wer
B
Slide 213 / 291
58 Steve sees 36 birds. Jack sees 28 birds. How many birds do they see?
Slide 213 (Answer) / 291
58 Steve sees 36 birds. Jack sees 28 birds. How many birds do they see?
[This object is a pull tab]
Ans
wer
64
Slide 214 / 291
59 Tim has 63 nickels. Olivia has 29 nickels. How many nickels do they have?
Slide 214 (Answer) / 291
59 Tim has 63 nickels. Olivia has 29 nickels. How many nickels do they have?
[This object is a pull tab]
Ans
wer
92
Slide 215 / 291
60 Debbie sees 48 monkeys at the zoo. Brenda sees 35 different monkeys. How many monkeys did they see?
Slide 215 (Answer) / 291
60 Debbie sees 48 monkeys at the zoo. Brenda sees 35 different monkeys. How many monkeys did they see?
[This object is a pull tab]
Ans
wer
83
Slide 216 / 291
61 There are 46 daisies and 35 sunflowers in the garden. How many flowers are there in all?
Slide 216 (Answer) / 291
61 There are 46 daisies and 35 sunflowers in the garden. How many flowers are there in all?
[This object is a pull tab]
Ans
wer
81
Slide 217 / 291
Slide 218 / 291 Slide 219 / 291
Addition into the Hundreds
with Regrouping
Click to return to Table of Contents
Slide 219 (Answer) / 291
Addition into the Hundreds
with Regrouping
Click to return to Table of Contents
[This object is a pull tab]
Teac
her N
otes This lesson focuses on
adding 2 digit numbers and regrouping into the hundreds place. Supply students with scrap paper to work out the
problems.
Slide 220 / 291
How many ones?
Add:63 + 52
How many tens?
Addition into Hundreds
Slide 221 / 291
Add:63 + 52
11 tens 5 ones =
Addition into Hundreds
Slide 222 / 291
What can we tradethese 10 longs for?
Add:63 + 52
Addition into Hundreds
Slide 223 / 291
What number is this?
Add:63 + 52
When you add the tens placeand the answer is a 2 digit sum,you must trade in for a hundred.
Addition into Hundreds
Slide 224 / 291
How do we know if we have to regroup?
+
H T O
6 35 2
1. Always add the ones first.
2. Ask: Do I regroup?
Do we have to regroup?
Addition into Hundreds
Slide 225 / 291
+
H T O
6 35 2
1. Always add the ones first.2. Ask: Do I regroup?3. Add the tens.4. Ask: Do I regroup?
5 Do we have to regroup?
Addition into Hundreds
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+
H T O
6 35 2
6 + 5 = To regroup from the tens place into the hundreds:
Look at the sum of the tens place.The digit in the ones place goes in the tens column. The digit in the tens place is regrouped into the
hundreds column.
1 1
Addition into Hundreds
5
Slide 226 (Answer) / 291
+
H T O
6 35 2
6 + 5 = To regroup from the tens place into the hundreds:
Look at the sum of the tens place.The digit in the ones place goes in the tens column. The digit in the tens place is regrouped into the
hundreds column.
1 1
Addition into Hundreds
5 [This object is a pull tab]
5
Teac
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otes
The digits in the 11 are separate to demonstrate
putting the ones place in the tens column and carrying
the other one into the hundreds column.
Slide 227 / 291
+
H T O
6 35 2
1
1 5
Now add the hundreds place.
Addition into Hundreds
Slide 227 (Answer) / 291
+
H T O
6 35 2
1
1 5
Now add the hundreds place.
Addition into Hundreds
[This object is a pull tab]
5
Teac
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otes
Explain that because there is only a one in the
hundreds place they are really adding that one to a zero. If there are no other
digits in the hundreds column, that represents
zero.
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+
H T O
6 35 2
5
1
1 1
Addition into Hundreds
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+
H T O
5 78 4
1. Always add the ones first.2. Ask: Do I regroup?3. Add the tens.4. Ask: Do I regroup?5. Add the hundreds.
Addition into Hundreds
Slide 229 (Answer) / 291
+
H T O
5 78 4
1. Always add the ones first.2. Ask: Do I regroup?3. Add the tens.4. Ask: Do I regroup?5. Add the hundreds.
Addition into Hundreds
[This object is a pull tab]
Teac
her N
otes
The following pages work through each step of an addition problem when
regrouping is necessary in both the ones and tens columns. The sums are in red and are
moveable to slide into the correct position as
you work through the problem.
Slide 230 / 291
1. Always add the ones first.2. Ask: Do I regroup?3. Add the tens.4. Ask: Do I regroup?5. Add the hundreds.
+
H T O
5 78 4
4 + 7 = 11
Addition into Hundreds
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1. Always add the ones first.2. Ask: Do I regroup?3. Add the tens.4. Ask: Do I regroup?5. Add the hundreds.
+
H T O
5 78 41
1
1 + 8 + 5 =
Addition into Hundreds
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1. Always add the ones first.2. Ask: Do I regroup?3. Add the tens.4. Ask: Do I regroup?5. Add the hundreds.
+
H T O
5 78 41
1
1 + 8 + 5 = 14Addition into Hundreds
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+
H T O
5 78 4
1
1
1
4
1 + 0 =
1. Always add the ones first.2. Ask: Do I regroup?3. Add the tens.4. Ask: Do I regroup?5. Add the hundreds.
Addition into Hundreds
Slide 234 / 291
1. Always add the ones first.2. Ask: Do I regroup?3. Add the tens.4. Ask: Do I regroup?5. Add the hundreds.
+
H T O
7 79 0
Addition into Hundreds
Slide 235 / 291
+
H T O
4 5 6 4+1. Always add the ones first.2. Ask: Do I regroup?3. Add the tens.4. Ask: Do I regroup?5. Add the hundreds.
Addition into Hundreds
Slide 235 (Answer) / 291
+
H T O
4 5 6 4+1. Always add the ones first.2. Ask: Do I regroup?3. Add the tens.4. Ask: Do I regroup?5. Add the hundreds.
Addition into Hundreds
[This object is a pull tab]
Teac
her N
otes
Remind students that when a problem is written
horizontally, it is much easier to rewrite the problem
vertically to solve it. These numbers are separate, so
they can be moved into the chart.
Slide 236 / 291
+
H T O7 3 8 6+
1. Always add the ones first.2. Ask: Do I regroup?3. Add the tens.4. Ask: Do I regroup?5. Add the hundreds.
Addition into Hundreds
Slide 236 (Answer) / 291
+
H T O7 3 8 6+
1. Always add the ones first.2. Ask: Do I regroup?3. Add the tens.4. Ask: Do I regroup?5. Add the hundreds.
Addition into Hundreds
[This object is a pull tab]
Teac
her N
otes
Remind students that when a problem is written
horizontally, it is much easier to rewrite the problem
vertically to solve it. These numbers are separate, so
they can be moved into the chart.
Slide 237 / 291
+
H T O2 8 7 4+
Addition into Hundreds
Slide 237 (Answer) / 291
+
H T O2 8 7 4+
Addition into Hundreds
[This object is a pull tab]
Teac
her N
otes
Remind students that when a problem is written
horizontally, it is much easier to rewrite the problem
vertically to solve it. These numbers are separate, so
they can be moved into the chart.
Slide 238 / 291
62
99+ 40
A 59B 109
C 149
D 139
Slide 238 (Answer) / 291
62
99+ 40
A 59B 109
C 149
D 139[This object is a pull tab]
Ans
wer
D
Slide 239 / 291
63 86 + 36 =
A 102
B 122
C 112
D 132
Slide 239 (Answer) / 291
63 86 + 36 =
A 102
B 122
C 112
D 132
[This object is a pull tab]
Ans
wer
B
Slide 240 / 291
64 71 + 68 =
Slide 240 (Answer) / 291
64 71 + 68 =
[This object is a pull tab]
Ans
wer
139
Slide 241 / 291
65
59+ 32
Slide 241 (Answer) / 291
65
59+ 32
[This object is a pull tab]
Ans
wer
91
Slide 242 / 291
66
85+ 88
Slide 242 (Answer) / 291
66
85+ 88
[This object is a pull tab]
Ans
wer
173
Slide 243 / 291
Slide 244 / 291 Slide 245 / 291
Review 2 Digit Addition
Click to return to Table of Contents
Slide 245 (Answer) / 291
Review 2 Digit Addition
Click to return to Table of Contents
[This object is a pull tab]
Teac
her N
otes
This lesson is a review of 2 digit addition problems:
without regrouping, regrouping into the
tens, and regrouping into the hundreds. Supply students
with scrap paper to work out problems.
Slide 246 / 291
What do we know? What do we want to know?
There are 34 people on the train.27 more people get on.
How many people are on the train now?
Word Problems
+
H T O
Slide 246 (Answer) / 291
What do we know? What do we want to know?
There are 34 people on the train.27 more people get on.
How many people are on the train now?
Word Problems
+
H T O
[This object is a pull tab]
Teac
her N
otes
Remind students to:
Underline what we know.
Circle what we want to know.
Slide 247 / 291
3 4 2 7+
H T O1. Always add the ones first.2. Ask: Do I regroup?3. Add the tens.4. Ask: Do I regroup?5. Add the hundreds.
Review
Slide 248 / 291
Jeff's team scored 84 points.Marc's team scored 68 points.
How many points did they scoreall together?
Review
+
H T O
Slide 249 / 291
Shelby had 32 dollars.Jasmine had 57 dollars.
How many dollars did theyhave all together?
Review
Slide 250 / 291
Angelo put 63 nails in the board,then he put 44 more nails in the board.
How many nails did he put in all together?
ReviewSlide 251 / 291
67 Maria sold 47 tickets. Roger sold 23 tickets. How many tickets did they sell all together?
A 60
B 24
C 70
D 160
Slide 251 (Answer) / 291
67 Maria sold 47 tickets. Roger sold 23 tickets. How many tickets did they sell all together?
A 60
B 24
C 70
D 160
[This object is a pull tab]
Ans
wer
C
Slide 252 / 291
68 There are 72 red roses and 65 pink roses. How many roses all together?
A 137
B 147
C 37
D 127
Slide 252 (Answer) / 291
68 There are 72 red roses and 65 pink roses. How many roses all together?
A 137
B 147
C 37
D 127
[This object is a pull tab]
Ans
wer
A
Slide 253 / 291
69 Sophia had 56 stickers. She got 20 more. How many stickers does she have now?
Slide 253 (Answer) / 291
69 Sophia had 56 stickers. She got 20 more. How many stickers does she have now?
[This object is a pull tab]
Ans
wer
76
Slide 254 / 291
70 There were 75 bees were in the nests. 75 more flew in. How many are in the nest now?
Slide 254 (Answer) / 291
70 There were 75 bees were in the nests. 75 more flew in. How many are in the nest now?
[This object is a pull tab]
Ans
wer
150
Slide 255 / 291
71 Mrs. Field's room had 38 desks. Mrs. Scott's room had 15 desks. How many desks do they have all together?
Quiz
Slide 255 (Answer) / 291
71 Mrs. Field's room had 38 desks. Mrs. Scott's room had 15 desks. How many desks do they have all together?
Quiz[This object is a pull tab]
Ans
wer
53
Slide 256 / 291
Slide 257 / 291 Slide 258 / 291
Adding 3 and 4 2-Digit Numbers
click to return toaddition table of contents
Slide 258 (Answer) / 291
Adding 3 and 4 2-Digit Numbers
click to return toaddition table of contents
[This object is a pull tab]
Teac
her N
otes
The following lesson focuses on adding 3 and 4 2-digit addends. Review with students what they
learned in the previous unit about adding 3 numbers. Look for the easiest combination of
numbers to add first. With these problems they will again have to follow the regrouping rules also.
Supply students with scrap paper to work through problems.
Slide 259 / 291
+
H T O
4 21 53 4
1. Always add the ones first.2. Ask: Do I regroup?3. Add the tens.4. Ask: Do I regroup?5. Add the hundreds.
Three and Four Addends
Slide 259 (Answer) / 291
+
H T O
4 21 53 4
1. Always add the ones first.2. Ask: Do I regroup?3. Add the tens.4. Ask: Do I regroup?5. Add the hundreds.
Three and Four Addends
[This object is a pull tab]
Teac
her N
otes
When ever they are adding more than 2 digits, ask the
students which 2 digits are the easiest to add first and why. Point out different tricks such as doubles, doubles +1, make
10, etc.
Slide 260 / 291
+
H T O
4 21 53 4
Where do you regroup to?
2 + 5 + 4 = 11
Three and Four Addends
1. Always add the ones first.2. Ask: Do I regroup?3. Add the tens.4. Ask: Do I regroup?5. Add the hundreds.
Slide 261 / 291
How many digitsam I adding?
+
H T O
4 21 53 4
1
1
1. Always add the ones first.2. Ask: Do I regroup?3. Add the tens.4. Ask: Do I regroup?5. Add the hundreds.
Three and Four Addends
Slide 262 / 291
+
H T O
4 21 53 4
1
1
1 + 4 + 1 + 3 = 91. Always add the ones first.2. Ask: Do I regroup?3. Add the tens.4. Ask: Do I regroup?5. Add the hundreds.
Three and Four Addends
Slide 263 / 291
+
H T O
3 42 31 4
1. Always add the ones first.2. Ask: Do I regroup?3. Add the tens.4. Ask: Do I regroup?5. Add the hundreds.
Practice
Slide 264 / 291
+
H T O
7 22 11 6
1. Always add the ones first.2. Ask: Do I regroup?3. Add the tens.4. Ask: Do I regroup?5. Add the hundreds.
Practice
Slide 265 / 291
+
H T O
4 75 68 2
Practice
Slide 266 / 291
1 36 84 5+
H T O
Practice
Slide 267 / 291
Click the random button three times to get three addends. After solving hit reset and get
three more.
_____ + _____ + _____ = _____
Practice
Slide 267 (Answer) / 291
Click the random button three times to get three addends. After solving hit reset and get
three more.
_____ + _____ + _____ = _____
Practice
[This object is a pull tab]
Teac
her N
otes
Have students solve the problem on their white boards
at their seats.
Slide 268 / 291
72 54 + 3 + 15 =
A 99
B 619
C 72
D 585
Slide 268 (Answer) / 291
72 54 + 3 + 15 =
A 99
B 619
C 72
D 585
[This object is a pull tab]
Ans
wer
C
Slide 269 / 291
73 42 93+ 37
A 170
B 162
C 172
D 1512
Slide 269 (Answer) / 291
73 42 93+ 37
A 170
B 162
C 172
D 1512[This object is a pull tab]
Ans
wer
C
Slide 270 / 291
74 45 + 13 + 29 =
Slide 270 (Answer) / 291
74 45 + 13 + 29 =
[This object is a pull tab]
Ans
wer
87
Slide 271 / 291
75
32 46+ 21
Slide 271 (Answer) / 291
75
32 46+ 21
[This object is a pull tab]
Ans
wer
99
Slide 272 / 291
76
84 9+ 76
Slide 272 (Answer) / 291
76
84 9+ 76
[This object is a pull tab]A
nsw
er
169
Slide 273 / 291
Lab: Thirty One
This card game helps students learn to add numbers in their heads. The objective of the game is to get as close to 31 with any number of cards, without going over 31.
Click here for complete directions
Click to return to Table of Contents
Slide 274 / 291
Slide 275 / 291 Slide 276 / 291
More Adding 3 and 4 2-Digit Numbers
click to return toaddition table of contents
Slide 277 / 291
1 23 4
2 16
+
H T O
1. Always add the ones first.2. Ask: Do I regroup?3. Add the tens.4. Ask: Do I regroup?5. Add the hundreds.
Practice
Slide 277 (Answer) / 291
1 23 4
2 16
+
H T O
1. Always add the ones first.2. Ask: Do I regroup?3. Add the tens.4. Ask: Do I regroup?5. Add the hundreds.
Practice
[This object is a pull tab]
Teac
her N
otes
Work through the examples with the
students adding 4 2-digit addends. Students will
need to add up to 5 addends at a time to get the answer. Supply them with scrap paper to work
out the problems.
Slide 278 / 291
1 23 4
2 16
2 + 4 + 6 + 1 =
+
H T O
31Practice
1. Always add the ones first.2. Ask: Do I regroup?3. Add the tens.4. Ask: Do I regroup?5. Add the hundreds.
Slide 279 / 291
1 23 4
2 16
1
3+
H T O
Practice
1. Always add the ones first.2. Ask: Do I regroup?3. Add the tens.4. Ask: Do I regroup?5. Add the hundreds.
Slide 280 / 291
1 23 4
2 16
1
3
1 + 1 + 3 + 2 = 7
+
H T O
Practice
1. Always add the ones first.2. Ask: Do I regroup?3. Add the tens.4. Ask: Do I regroup?5. Add the hundreds.
Slide 281 / 291
2 71 5
84 2
+
H T O
Practice
Slide 282 / 291
8 73 0
2 31 9
+
H T O
Practice
Slide 283 / 291
How do we line these numbers up?
9 4 6 7 2 4 8+ + +
+
H T O
Practice
Slide 284 / 291
How do we line these numbers up?
8 3 5 6 1 3 3 7+ + +
+
H T O
PracticeSlide 285 / 291
77
11 38 74+ 25
Slide 285 (Answer) / 291
77
11 38 74+ 25
[This object is a pull tab]
Ans
wer
138
Slide 286 / 291
78 31 + 15 + 20 + 2 =
A 68
B 86
C 347
D 50
Slide 286 (Answer) / 291
78 31 + 15 + 20 + 2 =
A 68
B 86
C 347
D 50
[This object is a pull tab]
Ans
wer
A
Slide 287 / 291
79 23 + 36 + 57 + 10 =
Slide 287 (Answer) / 291
79 23 + 36 + 57 + 10 =
[This object is a pull tab]
Ans
wer
126
Slide 288 / 291
80
17 24 50+ 41
A 87
B 82
C 132
D 142
Slide 288 (Answer) / 291
80
17 24 50+ 41
A 87
B 82
C 132
D 142[This object is a pull tab]
Ans
wer
C
Slide 289 / 291
81
63 29 55+ 48
Quiz
Slide 289 (Answer) / 291
81
63 29 55+ 48
Quiz
[This object is a pull tab]
Ans
wer
195
Slide 290 / 291
Slide 291 / 291