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Heather Field

Learning Lab
February 20, 2018
Math Expressions
Unit 5 Lesson 10


Common Core Standards I can statements

1.NBT.B.2​: ​Understand that the two digits of a two-digit number
represent amounts of tens and ones. Understand the following as
I can draw a two-digit number with
special cases:
tens and ones.
1.NBT.B.2.​C: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to
one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

1.NBT.C.4: Add within 100, including adding a two-digit number and I can add within 100 including adding
a multiple of 10, using concrete models or drawings and strategies two digit numbers and a multiple of 10
based on place value, properties of operations, and/or the using drawings and strategies based on
relationship between addition and subtraction... place value.

1.NBT.C.6​: Subtract multiples of 10 in the range 10-90 from multiples

of 10 in the range 10-90, using concrete models or drawings and I can subtract within 100 including
strategies based on place value, properties of operations, and/or the multiples of ten using drawings and
relationship between addition and subtraction; relate the strategy to a strategies based on place value.
written method and explain the reasoning used.

Unit 5, Lesson 10: Add and Subtract Multiples of 10 (467-476)

Warm Up:​ Add 1 or 10 to 2-digit numbers.

Additional Materials: ​Students have their own Number Grid. These grids will be used
throughout the unit. Students are encouraged to use them as a strategy too.

Activity 1: Partners of 100 and Multiples of 10

● Review 10-Partners
○ Students review partners of 10. Partners are written on the board as equations.

● 100-Partners on the Hundred Grid

○ Teacher tells students there are also partners of 100. These are made up of
○ Together, whole group uses pencil to “break apart” 100 to show 90 and 10.
○ Whole group repeats above actions.

● Math Mountains with Multiples of 10

○ How are the 10-partners and 100-partners similar and different? Can we take
these math mountains and write equations? Can we draw ten sticks and ones?
How else can we show this relationship?

○ Whole group repeats above actions with other partners of 10 and 100.
○ Students may suggest 0 as a partner. If they do not, this concept should be
visited. (100 = 100 +/- 0)

● Add Tens to Make 100

○ Several 100-partner problems are solved on the board with unknown numbers
in all positions.
○ Students will solve both on their individual whiteboards and on the classroom
○ Math talk around this concept.

Activity 2: Add and Subtract Multiples of 10

● Use Math Mountains to Add and Subtract
○ Provide students with math mountain and two matching equations. Prompt
students to solve the equations using the math mountain.

○ Repeat with subtraction equations using the same math mountain.

○ Math Talk around concept.
■ How can we use this Math Mountain to subtract?
■ How can we check if the answer is correct?
■ Can someone summarize what we’ve just done?

● Practice Subtracting Tens

○ Students solve various subtraction equations with decade numbers.
○ Student led Math Talk around concept.

● Add or Subtract with Zero

○ Concept revisited with multiple equations
○ What is the same about these equations? What does zero mean? Why do they
all equation 70?

● Relate Subtraction to Finding an Unknown Partner

○ Students are given pairs of equations to solve at the board or individually:

○ Math Talk around concept.

○ Students may use any method they feel comfortable using. Some may include:

Or they may use their Number Grid as a strategy.

● Practice Addition and Subtraction with Multiples of 10

○ Students get out math books and turn to page 163.
○ Whole group completes problems 1, 3, 5, 11, 15 together.
○ Math Talk around concept.

○ Students finish remaining problems with Math Partners.

● What’s the Error?

○ Student math page 164 to be completed tomorrow.
Small Group

Students for Small Group:

● Lalia
● Natalia
● Alana
● Marshall

As whole group breaks into partnerships to work on their math page, a small group will meet
at the table.

These students were selected to be at the group table for extra teaching time. These students
will benefit from continued math talk about the concept.


● Student Activity Page 163

○ Students work with their partners to complete the math page.
○ Students are encouraged to use their Math Talk to discuss adding or
subtracting multiples of 10.

● No Write Zone
○ Students will take their math books to the No Write Zone to check their
○ The No Write Zone is a place in the classroom where students can check their
work. This “zone” shows both the answer and the strategy (drawing). Students
cannot take a pencil to the No Write Zone. Students can get a sticker for correct
work. If a student gets something incorrect, they have to go back and fix their
work. The goal is that they will see the correct answer and drawing, but “hold
it” in their brain as they walk back to their seats to correct their mistake.

Early Finishers:

Once students have completed their workbook page and checked it at the No Write Zone,
they can complete one or more of the following activities:
● Xtra Math
● Quilt Cards
● Math Books
These activities can be done independently or with a partner depending on the specified

Students can self-assess their understanding of the big idea through their math talk with
their partners and the completion of their math activity page at the No Write Zone.

Teacher can observe student understanding during whole group instruction and small group

Exit Ticket: 60 + 40 = ___ and 60 - 40 = ___.

Helpful Hints

This lesson may take two days.

The concept of the hundredth place value is

introductory to first graders.