ADDITION

AND SUBTRACTION TO 100 1

Unit 5: Addition and Subtraction to 100

Title of Unit Addition and Subtraction to 100 Grade Level 2
Subject Math Estimated Time February-March
Developed By Danielle Turko

Learning General Outcome(s):
• Develop number sense.
• Represent algebraic expressions in multiple ways.

Lesson Specific Objectives Learning Plan Assessment Resources/Materials
Learning
Outcome
from PoS
Mummabell Interactive Notebook
Assessing - Demonstrate Introduction: Begin with a brief class discussion NA -Big Math Book, page
Prior prior about the similarties and differences btw a 1-digit 25: Using 67
Knowledge: knowledge and a 2-digit number. (Both tell how much; a 2- -Student page 125:
Launch of digit number is greater than a 1-digit number; “Addition and
representing both types of numbers can be shown in different Subtraction to 100”
numbers to ways) -Student page 126:
100 1. Ask students to share real situations where they “Dear Family”
 ADDITION AND SUBTRACTION TO 100 2

might encounter each type of number. -Student page 127:

2. Display Big Math Book pg. 25 and have them tell “Take a Number”
you about the number 67. -Snap Cubes, base
3. Ask them to think about different ways to show ten materials,
67 ex. 40 and 27, 60 and 7, 50 and 17. counters

Closing: Have students complete pg. 127.
Cluster 1: Addition to 100
• Demonstrate and explain the effect of adding zero to or subtracting zero from any number. (N8)
• Demonstrate an understanding of addition (limited to 1- and 2-digitnumerals) with answers to100 and the corresponding subtraction
by:
- using personal strategies for adding and subtracting with and without the support of manipulatives
- creating and solving problems that involve addition and subtraction
- explaining that the order in which numbers are added does not affect the sum
- explaining that the order in which numbers are subtracted may affect the difference. (N9)
Lesson 1: N9 Add 10 and *Prepare by covering teach ten frame in Big Math Evidence that -Big Math Book, page
Adding 10s multiples of Book pg. 26 with a piece of paper except the first children: 26: Adding 10s
10 to example. - add 10 to 1- -Student page 128:
1- and 2- and 2-digit “Dime Addition”
digit Introduction: Using a ten frame filled with 10 numbers -Student page 129:
numbers counters and 3 more outside ask students - add multiples “Adding 10s”
questions about what they see and what number of 10 to 1- and -LM 6: 10s and More
sentence shows this? 2-digit numbers 10s
- describe -Pennies, Nickels,
1. Display Big Math Book pg. 26 and discuss the addition Dimes
illustration. patterns -counters, Base Ten
2. Ask: “What would happen if I added another ten Rods and Unit Cubes,
frame full of counters?” Snap Cubes, number
3. Remove strip of paper and see if predictions are cubes labelled 1–6,
 ADDITION AND SUBTRACTION TO 100 3

correct. play money, crayons

4. Tell children there is a secret pattern
underneath the paper strips and ask them to
predict what comes next.
5. Provide students with LM6 and have them come
up with an addition sentence (with two 1-digit
addends).
6. Ask them “What happens to the sum each time
you add ten?”
7. Show YouTube video
https://www.youtube.com/watch?v=9NRdxc0XjOg

Closing: Have students complete pgs. 128 and 129
Lesson 2: N8, N9 Develop Introduction: Pose a problem to a class such as Evidence that -Student page 130:
Adding 1- personal 18+7. Ask students how they might find the total. children can “How Many Cakes?”
Digit and 2- strategies to Accept all answers and have a number talk about use a number -Student page 131:
Digit add a 1- and their strategies. line to: “Addition Patterns”
Numbers a 2-digit - describe and -counters, Snap
number 1. Provide manipulatives and place value mats. represent Cubes, base ten
2. Ask them to record how they solved the personal materials, 100-
problem on pg. 130 then complete the student strategies to charts, ten frames
page together. add
3.Discuss how students solved the problem and 1- and 2-digit
the patterns they observed. numbers
4. Discuss what happens when you are adding the - use
1-digit number 0. knowledge of
5. Continue asking practice question and have basic addition
students use manipulatives to answer. facts to help
add greater
ADDITION AND SUBTRACTION TO 100 4

Closing: Have students complete pg. 131 together numbers

without using manipulatives (if possible). - explain why
adding 0 to a
number does
not change the
number
Lesson 3: N9 Invent Introduction: Ask children to think of what kinds of Evidence that -Big Math Book, page
Adding 2- strategies things people record and why it is important. children: 27: How Did I Do It?
Digit for adding - use, justify, -Big Math Book, page
Numbers two 1. Help them understand that when we record in and explain a 28: Animals at the
Using 2-digit math, we are writing a “thinking story”. It is variety of Fair
Personal numbers important for them to understand that because personal -Student page 132:
Strategies people think in different ways, it makes sense they strategies to “Adding Animals”
would record in different ways. add 2-digit -Student page 133:
2. Display Big Math Book 27 and read the poem numbers “Find the Way
(Tens frames used to display children’s strategies) - explain why Home”
3. Display Big Math Book 28 and discuss the the order in -LM 11: Addition
animal groupings. which numbers Puzzler
4. Find the number of animals in a animal group. are added does -LM 12: Number
And have them record their “thinking story” on not affect the Cards, 0 to 20
student pg. 132. sum -counters, Snap
5. Have students share their strategies and record Cubes, base ten
their thinking strategy for each pair of animals. materials

Closing: Have students complete pg. 133 and
explain at least one of the strategies they used to
find the sums.
Lesson 4: N9 Add 3 or Introduction: Engage students by starting a Evidence that -Big Math Book, page
Adding more discussion about the winter Olympic sport events. children: 29: Sports Day
 ADDITION AND SUBTRACTION TO 100 5

More than numbers, Point out competitors don’t work alone. - use what they -Student page 134:
2 and explain know about “Sports Day”
Numbers that the 1. Display Big Math Book pg. 29 and read the adding two 2- -toothpicks, paper
order the poem and discuss the illustrations. digit numbers clips, Snap Cubes,
numbers are 2. Have students come up in teams of 3 and have to find the sum tissue paper ball,
added does them take turns kicking a crumpled tissue from a of three 2-digit counters, craft sticks,
not affect starting line. Measure each distance kicked. numbers straws
the sum 3. Record each kick on pg. 134 and switch out - understand
students. that the order
4. Consolidate students understand that they use of addends can
the same personal strategies for adding up more change without
than 2 addends. changing the
sum
Closing: Write out alphabet on board with number
8-33 and ask children to figure out what their
initials are worth.
Lesson 5: N9 Solve and Introduction: Ask students to tell you about a Evidence that -Big Math Book, page
Creating create garage or yard sale. Display Big Math Book pg. 30 children can 30, Yard Sale Day
and Solving addition and read the page. use a number -Student page 135:
Addition stories line to: “Yard Sale Day”
Problems 1. Ask students to imagine they have 99 cents and - choose -Student page 136:
have purchased 3 items at this yard sale and appropriate “Yard Sale Puzzles”
record their answers on pg. 135. (they do not strategies to -Pennies, Nickels,
have spend all the money) solve a Dimes, Quarters
2. Review does an addition story always have to problem -Snap Cubes,
ask you to find the sum/total. (No, sometimes it involving 3 counters, base ten
gives you the total and we have to find out what addends materials, play
could make that total) - create and money
solve a
 ADDITION AND SUBTRACTION TO 100 6

Closing: Have students complete pg. 136. problem for

which addition
can be a
solution
strategy
Cluster 2: Subtraction to 100
• Demonstrate and explain the effect of adding zero to or subtracting zero from any number. (N8)
• Demonstrate an understanding of addition (limited to 1 and 2-digit numerals) with answers to
100 and the corresponding subtraction by:
- using personal strategies for adding and subtracting with and without the support of manipulatives
- creating and solving problems that involve addition and subtraction
- explaining that the order in which numbers are added does not affect the sum
- explaining that the order in which numbers are subtracted may affect the difference. (N9)
Lesson 6: N9 Subtract 10 Introduction: Show 5 full ten frames and 3 Evidence that -Student page 137:
Subtracting and counters outside the frames; ask students the children: “Hit the Target”
10s multiples of number. Ask what would happen if you take away - subtract 10 -Student page 138:
10 from 2- 1 of the frames and what number it would be. from 2-digit “Take Tens”
digit numbers -counters, base ten
numbers 1. Provide students with base ten materials, ten - subtract materials, Snap
frames, counters and 100-chart. multiples of 10 Cubes, coins
2. Tell students they will play a game on pg. 137 from 2-digit
where they cannot get less than 7 or greater than numbers
97. - describe
3. Have students explain what happened each subtraction
time they subtracted 10 from their number. patterns
4. Review the strategies used to subtract or add
10.

Closing: Have students complete pg. 138.
 ADDITION AND SUBTRACTION TO 100 7

Lesson 7: N8, N9 Develop Introduction: Pose a “missing part” problem to Evidence that -Student page 139:
Subtracting personal students and show an empty 10 frame. Invite children: “How Many Now?”
a 1-Digit strategies to children to record different ways to think about - describe and -Student page 140:
Number subtract a 1- the subtraction. represent “Subtraction
from a 2- digit number personal Patterns”
Digit from 1. Ask how would the problem change if the strategies to -counters, Snap
Number a 2-digit number was 27 instead of 17 cans. subtract a 1- Cubes, base ten
number 2. Pose the problem from pg. 139. digit number materials
3. Have students discuss the strategies they might from a 2-digit
use. number
4. Review with students how knowing their - use
addition facts help them subtract a 1-digit number knowledge of
away from a 2-digit number. basic
subtraction
Closing: Have students complete pg. 140 without facts to help
using manipulatives. subtract from a
greater number
- explain why
subtracting 0
from a number
does not
change the
number
Lesson 8: N9 Invent Introduction: Display Big Math Book pg. 31 and ask Evidence that -Big Math Book, page
Subtracting strategies if students have ever attended a pet show. Read children 27: How Did I Do It?
2-Digit for the news article and discuss. - use, justify, -Big Math Book, page
Numbers subtracting and explain a 31: The Pet Show
Using two 2-digit 1. As a class work together to solve the problem variety of -Student page 141:
Personal numbers and record their strategies and solutions on pg. personal “How Many More?”
 ADDITION AND SUBTRACTION TO 100 8

Strategies 41. strategies to -Student page 142:

2. Make a list of strategies used to help solve the subtract 2-digit “To the Fair”
subtraction problem. numbers -Student page 143:
- relate “A Number Code”
Closing: Have students complete pg. 142 and 143. addition and -snap Cubes,
subtraction for counters, base ten
2-digit numbers materials
Lesson 9: N9 Solve and Introduction: Display Big Math Book pg. 30 and Evidence that -Big Math Book, page
Creating create discuss the story. children 30: Yard Sale Day
and Solving subtraction - choose -Student page 144:
Subtraction stories 1. Read students pg. 144 and work to find strategies to “Pocket Change”
Problems amounts that make sense in the story. Find 2 solve a -Student page 145:
answers that work. problem “Missing Numbers”
2.Compare all the strategies used. involving the -Pennies, Nickels,
3. Discuss why starting with the 23 cents that was subtraction of a Dimes, Quarters
left and adding on the price of the purchase is a 2-digit number -Snap Cubes,
strategy that works. - create and counters, base ten
solve a materials, play
Closing: Have students complete pg. 145. problem for money
which
subtraction
could be a
solution
strategy
Cluster 3: Relating Addition and Subtraction
• Represent and describe numbers to 100, concretely, pictorially and symbolically. (N4)
• Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with answers to 100 and the corresponding
subtraction by:
- using personal strategies for adding and subtracting with and without the support of manipulatives
 ADDITION AND SUBTRACTION TO 100 9

- creating and solving problems that involve addition and subtraction

- explaining that the order in which numbers are added does not affect the sum
- explaining that the order in which numbers are subtracted may affect the difference. (N9)
• Demonstrate and explain the meaning of equality and inequality by using manipulatives and diagrams (0 to 100). (PR3)
• Record equalities and inequalities symbolically using the equal symbol or the not equal symbol. (PR4)
Lesson 10: N9 Solve an Introduction: Take about chores with students. Evidence that -Big Math Book, page
Missing addition Display Big Math Book pg. 32 and tell the students children can: 32: Feed the Pigs
Numbers in problem Fern’s problem. - choose and -Student page 146:
Addition involving a explain “Feed the Pigs”
missing 1. Use pg. 146 to record solutions to Fern’s strategies for -Snap Cubes,
addend problem. solving missing counters, base ten
2. Have students explain their strategies. addend materials
problems
Closing: Have students take turns to tell a story - use either
problem with a missing addend. Once there are 5 addition or
on the board have students solve and complete subtraction to
the problems. solve missing
addend
problems
Lesson 11: N9 Solve a Introduction: Return to Big Math Book Pg. 29. Evidence that -Big Math Book, page
Missing subtraction Review lesson 4 with Mini-Olympic competition children: 29: Sports Day
Numbers in problem and discuss how the recorded their scores. - choose and -Student page 147:
Subtraction involving a explain “What’s Missing?”
missing 1. Read the charts on pg. 147 and the three strategies to -Student page 148:
minuend or problems. find a missing “Mystery Scores”
subtrahend 2. Have volunteers shares their strategies for minuend or -Snap Cubes,
solving each of the 3 problems. subtrahend counters, base ten
3. Reinforce relationship between addition and - use either materials
subtraction. addition or
ADDITION AND SUBTRACTION TO 100
10

subtraction to
Closing: Have students complete pg. 148. solve missing
minuend or
subtrahend
problems
Lesson 12: N4, PR3, Represent a Introduction: Review the idea of balance by Evidence that -Big Math Book, page
Expressing PR4 given placing different numbers of counters on a children: 8: 100-Chart
Numbers number balance. - represent a -Big Math Book, page
Different using given number 25: Using 67
Ways expressions 1.Display Big Math Book pg. 25 and remind using different -Student page 149:
students about ways to represent 67 from addition and “Showing 58”
beginning of unit. subtraction -LM 16: Make It
2. Use LM 16 to record the solution and share expressions Balance
students answers. -balance scales,
counters, markers,
Closing: Have students complete pg. 149 and base ten materials
record the different ways to write 58.
Lesson 13: - Use “guess Introduction: Display Big Math Book pg. 33 and -use a strategy -Big Math Book, page
Strategies and check,” read the problems aloud. systematically 33: Pat’s Pocket
Toolkit “use to solve a -Student page 150:
objects,” or 1. Make play money available and have students problem and “What’s in Pat’s
“draw a record their thinking on pg. 150. show their Pocket?”
picture” to 2. Invite volunteers to share their strategies and solutions -Student page 151:
solve a solutions. logically in “Name the Coins”
problem pictures, - Pennies, Nickels,
Closing: Have students complete the problem on words, or Dimes, Quarters
pg. 151. numbers -play money
-recognize that
a problem may
 ADDITION AND SUBTRACTION TO 100
11

be solved in
more than one
way
Lesson 14: - Demonstrate Introduction: Review some of the things students Look for -Big Math Book, page
Show What what has learned about adding and subtracting 2-digit evidence that 34: Children’s Book
You Know been numbers. children: Fair
learned -Use personal -Student page 152:
about 1. Display Big Math Book pg. 34 and introduce the strategies for “At the Book Fair”
adding and Book Fair. Ask children to choose a 2-digit creating and -Student page 153:
subtracting numbers from the picture to show on their place solving addition “Books on Order”
2-digit value mats. and subtraction -Student page 154:
numbers 2. Ask them to show the number in different ways. problems. “My Journal”
3. Have students make up story problem and shoe -Add and -Snap Cubes, base
how they would solve it on pg. 152. subtract 2-digit ten materials,
4. Direct attention to the numbers of books numbers with counters
ordered over 3 days on pg. 153. Ask students and without
what stories are suggested by the numbers. manipulatives.
- Use
Closing: Have students complete pg. 154 to show mathematical
what they learned about addition and subtraction. language to
explain their
thinking.