Lesson Topic: Adding within 1000 using base ten blocks and place value mats

Grade: 2nd
Common Core Standard: CCSS.MATH.CONTENT.2.NBT.B.7
Add and subtract within 1000, using concrete models or drawings and strategies based
on place value, properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method. Understand that in adding or
subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens
and tens, ones and ones; and sometimes it is necessary to compose or decompose tens
or hundreds.

Objective:
Students will be able to add within 1000 using base ten blocks and place value mats
and regroup properly when adding three-digit numbers.
Materials:

 Base ten blocks

 Place value mat
 Overhead projector
 Problem cards
Lesson Plan (30-40 minutes):
Opening (8-10 minutes):
Activate Prior Knowledge:
"We’ve been practice adding 2 digit numbers with the help of place value blocks.
Today we will be doing something more challenging!"
State Objective:
“We will be adding 3 digit numbers with place value mats and base ten blocks”
During Lesson (16-20)
Teaching Modeling:
“Let’s try it together.”
“If there are 123 girls in Grade 2 and 142 boys in Grade 2, how many students are
there in Grade 2 altogether?”
“What can we do now?” Ask students for suggestions.
“We can represent the 123 girls using base ten blocks.”
Ask students how many units, rods, flats in each place
“So in the ones place, we have 3 units that represent 3 ones; in the tens place, we
have 2 rods that represent 2 tens, which is 20; in the hundreds place, we have 1 flat
that represents 1 hundred.”
“Now what should we do?“ ask students for the next step.
“We can represent the 142 boys using base ten blocks too.
Who wants to come to the front and help me represent 142 boys?” call a student up
and do the representation.
“Is [student] correct?” Ask the rest of the students, if not, ask another student to
help.
“Now, let’s check it together. We have 2 units in ones place that represent 2 ones, 4
rods in tens place that represent 4 tens, which is 40, and 1 flat in hundreds place that
represents 1 hundred. Good job everyone!”
“What should we do now?” Wait for students to answer.
“Add them together! Starting from the ones place. So now we have [count together
with students] 5 units. What do 5 units represent? [ask students] 5 ones.”
“Let’s count how many rods are there in the tens place. [count together with
students] 6 rods, which is 6 tens.”
“Finally, let’s count the hundreds place together. [count together with students] 2
flats. And 2 flats represent? [ask students] 2 hundred.”
“So we have 5 ones, 6 tens, and 2 hundred, together we have [wait for students’
response] 256. So there are 256 students in Grade 2.”
Pair Activity:
“Now let’s try another question. You will be working in pairs using the base ten
blocks and place value mat to solve the problem. Here is the problem you are solving:
Mary has 134 pennies in her left pocket and 162 pennies in her right pocket, how
many pennies does Mary have altogether in these two pockets?”
Walk around to check student progress, give hint if necessary.
Back to the whole group and go through the problem again.
“So the answer is 296. Mary has 296 pennies altogether in the two pockets.”
Closing (6-10 minutes):
Have problem cards ready. Each pair pick one and solve the problem without hints
this time.