MATH NEWS

Grade 2, Module 4, Topic A

2nd Grade Math Focus Area of Topic A

Module 4: Addition and Subtraction within 200 with Word Problems to Using place value strategies to add and subtract two-digit numbers
100

Math Parent Letter They can add and subtract using number bonds to
This document is created to give parents and students a compose (bundle) or decompose (unbundle).
better understanding of the math concepts found in the
material taught in the classroom. Module 4 of the
material covers strategies for adding and subtracting
within 200. This newsletter will discuss Module 4, Topic
25 + 30 20 + 30 = 50
50 + 5 = 55!
A.
Topic A. Sums and Differences within 100

Words to know
20 5
 Base Ten  Place Value Mat
 Compose (bundle)  Minuend
 Decompose (unbundle)  Subtrahend
 Addition  Equation Counting on can also be helpful when adding or
 Subtraction subtracting.
51 – 20 = ?
Things to remember!!!
Remember when to bundle(compose)
10 ones = 1 ten
I can count
10 tens = 1 hundred on from 20
10 hundreds = 1 thousand all the way
to 51 to find
out what the
It is possible to Unbundle answer is..

1,000 unbundled is 10 hundreds, 100 tens, or 1,000 ones

100 unbundled is 10 tens or 100 ones. 51 – 20 = 31!
10 unbundled is 10 ones

Objectives of Topic A
1 Relate 1 more, 1less, 10 more, 10 less to addition and 51 + 20 = ?
subtraction of 1 and 10.
2 Add and subtract multiples of 10 including counting on to To add 20, I
subtract. can count on
+20
from 51 to get
3 Add and subtract multiples of 10 and some ones within 100. my answer!
4 Solve one-and two- step word problems within 100 using
strategies based on place value. 51, 61, 71!

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Students relate one-more one-less and ten-more ten-less to
addition and subtraction. They recognize that they must
add and subtract like units, and that the digit in the tens
place changes when adding and subtracting a ten, just as
the digit in the ones place changes when adding or
subtracting a one. They learn to record the addition and
subtraction of tens and ones using arrow notation.
Students will also be asked to show their thinking when
adding and subtracting multiples of 10 and some ones by
using tape diagrams in this module. They will be using the
strategy one more, one less in some scenarios with tape
diagrams also.
EX: If I add the same number amount to both numbers, the
difference stays the same.

If a child has to add 47 + 21, they can use the answer to 47

+ 20 to help them by just adding one more to that answer.
Here’s how:
47 + 21 = ?
+10 +10

47 57 67 + one more
Well, I know
that 47 + 21
is 1 more 47 + 21 = 68
than 47 + 20
so…

Students will finally be expected to use all of the strategies that they have learned in Topic A to solve one- and two- step
word problems. Some scenarios will allow the student to choose their method while others will specify which strategy to
use. The students should be able to solve problems using more than one strategy.

27 markers were in a crate. Sandra added 53 to it. How many markers are in the crate now?

The arrow way:

Tape Diagram: Number Bond:

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 MATH NEWS
Grade 2, Module 4, Topic B

2nd Grade Math Focus Area of Topic B

Module 4: Addition and Subtraction within 200 with Word Problems to
100
Math Parent Letter
This document is created to give parents and students a
better understanding of the math concepts found in the
material taught in the classroom. Module 4 of the
material covers strategies for adding and subtracting
within 200. This newsletter will discuss Module 4, Topic
B.
Topic B. Strategies for Composing a Ten
Apply understanding of place value strategies to addition algorithm
Throughout this module students will be applying the strategies
that they learned to add and subtract in Module 4, such as the
arrow way, number bonds, and counting on. Students apply
their understanding of place value strategies to the
addition algorithm, moving from horizontal (number
sentence) to vertical notation. Their understanding of
vertical addition starts with concrete work with number
disks, moving to pictorial place value chart drawings, and
ending with abstract calculation.

Words to know
 algorithm Consistent use of number disks on a place value chart
strengthens students’ place value understanding and helps
 addends
them to model the standard addition algorithm including
 compose the composition of a ten. This will also be denoted in the
algorithm as shown below.

Things to remember!!
1. Be sure to line up the digits in the one’s, ten’s, and
hundred’s when writing an addition problem vertically.
.
Objectives of Topic B
Finally, students move to a more abstract chip model. As
1: Usemanipulatives to represent the composition of
their understanding between their drawings and the
10 ones as 1 ten with two-digit addends. algorithm deepens, they move to this more abstract
approach in which place value disks are replaced with
2: Relate addition using manipulatives to a written circles and dots.
vertical method.

3: Use math drawings to represent the composition

and relate drawings to a written method.

4: Use math drawings to represent the composition

when adding a two-digit to a three-digit addend.

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 MATH NEWS
Grade 2, Module 4, Topic C

2nd Grade Math Focus Area of Topic C

Module 4: Addition and Subtraction within 200 with Word Problems to
100
Math Parent Letter
This document is created to give parents and students a
better understanding of the math concepts found in the
material taught in the classroom. Module 4 of the
material covers strategies for adding and subtracting
within 200. This newsletter will discuss Module 4, Topic
C.
Topic C. Strategies for Decomposing a Ten
Apply understanding of place value strategies to subtraction algorithm
Students use number disks on a place value chart to
subtract like units. They practice modeling the standard
subtraction algorithm within 100 without
decompositions, and then progress to problems that
require exchanging 1 ten for 10 ones
(decomposing/regrouping) The use of manipulatives
allows students to physically experience the renaming and
understand the why behind recomposing a quantity.
Students will do this work with number disks, then
transefer their understanding to a drawing.

Words to know:
 Algorithm
 Minuend
 Subtrahend
 Decompose
 Difference

Things to Remember!
Students move to the more abstract dot drawings on
When writing the vertical algorithm to subtract, take care to their place value charts and follow the same procedure
line up your numbers correctly. for decomposing a ten and relating it to the written
method. In this module, the students will subtract two-
digit subtrahends from three-digit minuends.

Objectives of Topic C

1: Represent subtraction with and without the decomposition of

1 ten into 10 ones with manipulatives.

2: Relate manipulative representations to written method.

3: Represent subtraction with and without the decomposition

when there is a three-digit minuend.

4: Use math drawings to represent subtraction with and without
decompositions and relate drawings to a written method.
5: Solve one- and two-step word problems within 100 using
strategies based on place value.
The end of the module will have the students solving
one- and two-step word problems. Students apply
their place value reasoning, mental strategies, and
understanding of compositions and decompositions
to negotiate different problem types with unknowns
in various positions.

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 MATH NEWS
Grade 2, Module 4, Topic D

2nd Grade Math Focus Area– Topic D

Module 4: Addition and Subtraction within 200 with Word
Problems to 100
Math Parent Letter
This document is created to give parents and students
a better understanding of the math concepts found in
Eureka Math (© 2013 Common Core, Inc.) that is
also posted as the Engage New York material which is
taught in the classroom. Module 4 of Eureka Math
(Engage New York) covers strategies for adding and
subtracting within 200. This newsletter will discuss
Module 4, Topic D.
Topic D: Strategies for Composing Tens and Hundreds
Compare, Order
Having worked with manipulatives to compose
10 ones as 1 ten, students relate this to
composing 10 tens as 1 hundred. They use
place value language to explain when they make
a new hundred. They also relate 100 more from
Module 3 to plus (+) 100 and mentally add 100
to given numbers.
Students will use the arrow method and use
patterns to solve addition problems mentally.
They will recognize that it is easier to add when
working with the place value of 10.

Words to Know: Examples of the

Mental Math- Calculations that are done in a student's head without the
guidance of pencil and paper, calculators or other aids. Arrow Method
Place value determines the +3 +5
Chip Model- Each dot represents
value of the position of each
1 unit of the column that it is in. 7 + 8= 7 10 15
digit.
6 tens = 60
3 ones= 3 +30 +50

Bundle, unbundle, regroup, 70 + 80= 70 100 150

rename, change (compose or
Place Value Chart decompose a 10 or 100) +3 +30 +50
67 + 83= 67 70 100 150

OBJECTIVES OF TOPIC D Students will write numbers in unit form before

solving in standard form.
Solve mentally.
1. Use mental strategies to relate compositions of 10 tens as 1
hundreds to 10 ones as 1 ten. 2 ones + 8 ones = 10 ones=1 ten
2 + __8__ = 10
2. Use manipulatives to represent additions with two
compositions.
3. Relate manipulative representations to a written method. 2 tens + 8 tens = 10 tens= 1 hundred
4. Use math drawings to represent additions with up to two 20 + __80__ = 100
compositions and relate drawings to a written method.

5. Solve additions with up to four addends with totals within

200 with and without two compositions of larger units.
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Students use number disks or dots on a place value chart to represent addition with the
composition of 1 ten and 1 hundred.

74

38

There are 50 girls and 80 boys in the after-school program. How many children are in the after-school program?

hundreds tens ones

50 80
50
+1 80 …..
130 …..
. ...
130
100 + 30 + 0

Students will have to look for partners of 10 ones or 10 tens to solve, using the associative
property to group the numbers. (Associative Property- It doesn't matter how you group the
numbers when you add)

Maya bought an outfit for $29, a book sack for $15, a binder for $11, and a pair of shoes for $25. How much
did Melissa spend? Show your work.
29 + 11 + 15 + 25
Possible
strategies 29 + 15 + 11 + 25 1 10 5 20
students may
use:
or
40 + 40 = $80 29 + 1 + 10 + 15 + 5 + 20

30 + 10 + 20 + 20= $80
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 MATH NEWS
Grade 2, Module 4, Topic E
2nd Grade Math
Module 4: Addition and Subtraction within 200 with Word
Problems to 100
Math Parent Letter
This document is created to give parents and students a
better understanding of the math concepts found in Eureka
Math (© 2013 Common Core, Inc.) that is also posted as
the Engage New York material which is taught in the
classroom. Module 4 of Eureka Math (Engage New York)
covers strategies for adding and subtracting within 200.
This newsletter will discuss Module 4, Topic E.
Topic E: Strategies for Decomposing Tens and Hundreds
Words to Know:
Decomposition means to take numbers apart in a problem
to make it easier to understand and solve.
“Say Ten” way
OBJECTIVES OF TOPIC E
1. Use number bonds to break apart three-digit minuends
and subtract from the hundred.
2. Use manipulatives to represent subtraction with
decompositions of 1 hundred as 10 tens
and 1 ten as 10 ones.
3. Relate manipulative representations to a written method.
4. Use math drawings to represent subtraction with up to two
decompositions and relate drawings to a written method.
5. Subtract from 200 and from numbers with zeroes in the
tens place.
Focus Area– Topic E
Strategies for Decomposing Tens and Hundreds
Topic E begins with an extension of mental math
strategies learned in first grade, when students learned
to subtract from the ten by using number bonds.
They return to this strategy to break apart three-digit
minuends and subtract from the hundred.
Restate 143 – 90 as 100 – 90 + 43.
Students use number disks on a place value chart to
represent subtraction and develop an understanding of
decomposition of tens and hundreds.
Solve: 136 – 57=
Set up the problem with number disks by counting out 1
hundred, 3 tens, and 6 ones.
We cannot subtract 7 ones from 6 ones, so we unbundle a ten.
(Change 1 ten for 10 ones)
/ / / / /
/
/
We can now subtract 7 ones from 16 ones.
Next page cont.
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Let’s move on to the tens. We cannot subtract 5 tens from 2 tens, so
we need to unbundle a hundred (Change 1 hundred for 10 ones)
leaving you with 0 hundreds. Now you can subtract 5 tens from 12
tens.
Using number disks on a place value chart, students
review the concept that a unit of 100 is comprised
of 10 tens. They then model 1 hundred as 9 tens
and 10 ones and practice counting to 100 both ways
(i.e., 10, 20, 30...100 and 10, 20...90, 91, 92, 93...100).
Next, they model the decomposition of a hundred
in one of 2 different strategies as they represent
subtraction from 200.

Strategy 1: Decompose 100 as 10 tens

and then decompose 1 ten as 10 ones.

The above concrete model helps students see the answer

to the question, “Do I have enough ones?” or, “Do I have
enough tens?” When they do not, they exchange one of
the larger units for ten of the smaller units. Repeated
practice with this exchange solidifies their understanding
that within a unit of ten there are 10 ones, and within a
unit of a hundred there are 10 tens.

Strategy 2: Decompose 100 as 9 tens and

10 ones.
176 – 57= 79

I unbundled the hundred. yes no

I unbundled the ten. yes no

Students move towards the abstract when they model

decompositions on their place value chart while
simultaneously recording the changes in the written form.
Students draw a magnifying glass around the minuend, as
they did in Topic C. They then ask the question, “Do I
have enough ones?”
Students use this same reasoning to subtract
from numbers that have zero tens.

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 MATH NEWS
Grade 2, Module 4, Topic F

2nd Grade Math

Module 4: Addition and Subtraction within 200 with
Word Problems to 100
Focus Area– Topic F
Strategies for Decomposing Tens and Hundreds
Math Parent Letter Students learn the totals below written method.
This document is created to give parents and The totals below method gives students the
students a better understanding of the math option of adding from left to right or from right
concepts found in Eureka Math (© 2013 Common to left. Students explain how each step of their
Core, Inc.) that is also posted as the Engage New math drawing relates to this written method.
York material which is taught in the classroom.
Module 4 of Eureka Math (Engage New York)
covers strategies for adding and subtracting within
200. This newsletter will discuss Module 4, Topic
F.

Topic F: Student Explanations of Written Methods

Words to know: 3 + 8= 11
Totals below written method 20 + 40= 60

New groups below method

OBJECTIVES OF TOPIC F
Students move towards the abstract when they
1. Use and explain the totals below
model decompositions on their place value chart
written method using math while simultaneously recording the changes in
drawings, and numbers. the written form.

2. Compare totals below to new

groups below as written methods.

3. Solve two-step word problems

within 100.

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Students compare totals below and to new Students represent and solve problems using both the
groups as written methods. Compare these totals below and the new groups below methods
(students used the latter method throughout the
different methods and explain why they all work. module). They relate both methods to their math
drawings and discuss the differences and similarities
1
2 between the two.

100 + 0= 100 100 + 70 + 16=

4 + 8=12 30 + 20= 50
30 + 20=50 4 + 8= 12
100 + 0= 100
170 + 16=

10 6
170 + 10 + 6=
3 4 + 8= 12 ones 180 + 6= 186
12 ones is
renamed as 1
ten and 2 ones

Student explanations:
A number bond was drawn to show why the algorithm
works. The total is 162 and the parts are 134 and 28.

Students apply knowledge of addition and subtraction

A number bond was drawn to show why the totals below
method works. 162 is the whole, and, since we added 134
and 28, the parts are 12, 50, and 100. We added the
hundreds, tens, and ones by themselves to get each of the
numbers we see below the problem. Then we added those
parts up!
strategies to solve two-step word problems. Students
are challenged to make sense of more complex
relationships as they are guided through more difficult
problem types, such as comparison problems. These
problems will involve smaller numbers and will be
scaffolded to address the heightened level of difficulty.
Solve a two-step word problem by drawing tape
diagram. Then, use any strategy they have learned to
solve.

Mindy is carrying 53 glass vases. She trips and breaks

17 of them. The store manager gives her 18 more
vases. How many vases does Mindy have now?

A chip model was drawn to show why they all work. It

shows the parts that are 134 and 28 by themselves, but
when you circle the dots to rename ten ones as 1 ten, you
can see how 1 hundred 5 tens 12 ones becomes 1 hundred
6 tens 2 ones.

134

28
Mindy has 54 vases now.

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