Name: Date:

LESSON 4
QUICKSTART

Write three observations about the blocks shown on the part-part-whole map.

© 2017 University of Pittsburgh – Math Unit: Add and Subtract with Flexible Strategies
Name: Date:
LESSON 4

Chloris’s Garden
TASK

Read and solve the situation below.

Chloris loves flowers. She grows them in her garden in the summer and the fall. Below are lists of
the flowers she grows in her garden.

Chloris’s Summer Flowers Chloris’s Fall Flowers

Daisies 15 Purple mums 38

Tulips 25 White mums 42

Irises 19 Kale 25

Roses 22

Which type of flowers, the fall flowers or summer flowers, does Chloris grow more of each year?
Show with rods and ones, and equations how you made your decision.

© 2017 University of Pittsburgh – Math Unit: Add and Subtract with Flexible Strategies
 Name: Date:
LESSON 4
PRACTICE

Read the situations below. Write an equation to tell about the situation. Solve the equation by
moving an amount between addends to make a friendly number. Write a new equation with friendly
numbers and solve.

A. How many summer flowers does Chloris order for next year?

Next Year’s Summer Flowers

Daisies 22
Tulips 45
Irises 5
Roses 19

B. How many fall flowers does Chloris order for next year?

Next Year’s Fall Flowers

Purple mums 27
White mums 49
Kale 23

© 2017 University of Pittsburgh – Math Unit: Add and Subtract with Flexible Strategies
Name: Date:
LESSON 4
APPLICATION

Solve the addition equations below by moving amounts to make friendly numbers. Write and solve
the new equation showing the friendly number(s).

A. 44 + 26 =

B. 25 + 35 + 32 =

C. 59 + 25 + 24 =

D. 48 + 12 + 11 + 29 =

Choose an equation from above and explain how you used the strategy of moving amounts
between addends to make friendly numbers to solve for the sum. Use words, numbers, and a
diagram in your explanation.

© 2017 University of Pittsburgh – Math Unit: Add and Subtract with Flexible Strategies
58 Concept 1: Adding More than Two Two-Digit Addends

Lesson Guide 4: Chloris’s Garden

Rationale for Lesson: Like the previous problem, this problem involves work with data in a table and
a “put together” situation with an unknown whole (sum). This task involves situations with three and
four two-digit addends. Because the data sets involve two-digit numbers, students will be able to apply
what they know about tens and ones to decompose and then add by place value. The data sets have
also been designed for students to be able to apply what they learned in the previous lesson about
the mathematical idea of conservation to move amounts between addends to make friendly numbers.
Students will be asked to compare the two problem-solving strategies.

Task: Chloris’s Garden

Read and solve the situation below.

Chloris loves flowers. She grows them in her garden in the summer and the fall. Below are lists of the
flowers she grows in her garden.

(See student paper for the complete task.)

Standards for MP1 Make sense of problems and persevere in solving them.
Mathematical MP2 Reason abstractly and quantitatively.
Practice MP3 Construct viable arguments and critique the reasoning of others.
MP4 Model with mathematics.
MP6 Attend to precision.
MP7 Look for and make use of structure.
MP8 Look for and express regularity in repeated reasoning.
• Part-part-whole relationships exist within both addition and subtraction,
Essential
and because of these relationships, when one quantity is unknown, known
Understandings
quantities can then be used to determine the unknown.
• Digits from the same place value position can be combined, the sum of
which represents a multiple of the corresponding place value.
• Some items in a set can be moved to another set and the sets can be
combined, but the whole amount will remain the same because no additional
items were added or taken away.
• Two or more expressions/equations are equivalent if they represent the
same quantity.

Materials • Student reproducible task sheet

• Part-part-whole map, base ten blocks

© 2017 University of Pittsburgh – Grade 2 Unit: Add and Subtract with Flexible Strategies
 Concept 1: Adding More than Two Two-Digit Addends 59

QUICKSTART
Write three observations about the blocks represented on the part-part-whole map.

Question Listen for students to say

• There are three parts on the map.
What can we say about the part-part-whole
• The parts are 24, 31, and 19.
map? (Mark when students use the place
• There are 6 tens and 14 ones.
VALUE language of tens and ones.)
• I see 60 and 14.
• There are 74 altogether.
• Move 1 over from 31 to 19. That gives us 20.
Look at the part-part-whole map again. I
heard someone say they could “make 20”?
How can we make 20?
• 24 + 31 + 19 = 74
What are some equations we can write to
• 60 + 14 = 74
describe the blocks on the part-part-whole
• 24 + 30 + 20 = 74 (student MOVED 1 from
map?
31 to 19 to make 30 and 20)

SET-UP PHASE

Where Choris lives she has four seasons: spring, summer, fall, and winter, and different flowers grow
best in different seasons. [Show a picture of a summer garden]. This is a summer garden. Summer
gardens will not last through the fall, so some people use different plants in their fall gardens. [Show
a picture of fall mums.] Why do you think the summer plants do not do well in the fall?

Listen as I begin to read about Chloris’s flower gardens. Follow along on your paper. I am going to ask
a few of you to read the lists of summer flowers and fall flowers.

You can begin working on your own. I will let you know when it is time to work with your group. Use
the tools you have to help think through the situation. You can use the base ten blocks and your part-
part-whole maps or create a diagram using rods and ones to show Chloris’s flowers. I will also be
looking for equations that tell about Chloris’s flowers.

© 2017 University of Pittsburgh – Grade 2 Unit: Add and Subtract with Flexible Strategies
60 Concept 1: Adding More than Two Two-Digit Addends

EXPLORE PHASE

Possible Student
Assessing Questions Advancing Questions
Pathways
Group has yet to get • What do you know • Use the rods and ones to
started. about Chloris’s show the summer flowers
flowers? that you just talked about
• What are we trying with your group.
to figure out?

Represents the amounts • Tell others in the • Use what you know about
of summer flowers, but group about the sets adding by place value
has not added. you have shown. to figure out how many
summer flowers there are
altogether.

Decomposes by place • Talk about your • Does Chloris have more

value and adds like place group’s work. summer or fall flowers?
values. • How can you figure this
out?
Summer Flowers
Daisies 15
Tulips 25
Irises 19
Roses 22

Writes 10 + 20 + 10 + 20 = 60
5 + 5 + 9 + 2 = 21
81 summer flowers

Decomposes and moves • How did your group • When did Chloris have the
amounts to make friendly think about Chloris’s most flowers, summer or
numbers. summer flowers? fall? Find a way to show
• Why did you decide which was the most.
Daisies 15 5 20
to move amounts to
Tulips 25 20
Irises 19 20
other numbers?
1
Roses 22 21
81 Summer Flowers

ERROR: Makes friendly • Tell us about your • Another group got 81. What
numbers, but does not group’s work. is the sum, 71 or 81 and
regroup the 11 ones into 1 how do you know?
ten and 1 one. • Write equations and make
a diagram to show how you
Daisies 15 15
figured out the correct sum.
Tulips 25 1 24
Irises 19 20
Roses 22 22
71 Summer Flowers

© 2017 University of Pittsburgh – Grade 2 Unit: Add and Subtract with Flexible Strategies
 Concept 1: Adding More than Two Two-Digit Addends 61

SHARE, DISCUSS, AND ANALYZE PHASE

EU: Part-part-whole relationships exist within both addition and subtraction.

• What did this story problem ask us to find out about Chloris’s flowers? (If she grew more
summer flowers or fall flowers.)
• What did we figure out about Chloris’s flowers? (She grows more fall flowers. She grows 105
fall flowers and only 81 summer flowers.)
• What expression tells about her flowers? (15 + 25 + 19 + 22) [Write the expression on the
board.] What does this expression describe? (It tells about her summer flowers: daisies,
tulips, irises, and roses.)
• What equation tells about her fall flowers? What do the numbers in the equation mean? (38
+ 42 + 25 = 105) [Write the equation on the board] (This tells about her fall flowers: purple
mums, white mums, kale, and 105 total fall flowers.)

EU: Digits from the same place value position can be combined, the sum of which
represents a multiple of the corresponding place value.
Adds by place value.
• Tell us about your group’s work and how you used place value to help you solve the task.
(We took all of tens and added: 10 + 20 + 10 + 20 = 60. Then we took all the ones and added
them together. 5 + 5 + 9 + 2 = 21.)
• Does everyone agree and understand what this group did? Someone put it into their own
words.
• A step is needed to finish solving the problem. Stop and jot, everyone. What else is needed
to finish the problem? (We need to add 60 and 21 to get 81.) (Challenging)

© 2017 University of Pittsburgh – Grade 2 Unit: Add and Subtract with Flexible Strategies
62 Concept 1: Adding More than Two Two-Digit Addends

EU: Some items in a set can be moved to another set and the sets can be combined.
Moves amount(s) to make friendly number(s).
• Explain to us what you did to make friendly numbers to figure out the sum 81. (We MOVED 5
from 25 to 15 to get 20, and 1 from 22 to 19 to get 20.)
Daisies 15 5 20
Tulips 25 20
Irises 19 1 20
Roses 22 21
81 Summer Flowers
• Who understands what this group did and can say it back in their own words?
• How many summer flowers does she grow? (She grows 81 summer flowers.)
• To solve this addition situation, we moved the ones around to make friendly numbers, to
make tens. (Marking)
• Why are we able to move amounts between addends without changing the sum?
(Challenging) (We aren’t taking any away. We are just MOVING things around.)
• By moving amounts between addends, we made friendly numbers and solved a much easier
equation, 20 + 20 + 20 + 21, instead of the original equation, 15 + 25 + 19 + 22. Because we
aren’t adding any more to the whole or taking any away from the whole, the sum will stay
the same. (Recapping)
• Let’s try solving an equation by moving an amount to make a friendly number. Stop and jot.
Solve the expression 24 + 32 + 18. What new equation can we write and solve? (24 + 30 +
20 = 74)

Compare the problem-solving strategies.

• How are the two strategies, moving amounts to make friendly numbers and adding by place
value, that we discussed today similar? How are they different? (They both help us get to
the answer. They both make it easier to add because the numbers we work with are easier
to add. When we add by place VALUE, we take just the tens first and then we take the ones;
then we put them together. The tens are easy to add. When we make friendly numbers, we
just MOVE some ones from one addend to another. Sometimes when we MOVE the amounts,
we make tens.)
• Turn and talk. Which strategy do you find easier to use? Why do you think it is easier?
• When might we decide to add by place value?
• When might we want to move an amount to make a friendly number?
• When we are adding two-digit numbers, we can add all the numbers from the same place
value together and then put those amounts together. We can also make friendly numbers by
moving amounts between addends. Either way, we are still putting all of the parts together
to make the whole—we are not adding any more or taking any away from the whole.
(Recapping)

© 2017 University of Pittsburgh – Grade 2 Unit: Add and Subtract with Flexible Strategies
 Concept 1: Adding More than Two Two-Digit Addends 63

EU: Some items in a set can be moved to another set, and the sets can be combined.
EU: Two or more expressions/equations are equivalent if they represent the same
quantity.
M OVES amount(s) to make friendly number(s):
• Look at the list of fall flowers. Which strategy might make sense to use? Why?
• How can we easily make friendly numbers from these amounts? (We can MOVE 2 from 42 to
38, then we HAVE two 40s.)
• We know that 38 + 42 + 25 tells about the fall flowers, but by moving amounts, we made an
easier equation to solve, 40 + 40 + 25. The equations have the same sum, 105. (Marking)
• Someone summarize for the class what we did today to make friendly numbers and when
we might want to use this strategy to solve addition equations.

Quick Write Write a new equation with friendly numbers for each equation.
(Use during
lesson where 49 + 22 =
applicable.) 25 + 36 =

Summary We can move amounts around between addends to make numbers that are
friendly and easier to add. Because we aren’t adding any more to the whole or
taking any away from the whole, the sum will stay the same.

When we are adding numbers, we can add all the numbers from the same
place value together, all the tens together and all the ones together, and then
add those amounts. Because we are not adding more or taking any away, we
will not change the sum.

Practice Read the situations below. Write an equation to tell about the situation.
Solve the equation by moving an amount between addends to make a friendly
number. Write a new equation with friendly numbers and solve.

A. How many summer flowers does Chloris order for next year?

Next Year’s Summer Flowers

Daisies 22
Tulips 45
Irises 5
Roses 19

(See student paper for the complete task.)

Application Solve the addition equations below by moving amounts to make friendly
numbers. Write and solve the new equation showing the friendly number(s).

A. 44 + 26 =

(See student paper for the complete task.)

© 2017 University of Pittsburgh – Grade 2 Unit: Add and Subtract with Flexible Strategies