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Unit 1, Lesson 7

Take from 10 within 20

EngageNY 60 min(s)

In this lesson, students practice the "take from ten" strategy within 20. For example, 11 - 9 is solved by decomposing 11 as 1 and 10, taking from ten (10 - 9), and composing the parts that are left (1 + 1).

Related Lessons
Aligned Standards
Remediation Guidance
Teaching Strategies
Differentiation Strategies

Other lessons from Unit 1 in Grade 2 by EngageNY

Previous Lesson

Unit 1, Lesson 6

Subtract single-digit numbers from multiples of 10 within 100

60 min(s)

Next Lesson

Unit 1, Lesson 8

Take from 10 within 100

60 min(s)

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3 Content Standards are aligned with this lesson

2.OA.A.1
2.OA.B.2
2.NBT.B.5

Major StandardsSupporting StandardsAdditional Standards

Standard 2.OA.A.1

Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Part of Major Cluster 2.OA.A

1 Math Practice Standard is aligned with this lesson

Standard MP.5

Use appropriate tools strategically.

Prerequisites for 2.OA.A.1

1st Grade

1.OA.A.1

Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

1.NBT.C.4

Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, 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 and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

1.NBT.C.5

Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

1.NBT.C.6

Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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 and explain the reasoning used.

Upcoming Standards for 2.OA.A.1

3rd Grade

3.OA.D.8

Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding (This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in conventional order when there are no parentheses to specify a particular order; Order of Operations).

4th Grade

4.NF.B.3.A

Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

4.NF.B.3.B

Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

4.NF.B.3.C

Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.