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Unit 4, Lesson 26

Use math drawings to represent subtraction with up to two decompositions and relate drawings to a written method

EngageNY 60 min(s)

In this lesson, students continue to deepen their understanding of subtraction as they move from the concrete stage to pictorial representations. They will model decompositions using the chip model while simultaneously recording the changes in the written form. Students draw a magnifying glass around the minuend, then ask the question, "Do I have enough ones?" They refer to the chip model to answer and exchange a ten disk for 10 ones when necessary. They continue to record changes.

Related Lessons
Aligned Standards
Remediation Guidance
Teaching Strategies
Differentiation Strategies

Other lessons from Unit 4 in Grade 2 by EngageNY

Previous Lesson

Unit 4, Lesson 25

Relate manipulative representations to a written method

60 min(s)

Next Lesson

Unit 4, Lesson 27

Subtract from 200 and from numbers with zeros in the tens place

60 min(s)

Other lessons similar to this one

Unit 2, Lesson 1

Race to 200

60 min(s)

Massachusetts Department of Elementary and Secondary Education

Unit 1, Lesson 2

Counting by 10s

54 min(s)

North Carolina Department of Public Instruction

2 Content Standards are aligned with this lesson

2.NBT.B.7
2.NBT.B.9

Major StandardsSupporting StandardsAdditional Standards

Standard 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.

Part of Major Cluster 2.NBT.B

1 Math Practice Standard is aligned with this lesson

Standard MP.6

Attend to precision.

Prerequisites for 2.NBT.B.7

2nd Grade

2.NBT.A.1

Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

2.NBT.A.1.A

100 can be thought of as a bundle of ten tens - called a "hundred."

2.NBT.A.1.B

The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

Upcoming Standards for 2.NBT.B.7

2nd Grade

2.NBT.B.6

Add up to four two-digit numbers using strategies based on place value and properties of operations.

3rd Grade

3.NBT.A.2

Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

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