An error occurred while receiving your review. Please refresh the page and try again.

An error occurred while saving. Please refresh the page and try again.

Unit 5, Lesson 8

Relate manipulative representations to the addition algorithm

EngageNY 60 min(s)

In this lesson, students continue to build their conceptual understanding of adding numbers within 1,000. They relate the use of place-value disks on a place-value chart to the algorithm, recording compositions as new groups below in vertical form. As they move the manipulatives, students use place-value language to express the action and physically exchange 10 ones for 1 ten and 10 tens for 1 hundred, if necessary. They record each change in the vertical form, step by step.

You must log inorsign upif you want to:*

*Teacher Advisor is 100% free.

Other lessons from Unit 5 in Grade 2 by EngageNY

Previous Lesson

Unit 5, Lesson 7

Share and critique solution strategies for varied addition and subtraction problems wit...

60 min(s)

Next Lesson

Unit 5, Lesson 9

Relate manipulative representations to the addition algorithm

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.8

Look for and express regularity in repeated reasoning.

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.