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New York State Common Core

GRADE

Mathematics Curriculum
GRADE 2 MODULE 1

Table of Contents

GRADE 2 MODULE 1
Sums and Differences to 100
Module Overview .......................................................................................................... 2
Topic A: Foundations for Fluency with Sums and Differences Within 100 ................. 17
Topic B: Initiating Fluency with Addition and Subtraction Within 100 ....................... 45
End-of-Module Assessment and Rubric.................................................................... 110
Answer Key ................................................................................................................ 117

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New York State Common Core

Grade 2 Module 1

Sums and Differences to 100

OVERVIEW
Module 1 sets the foundation for students to master sums and differences to 20 (2.OA.2). Students
subsequently apply these skills to fluently add one-digit to two-digit numbers at least through 100 using place
value understanding, properties of operations, and the relationship between addition and subtraction
(2.NBT.5). In Grade 1, students worked extensively with numbers to gain fluency with sums and differences
within 10 (1.OA.5) and became proficient in counting on (a Level 2 strategy). They also began to make easier
problems to add and subtract within 20 and 100 by making ten and taking from ten (Level 3 strategies)
(1.OA.6, 1.NBT.46). 1
Level 2: Count on

Level 3: Make an easier problem

In Module 1, students advance from Grade 1s subtraction of a multiple of ten to a new complexity,
subtracting single-digit numbers from both multiples of ten (e.g., 40 9) and from any two-digit number
within 100 (e.g., 41 9).
40 9 = 31
/\
30 10
10 9 = 1
30 + 1 = 31

41 9 = 32
/\
31 10
10 9 = 1
31 + 1 = 32

Topic As two lessons are devoted solely to the important practice of fluency, the first lesson working within
20 and the second extending the same fluencies to numbers within 100. Topic A reactivates students
Kindergarten and Grade 1 learning as they energetically practice the following prerequisite skills for Level 3
decomposition and composition methods:

decompositions of numbers within ten2 (e.g., 0 + 7, 1 + 6, 2 + 5, and 3 + 4, all equal seven).

partners to ten3(e.g., 10 and 0, 9 and 1, 8 and 2, 7 and 3, 6 and 4, 5 and 5, and I know 8 needs 2 to
make ten).
tens plus sums4 (e.g., 10 + 9, 10 + 8).

1See

the Progression Documents K, Counting and Cardinality and K-5, Operations and Algebraic Thinking pp. 36 and 39,
respectively.
2K.OA.3; 1.OA.6
3K.OA.4
4K.NBT.1; 1.NBT.2b

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For example, students quickly remember make ten facts. They then immediately use those facts to solve
problems with larger numbers (e.g., I know 8 needs 2 to make 10, so 58 needs 2 to make 6 tens or sixty!).
Lessons 1 and 2 include Sprints that bring back automaticity with the tens plus sums, which are foundational
for adding within 100 and expanded form (e.g., I know 10 + 8 = 18, so 40 + 8 = 48).
Topic B takes Grade 1s work to a new level of fluency as students make easier problems to add and subtract
within 100 by using the number systems base ten structure. The topic begins with students using place value
understanding to solve problems by adding and subtracting like units (e.g., I know 8 5 = 3, so 87 50 = 37
because 8 tens 5 tens = 3 tens. I know 78 5, too, because 8 ones 5 ones = 3 ones. I used the same easier
problem, 8 5 = 3, just with ones instead of tens!). Students then practice making ten within 20 before
generalizing that strategy to numbers within 100 (e.g., I know 9 + 6 = 15, so 79 + 6 = 85, and 89 + 6 = 95).
The preceding lessons segue beautifully into the new concepts of Topic B, subtracting single-digit numbers
from two-digit numbers greater than 20. In Lesson 6, students use the familiar take from ten strategy to
subtract single-digit numbers from multiples of ten (e.g., 60 8, as shown below). In Lesson 7, students
practice taking from ten within 20 when there is the complexity of some ones in the total (e.g., 13 8, as
shown below). In Lesson 8, they then subtract single-digit numbers from 2-digit numbers within 100 when
there are also some ones (e.g., 63 8, as shown below).
Lesson 6

Lesson 7

60 8 = 52
/\
50 10
10 8 = 2
50 + 2 = 52

13 8 = 5
/\
3 10
10 8 = 2
3+2=5

Lesson 8

63 8 = 55
/\
53 10

10 8 = 2
53 + 2 = 55

Decompose and Subtract From Ten

These strategies deepen place value understandings in

preparation for Module 3 and the application of those
understandings to addition and subtraction in Modules 4 and 5.
Listen to how the language of make ten and take from ten is
foundational to the work of later modules:
Module 3: I have 10 tens, so I can make a hundred. Its just like I
can make a ten when I have 10 ones.
Module 5: When I solve 263 48, I take a ten from 6 tens to
make 5 tens and 13 ones. Now, I am ready to subtract in the ones
place (pictured to the right).
Note that mastery of sums and differences within 100 is not to be expected in Module 1 but rather by Module
8. Because the amount of practice required by each student to achieve mastery prior to Grade 3 will vary, a
motivating, differentiated fluency program needs to be established in these first 2 weeks to set the tone for
the year.

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In Grade 2 Module 1, Application Problems begin in Topic B. They contextualize learning as students apply
strategies to solving simple add to, take from, put together/take apart problem types using the Read-DrawWrite, or RDW, process (2.OA.1). Application Problems may precede the Concept Development to act as the
lead-in, allowing students to discover through problem-solving the logic and usefulness of a strategy before it
is formally presented. Or, problems may follow the Concept Development so that students connect and
apply new learning to real-world situations. At the beginning of Grade 2, problem-solving may begin more as
a guided activity, with the goal being to move students to independent problem-solving, wherein they reason
through the relationships embedded within the problem and choose an appropriate strategy to solve (MP.5).

Notes on Pacing for Differentiation

It is not recommended to modify or omit any lessons in Module 1.

Focus Grade Level Standards

Represent and solve problems involving addition and subtraction. 5
2.OA.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. (See CCLS Glossary, Table 1.)

Add and subtract within 20. 6

2.OA.2

6
6

Fluently add and subtract within 20 using mental strategies. (See standard 1.OA.6 for a list of
mental strategies.) By end of Grade 2, know from memory all sums of two one-digit numbers.

From this point forward, fluency practice with addition and subtraction to 20 is part of the students ongoing experience.
From this point forward, fluency practice with addition and subtraction to 20 is part of the students ongoing experience.

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Use place value understanding and properties of operations to add and subtract. 7
2.NBT.5

Fluently add and subtract within 100 using strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction.

Foundational Standards
K.OA.3

Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using
objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3
and 5 = 4 + 1).

K.OA.4

For any number from 1 to 9, find the number that makes 10 when added to the given number,
e.g., by using objects or drawings, and record the answer with a drawing or equation.

K.NBT.1

Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g.,
by using objects or drawings, and record each composition or decomposition by a drawing or
equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and
one, two, three, four, five, six, seven, eight, or nine ones.

1.OA.5

Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

1.OA.6

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use
strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing
a number leading to a ten (e.g., 13 4 = 13 3 1 = 10 1 = 9); using the relationship
between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 8 = 4); and
creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known
equivalent 6 + 6 + 1 = 12 + 1 = 13).

1.NBT.2

Understand that the two digits of a two-digit number represent amounts of tens and ones.
Understand the following as special cases:
a. 10 can be thought of as a bundle of ten onescalled a ten.
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six,
seven, eight, or nine ones.

1.NBT.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.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.6

Subtract multiples of 10 in the range 1090 from multiples of 10 in the range 1090 (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.

The balance of this cluster is addressed in Modules 4 and 5.

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New York State Common Core

Focus Standards for Mathematical Practice

MP.2

Reason abstractly and quantitatively. Students reason abstractly when they decontextualize
a word problem, representing a situation with a number sentence (e.g., Mark had a stick of 9
green linking cubes. His friend gave him 4 yellow linking cubes. How many linking cubes does
Mark have now?). In their solutions, students write 9 + 4 = 13. In so doing, they have
decontextualized the quantity from the situation. They then contextualize the solution when
they write a statement of the answer (e.g., Mark has 13 linking cubes now). They reason
that the 13 refers to the quantity, or number, of linking cubes.

MP.5

Use appropriate tools strategically. As students become more comfortable with tools and
make ten/take from ten strategies, they begin to make smart decisions about when these
tools might be useful to solve various problems.

MP.7

Look for and make use of structure. Students use the structure of the place value system to
add and subtract like units within 100 (e.g., I know 8 5 = 3, so 87 50 = 37 because
8 tens 5 tens = 3 tens. I know 78 5, too, because 8 ones 5 ones = 3 ones. I used the
same easier problem, 8 5 = 3, just with ones instead of tens!).

MP.8

Look for and express regularity in repeated reasoning. In order to use the make ten and take
from ten strategies efficiently, students practice completing a unit of ten during fluency in
many ways (e.g., the teacher flashes a ten-frame and students identify the missing part). This
skill is applied throughout the module. For example, students see the repeated reasoning of
taking from ten in Lessons 6, 7, and 8 to subtract single-digit numbers. Whether solving
30 9, 13 9, or 31 9, they take out the ten, subtract 9 from 10, and put together the parts
that are left (see image below).

30 9 = 21
/\
20 10
10 9 = 1
20 + 1= 21

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New York State Common Core

Overview of Module Topics and Lesson Objectives

Standards Topics and Objectives

Days

2.OA.2
K.OA.3
K.OA.4
K.NBT.1
1.NBT.2b
1.OA.5
1.OA.6

A Foundations for Fluency with Sums and Differences Within 100

Lesson 1:
Practice making ten and adding to ten.

2.OA.1
2.OA.2
2.NBT.5
1.NBT.4
1.NBT.5
1.NBT.6

Lesson 2:

Practice making the next ten and adding to a multiple of ten.

Initiating Fluency with Addition and Subtraction Within 100

Lesson 3:
Add and subtract like units.
Lesson 4:

Make a ten to add within 20.

Lesson 5:

Make a ten to add within 100.

Lesson 6:

Subtract single-digit numbers from multiples of 10 within 100.

Lesson 7:

Take from ten within 20.

Lesson 8:

Take from ten within 100.

End-of-Module Assessment: Topics AB (assessment 1 day, return day,

remediation or further applications day)
Total Number of Instructional Days

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Terminology
New or Recently Introduced Terms

Make a ten (compose a unit of ten, e.g., 49 + 3 = 40 + 10 + 2)

Familiar Terms and Symbols 8

Addend (one of the numbers being added)

A ten (a place value unit composed of 10 ones)
Count on (count up from one addend to the total)
Expression (e.g., 2 + 1, 13 6)

Like units (e.g., frogs and frogs, ones and ones, tens and tens)

Make ten and take from ten (e.g., 8 + 3 = 8 + 2 + 1 and 15 7 = 10 7 + 5 = 3 + 5)

Number sentence (e.g., 2 + 3 = 5, 7 = 9 2, 10 + 2 = 9 + 3)

Number bond (see image to the right)

One (a place value unit, 10 of which may be composed to make a ten)

Part (e.g., What is the unknown part? 3 + ___ = 8)

Partners to 10 (e.g., 10 and 0, 9 and 1, 8 and 2, 7 and 3,
6 and 4, 5 and 5)

Say Ten counting (see the chart to the right)

Ten plus facts (e.g., 10 + 3 = 13, 10 + 5 = 15, 10 + 8 = 18)

Total (e.g., for 3 + 4 = 7 or 7 4 = 3, seven is the whole, or

total)

Number Bond

Suggested Tools and Representations

100-bead Rekenrek

5-group column

Dice

Hide Zero cards (Lesson 2 Template 1)

Linking cubes

Number bond

Personal white boards

Place value chart

Quick ten (vertical line representing a unit of ten)

Ten-frame cards (Lesson 1 Fluency Template 1)

8These

Ten-Frame Cards

5-Group
Column

Hide Zero Cards

Rekenrek

Quick Ten and Ones

are terms and symbols students have seen previously.

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New York State Common Core

Suggested Methods of Instructional Delivery

Directions for Administration of Sprints
Sprints are designed to develop fluency. They should be fun, adrenaline-rich activities that intentionally build
energy and excitement. A fast pace is essential. During Sprint administration, teachers assume the role of
athletic coaches. A rousing routine fuels students motivation to do their personal best. Student recognition
of increasing success is critical, and so every improvement is celebrated.
One Sprint has two parts with closely related problems on each. Students complete the two parts of the
Sprint in quick succession with the goal of improving on the second part, even if only by one more.
With practice the following routine takes about 8 minutes.
Sprint A
Pass Sprint A out quickly, face down on student desks with instructions to not look at the problems until the
signal is given. (Some Sprints include words. If necessary, prior to starting the Sprint, quickly review the
words so that reading difficulty does not slow students down.)
T:
T:
T:
T:
T:
S:
T:
S:

You will have 60 seconds to do as many problems as you can.

I do not expect you to finish all of them. Just do as many as you can, your personal best. (If some
students are likely to finish before time is up, assign a number to count by on the back.)
Take your mark! Get set! THINK! (When you say THINK, students turn their papers over and work
furiously to finish as many problems as they can in 60 seconds. Time precisely.)
Stop! Circle the last problem you did. I will read just the answers. If you got it right, call out Yes!
If you made a mistake, circle it. Ready?
(Energetically, rapid-fire call the first answer.)
Yes!
(Energetically, rapid-fire call the second answer.)
Yes!

Repeat to the end of Sprint A or until no one has any more correct. If need be, read the count-by answers in
the same way the Sprint answers were read. Each number counted by on the back is considered a correct
answer.
T:
T:
T:
T:

Fantastic! Now, write the number you got correct at the top of your page. This is your personal goal
for Sprint B.
How many of you got 1 right? (All hands should go up.)
Keep your hand up until I say the number that is 1 more than the number you got right. So, if you
got 14 correct, when I say 15 your hand goes down. Ready?
(Quickly.) How many got 2 correct? 3? 4? 5? (Continue until all hands are down.)

Optional routine, depending on whether or not the class needs more practice with Sprint A:
T:
T:

Ill give you one minute to do more problems on this half of the Sprint. If you finish, stand behind
your chair. (As students work, the person who scored highest on Sprint A could pass out Sprint B.)
Stop! I will read just the answers. If you got it right, call out Yes! If you made a mistake, circle it.
Ready? (Read the answers to the first half again as students stand.)

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Movement
To keep the energy and fun going, always do a stretch or a movement game in between Sprints A and B. For
example, the class might do jumping jacks while skip counting by 5 for about 1 minute. Feeling invigorated,
students take their seats for Sprint B, ready to make every effort to complete more problems this time.
Sprint B
Pass Sprint B out quickly, face down on student desks with instructions not to look at the problems until the
signal is given. (Repeat the procedure for Sprint A up through the show of hands for how many are right.)
T:
S:
T:

T:
T:
T:

Stand up if you got more correct on the second Sprint than on the first.
(Stand.)
Keep standing until I say the number that tells how many more you got right on Sprint B. So, if you
got 3 more right on Sprint B than you did on Sprint A, when I say 3, you sit down. Ready? (Call out
numbers starting with 1. Students sit as the number by which they improved is called. Celebrate the
students who improved most with a cheer.)
Well done! Now, take a moment to go back and correct your mistakes. Think about what patterns
you noticed in todays Sprint.
How did the patterns help you get better at solving the problems?
Rally Robin your thinking with your partner for 1 minute. Go!

Rally Robin is a style of sharing in which partners trade information back and forth, one statement at a time
per person, for about 1 minute. This is an especially valuable part of the routine for students who benefit
from their friends support to identify patterns and try new strategies.
Students may take Sprints home.

RDW or Read, Draw, Write (a Number Sentence and a Statement)

Mathematicians and teachers suggest a simple process applicable to all grades:
1.
2.
3.
4.

Read.
Draw and label.
Write a number sentence.
Write a word sentence (statement).

The more students participate in reasoning through problems with a systematic approach, the more they
internalize those behaviors and thought processes.

What do I see?
Can I draw something?
What conclusions can I make from my drawing?

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New York State Common Core

Modeling with Interactive
Questioning
The teacher models the whole
process with interactive
questioning, some choral
response, and talk such as What
did Monique say, everyone?
After completing the problem,
students might reflect with a
partner on the steps they used to
solve the problem. Students,
think back on what we did to
solve this problem. What did we
do first? Students might then
be given the same or a similar
problem to solve for homework.

Guided Practice

Independent Practice

Each student has a copy of the

question. Though guided by the
teacher, they work
independently at times and then
come together again. Timing is
important. Students might hear,
You have 2 minutes to do your
drawing. Or, Put your pencils
down. Time to work together
again. The Debrief might
include selecting different
student work to share.

The students are given a problem

to solve and possibly a
designated amount of time to
solve it. The teacher circulates,
supports, and thinks about which
student work to show to support
the mathematical objectives of
the lesson. When sharing
student work, students are
encouraged to think about the
work with questions such as,
What do you notice about
Jeremys work?
What is the same about
Jeremys work and Saras work?

Personal White Boards

Materials Needed for Personal White Boards
1 heavy duty, clear sheet protector
1 piece of stiff red tag board 11 8
1 piece of stiff white tag board 11 8
1 3 3 piece of dark synthetic cloth for an eraser (e.g., felt)
1 low odor dry erase marker: fine point
Directions for Creating Personal White Boards
Cut the white and red tag to specifications. Slide into the sheet protector. Store the eraser on the red side.
Store markers in a separate container to avoid stretching the sheet protector.
Frequently Asked Questions About Personal White Boards
Why is one side red and one white?

The white side of the board is the paper. Students generally write on it and if working individually,
then turn the board over to signal to the teacher that they have completed their work. The teacher
then says, Show me your boards, when most of the class is ready.

What are some of the benefits of a personal white board?

The teacher can respond quickly to gaps in student understandings and skills. Lets do some of
these on our personal boards until we have more mastery.
Student can erase quickly so that they do not have to suffer the evidence of their mistake.

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They are motivating. Students love both the drill and thrill capability and the chance to do story
problems with an engaging medium.
Checking work gives the teacher instant feedback about student understanding.

What is the benefit of this personal white board over a commercially purchased dry erase board?

It is much less expensive.

Templates such as place value charts, number bond mats, hundreds boards, and number lines can be
stored between the two pieces of tag for easy access and reuse.
Worksheets, story problems, and other problem sets can be done without marking the paper so that
students can work on the problems independently at another time.
Strips with story problems, number lines, and arrays can be inserted and still have a full piece of
paper on which to write.
The red versus white side distinction clarifies expectations. When working collaboratively, there is
no need to use the red side. When working independently, students know how to keep their work
private.
The sheet protector can be removed if necessary to project the work.

Scaffolds9
The scaffolds integrated into A Story of Units give alternatives for how students access information as well as
express and demonstrate their learning. Strategically placed margin notes are provided within each lesson
elaborating on the use of specific scaffolds at applicable times. They address many needs presented by
English language learners, students with disabilities, students performing above grade level, and students
performing below grade level. Many of the suggestions are organized by Universal Design for Learning (UDL)
principles and are applicable to more than one population. To read more about the approach to
differentiated instruction in A Story of Units, please refer to How to Implement A Story of Units.

Students with disabilities may require Braille, large print, audio, or special digital files. Please visit the website
www.p12.nysed.gov/specialed/aim for specific information on how to obtain student materials that satisfy the National Instructional
Materials Accessibility Standard (NIMAS) format.

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Preparing to Teach a Module

Preparation of lessons will be more effective and efficient if there has been an adequate analysis of the
module first. Each module in A Story of Units can be compared to a chapter in a book. How is the module
moving the plot, the mathematics, forward? What new learning is taking place? How are the topics and
objectives building on one another? The following is a suggested process for preparing to teach a module.
Step 1: Get a preview of the plot.
A: Read the Table of Contents. At a high level, what is the plot of the module? How does the story
develop across the topics?
B: Preview the modules Exit Tickets 10 to see the trajectory of the modules mathematics and the nature
of the work students are expected to be able to do.
Note: When studying a PDF file, enter Exit Ticket into the search feature to navigate from one Exit
Ticket to the next.

Step 2: Dig into the details.

A: Dig into a careful reading of the Module Overview. While reading the narrative, liberally reference
the lessons and Topic Overviews to clarify the meaning of the textthe lessons demonstrate the
strategies, show how to use the models, clarify vocabulary, and build understanding of concepts.
Consider searching the video gallery on Eureka Maths website to watch demonstrations of the use of
models and other teaching techniques.
B: Having thoroughly investigated the Module Overview, read through the chart entitled Overview of
Module Topics and Lesson Objectives to further discern the plot of the module. How do the topics
flow and tell a coherent story? How do the objectives move from simple to complex?
Step 3: Summarize the story.
Complete the Mid- and End-of-Module Assessments. Use the strategies and models presented in the
module to explain the thinking involved. Again, liberally reference the work done in the lessons to see
how students who are learning with the curriculum might respond.
10

A more in-depth preview can be done by searching the Problem Sets rather than the Exit Tickets. Furthermore, this same process
can be used to preview the coherence or flow of any component of the curriculum, such as Fluency Practice or Application Problems.

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NYS COMMON CORE MATHEMATICS CURRICULUM

2 1
Module Overview Lesson

New York State Common Core

Preparing to Teach a Lesson

A three-step process is suggested to prepare a lesson. It is understood that at times teachers may need to
make adjustments (customizations) to lessons to fit the time constraints and unique needs of their students.
The recommended planning process is outlined below. Note: The ladder of Step 2 is a metaphor for the
teaching sequence. The sequence can be seen not only at the macro level in the role that this lesson plays in
the overall story, but also at the lesson level, where each rung in the ladder represents the next step in
understanding or the next skill needed to reach the objective. To reach the objective, or the top of the
ladder, all students must be able to access the first rung and each successive rung.
Step 1: Discern the plot.
A: Briefly review the modules Table of Contents, recalling the overall story of the module and analyzing
the role of this lesson in the module.
B: Read the Topic Overview related to the lesson, and then review the Problem Set and Exit Ticket of
each lesson in the topic.
C: Review the assessment following the topic, keeping in mind that assessments can be found midway
through the module and at the end of the module.
Step 2: Find the ladder.
A: Complete the lessons Problem Set.
B: Analyze and write notes on the new complexities of
each problem as well as the sequences and progressions
throughout problems (e.g., pictorial to abstract, smaller
to larger numbers, single- to multi-step problems). The
new complexities are the rungs of the ladder.
C: Anticipate where students might struggle, and write a
note about the potential cause of the struggle.
D: Answer the Student Debrief questions, always
anticipating how students will respond.
Step 3: Hone the lesson.
At times, the lesson and Problem Set are appropriate for all students and the days schedule. At others,
they may need customizing. If the decision is to customize based on either the needs of students or
scheduling constraints, a suggestion is to decide upon and designate Must Do and Could Do
problems.
A: Select Must Do problems from the Problem Set that meet the objective and provide a coherent
experience for students; reference the ladder. The expectation is that the majority of the class will
complete the Must Do problems within the allocated time. While choosing the Must Do
problems, keep in mind the need for a balance of calculations, various word problem types 11, and
work at both the pictorial and abstract levels.

11See

the Progression Documents K, Counting and Cardinality and K5, Operations and Algebraic Thinking pp. 9 and 23,
respectively.

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2 1
Module Overview Lesson

NYS COMMON CORE MATHEMATICS CURRICULUM

New York State Common Core

B: Must Do problems might also include remedial work as necessary for the whole class, a small
group, or individual students. Depending on anticipated difficulties, those problems might take
different forms as shown in the chart below.
Anticipated Difficulty

Must Do Remedial Problem Suggestion

The first problem of the Problem Set is

too challenging.

Write a short sequence of problems on the board that

provides a ladder to Problem 1. Direct the class or small
group to complete those first problems to empower them
to begin the Problem Set. Consider labeling these
problems Zero Problems since they are done prior to
Problem 1.

There is too big of a jump in complexity

between two problems.

Provide a problem or set of problems that creates a bridge

between the two problems. Label them with the number
of the problem they follow. For example, if the
challenging jump is between Problems 2 and 3, consider
labeling the bridging problems Extra 2s.

Students lack fluency or foundational

skills necessary for the lesson.

Before beginning the Problem Set, do a quick, engaging

fluency exercise, such as a Rapid White Board Exchange,
Thrilling Drill, or Sprint. Before beginning any fluency
activity for the first time, assess that students are poised
for success with the easiest problem in the set.

More work is needed at the concrete

or pictorial level.

Provide manipulatives or the opportunity to draw solution

strategies. Especially in Kindergarten, at times the
Problem Set or pencil and paper aspect might be
completely excluded, allowing students to simply work
with materials.

More work is needed at the abstract

level.

Hone the Problem Set to reduce the amount of drawing as

appropriate for certain students or the whole class.

C: Could Do problems are for students who work with greater fluency and understanding and can,
therefore, complete more work within a given time frame. Adjust the Exit Ticket and Homework to
reflect the Must Do problems or to address scheduling constraints.
D: At times, a particularly tricky problem might be designated as a Challenge! problem. This can be
motivating, especially for advanced students. Consider creating the opportunity for students to share
their Challenge! solutions with the class at a weekly session or on video.
E: Consider how to best use the vignettes of the Concept Development section of the lesson. Read
through the vignettes, and highlight selected parts to be included in the delivery of instruction so that
students can be independently successful on the assigned task.
F: Pay close attention to the questions chosen for the Student Debrief. Regularly ask students, What
was the lessons learning goal today? Help them articulate the goal.

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2 1
Module Overview Lesson

NYS COMMON CORE MATHEMATICS CURRICULUM

New York State Common Core

Assessment Summary
Type
End-of-Module
Assessment Task

Administered
After Topic C

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Format

Standards Addressed

Constructed response with rubric

2.OA.1
2.OA.2
2.NBT.5

Sums and Differences to 100

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New York State Common Core

Mathematics Curriculum

GRADE

GRADE 2 MODULE 1

Topic A

Foundations for Fluency with Sums

and Differences Within 100
2.OA.2, K.OA.3, K.OA.4, K.NBT.1, 1.NBT.2b, 1.OA.5, 1.OA.6
Focus Standards:

2.OA.2

Instructional Days:

Coherence -Links from:

G1M2

Introduction to Place Value Through Addition and Subtraction Within 20

G1M4

Place Value, Comparison, Addition and Subtraction to 40

G1M6

Place Value, Comparison, Addition and Subtraction to 100

G2M4

Addition and Subtraction Within 200 with Word Problems to 100

G3M2

Place Value and Problem Solving with Units of Measure

-Links to:

Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know
from memory all sums of two one-digit numbers.

In this first topic of Grade 2, students set the stage for fluency with sums and differences within 100 (2.OA.2)
by focusing on three essential skills:
1. Knowing the decompositions of any number within 10 (K.OA.3, 1.OA.6),
2. Knowing partners to 10 (K.OA.4),
3. Knowing teen numbers as 10 + n (K.NBT.1, 1.NBT.2b).
Topic A energetically revisits this familiar ground from Kindergarten and
Grade 1 at a new pace.
In Lesson 1, targeted fluency work begins with ten-frame flashes where students
review ways to make and take from ten (e.g., 9 + 1 = 10, 10 9 = 1). Students
practice Say Ten counting on the Rekenrek (eleven or ten 1, pictured to the
right), and they become reacquainted with Sprints using a familiar 10 + n Sprint.
Finally, students decompose ten in different ways by rolling a die and recording
number bonds within 10 in Target Practice.

Ten

Hide Zero

Lesson 2 follows a similar path as Lesson 1, with activities now extending to numbers within
100. Students review representations of two-digit numbers with quick tens and ones (see
image to the right) in preparation for upcoming work within the module. Students build
confidence and proficiency alternating between regular and Say Ten counting with the support
of Hide Zero cards and a 100-bead Rekenrek, saying 6 tens 4 for 64. The final fluency in
Lesson 2 focuses on making the next ten (e.g., 57 + 3 = 60), which is foundational to the
mastery of sums and differences to 100 (2.NBT.5).

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Topic A 2 1

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The Application Problem and Concept Development are intentionally omitted from this topic to devote time
to reviewing foundational fluencies for sums and differences within 100. All the exercises herein should be
included in future fluency work as necessary so that students enter Grade 3 having memorized their singledigit addition facts and demonstrated fluency with sums and differences within 100 (2.NBT.5).
A Teaching Sequence Toward Mastery of Foundations for Fluency with Sums and Differences Within 100
Objective 1: Practice making ten and adding to ten.
(Lesson 1)
Objective 2: Practice making the next ten and adding to a multiple of ten.
(Lesson 2)

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Lesson 1 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 1
Objective: Practice making ten and adding to ten.
Suggested Lesson Structure

Fluency Practice
Student Debrief

(47 minutes)
(13 minutes)

Total Time

(60 minutes)

NOTES ON
TOPIC AS LESSON
STRUCTURE:

Fluency Practice (47minutes)

Ten-Frame Flash 2.OA.2

(5 minutes)

Happy Counting the Say Ten Way 2.OA.2

(6 minutes)

Sprint: Add a Ten and Some Ones 2.OA.2

(18 minutes)

Target Practice: Within 10 2.OA.2

(10 minutes)

Pairs to Ten with Number Bonds 2.OA.2

(8 minutes)

Ten-Frame Flash (5 minutes)

Grade 2 students spend much of the

year adding and subtracting.
Topic As lessons are a review of many
of the fluency activities and
experiences students know well from
Grade 1. The purpose of the two days
is to joyfully quicken the pace of
Grade 1 work, establish new class
routines, and remember foundational
skills necessary for success with fluency
with sums and differences within 100,
a Grade 2 fluency goal. The Concept
Development lessons begin in Topic B.

Materials: (T) Ten-frame cards (Fluency Template 1), 5-group

column cards (Fluency Template 2)
Note: By alternating between ten-frame and 5-groups column cards, students develop flexible perception of
numbers 610 in two parts, with one part as 5. This activity practices the core fluency objective from Grade
1, adding and subtracting within 10.
The teacher flashes a ten-frame card for 23 seconds and guides students to respond on a signal. Students
then generate a number sentence to get to 10.

MP.8

T:
S:
T:
S:
T:
S:
T:
S:

(Flash the 9 ten-frame card. Give the signal.)

9.
How much does 9 need to make 10?
1.
Say the addition number sentence to make 10, starting with 9.
9 + 1 = 10.
(Continue to show the 9 card.) Tell me a related subtraction sentence starting with 10.
10 1 = 9. 10 9= 1.

Continue the process, using both ten-frame cards and 5-group column cards in the following suggested
sequence: 8, 2, 5, 7, 3, 6, 4, 10, and 0.

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Lesson 1 2 1

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Happy Counting the Say Ten Way (6 minutes)

Materials: (T) 100-bead Rekenrek (or Slavonic Abacus)
Note: East Asian or Say Ten counting (e.g., 13 is said ten 3) matches the base ten structure of numbers. In
contrast, the English language says the ten after the ones (e.g., four-teen). This makes fourteen easily
confused with forty. Since Kindergarten, in A Story of Units, students have been counting the Say Ten way, a
practice substantiated by research 1.
Part 1: Happy Counting on the Rekenrek
T:
T:
T:
S:
T:
T:
S:

Lets count the Say Ten way.

(Show 10 beads. Move one at a time as students count.)
Ten 1. Say it with me. (See image to the right.)
Ten 1.
(Move the beads and have students count ten 2, ten 3, ten 4,
ten 5, ten 6, ten 7, ten 8, ten 9, 2 tens.)
(Take one bead away.) Tell me the number the Say Ten way.
Ten 9.

Ten 1

Continue to count up and down within 20 as students call out the number the Say Ten way. As students
demonstrate proficiency, consider alternating between the Say Ten way and the regular way (e.g., eleven,
twelve, thirteen, fourteen, fifteen, sixteen, change to Say Ten counting and go down, ten 5, ten 4).
Part 2: Happy Counting

Ten 3

ten 4

ten 5

ten 6

pause

ten 5

ten 4

pause

ten 5

ten 6

ten 7 etc.

When Happy Counting, make the motions emphatic so counting is sharp and crisp. As students improve, up
the challenge by increasing the speed and the number of direction changes or by using higher numbers. Be
careful not to mouth the numbers!
T:
T:
S:

Now, lets do some Happy Counting without the beads. Watch my thumb to know whether to count
up or down. A thumb in the middle means pause. (Show signals as you explain.)
Lets count by ones starting at ten 3. Ready? (Rhythmically point up or down depending on if you
want students to count up or count down.)
Ten 3, ten 4, ten 5, ten 6, (pause) ten 5, ten 4, (pause) ten 5, ten 6, ten 7, ten 8, (pause) ten 7,
(pause) ten 8, ten 9, 2 tens.

1Progressions

for the Common Core State Standards: K-5, Numbers and Operations in Base Ten (pp. 5)

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NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 1 2 1

Part 3: Say Ten as Ten Plus Facts

To segue to the upcoming Sprint, students say addition sentences for teen numbers when one addend is 10.
Alternate between the regular way and the Say Ten way.
T:
T:
S:
T:
S:
T:
S:

If I say ten 2, you say 10 + 2 = 12.

What do you say if I say thirteen?
10 + 3 = 13.
Yes! You guessed the pattern. Heres another. Ten 5.
10 + 5 = 15.
Fourteen.
10 + 4 = 14.

Use the following suggested sequence: ten 6, seventeen,

eighteen, ten 5, eleven, ten 8, ten 1, etc.

Sprint: Add a Ten and Some Ones (18 minutes)

Materials: (S) Add Ten and Some Ones Sprint
Note: See the Suggested Methods of Instructional Delivery in
the Module Overview for clear instructions on administering
Sprints. This Sprint brings automaticity back with the ten plus
sums, which are foundational for the make a ten strategy and
expanded form.

NOTES ON
MULTIPLE MEANS
OF ACTION AND
EXPRESSION:
For Sprints, a fast pace is essential to
build energy and excitement. To
support students who do not excel
under pressure, give them the chance
to practice the Sprint at home the
night before it is administered.
To maintain a high level of energy and
enthusiasm, always do a stretch or
movement game in between Sprint A
and Sprint B. For example, do jumping
jacks while skip-counting by fives.

Target Practice: Within 10 (10 minutes)

Materials: (S) Per set of partners: personal white board, target practice (Fluency Template 3), 1 numeral die
Note: Decomposition of single-digit numbers and 10 is a foundational skill for fluency with sums and
differences to 20.
Assign Partner A and Partner B. Students write the target
number, 10, in the circle at the top right of the target practice
template.
Directions:

Partner A rolls the die.

Partner A writes the number rolled in one part of the
first number bond.
Partner B makes a bulls eye by writing the missing part
that is needed to make ten.

Adjust the target number as appropriate for each pair of

students, focusing on totals of 6, 7, 8, 9, and 10.

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NOTES ON
MULTIPLE MEANS
OF ACTION AND
REPRESENTATION:
For students who have not yet
mastered their pairs to ten, use
fingers as models. Have students
show the larger addend on their
fingers and encourage them to look
at their tucked fingers to determine
the partner to make ten.

Practice making ten and adding to ten.

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Lesson 1 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Pairs to Ten with Number Bonds (8 minutes)

Materials: (S) Personal white board
10

Note: This is a foundational skill for mastery of sums and differences to 20.
T:
T:
S:
T:
S:

Ill show a number bond, and you tell me the missing part to make 10.
(Draw the bond shown to the right.)
5.
(Erase the 5 and write 8.)
2.

Continue with the following suggested sequence: 9, 7, 3, 6, 4, 1, 10, and 0.

With your partner, take turns saying pairs to make 10. Partner A, you will go first for now.

After about 30 seconds, have partners switch roles.

Student Debrief (13 minutes)

Lesson Objective: Practice making ten and adding to ten.
The Student Debrief is intended to invite reflection and active
processing of the total lesson experience.
Guide students in a conversation to debrief todays lesson.
Any combination of the questions below may be used to lead
the discussion.

What math work did we do today that you remember

from last year?
What do you hope to get better at in math this year?
Do you have a favorite math fact and why?
Can you figure out the math goal of todays lesson?
What name would you give this lesson?

NOTES ON
STUDENT DEBRIEF:
To close the majority of lessons,
invite students to figure out the
math goal. As the year progresses,
they will come to anticipate this
question, and responses will get
increasingly mathematical, precise,
and insightful. By engaging in the
metacognitive exercise of
articulating the goal, students take
another step toward owning their
learning. When possible, also ask
students, How would you teach
this? Who would you teach it to?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help with
assessing students understanding of the concepts that were presented in todays lesson and planning more
effectively for future lessons. The questions may be read aloud to the students.

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Lesson 1 Sprint 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Number Correct:

Name

Date

Add a Ten and Some Ones

10 + 1 = ____

16.

3 + 10 = ____

10 + 2 = ____

17.

4 + 10 = ____

10 + 4 = ____

18.

1 + 10 = ____

10 + 3 = ____

19.

2 + 10 = ____

10 + 5 = ____

20.

5 + 10 = ____

10 + 6 = ____

21.

____ = 10 + 5

____ = 10 + 1

22.

____ = 10 + 8

____ = 10 + 4

23.

____ = 10 + 9

____ = 10 + 3

24.

____ = 10 + 6

10.

____ = 10 + 5

25.

____ = 10 + 7

11.

____ = 10 + 2

26.

16 = ____ + 6

12.

10 + 6 = ____

27.

8 + ____ = 18

13.

10 + 9 = ____

28.

____ + 10 = 17

14.

10 + 7 = ____

29.

19 = ____ + 10

15.

10 + 8 = ____

30.

18 = 8 + ____

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Lesson 1 Sprint 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Improvement:

Name

Number Correct:

Date

Add a Ten and Some Ones

10 + 5 = ____

16.

4 + 10 = ____

10 + 4 = ____

17.

3 + 10 = ____

10 + 3 = ____

18.

2 + 10 = ____

10 + 2 = ____

19.

1 + 10 = ____

10 + 1 = ____

20.

3 + 10 = ____

10 + 5 = ____

21.

____ = 10 + 6

____ = 10 + 4

22.

____ = 10 + 9

____ = 10 + 2

23.

____ = 10 + 5

____ = 10 + 1

24.

____ = 10 + 7

10.

____ = 10 + 3

25.

____ = 10 + 8

11.

____ = 10 + 4

26.

17 = ____ + 7

12.

10 + 6 = ____

27.

3 + ____ = 13

13.

10 + 7 = ____

28.

____ + 10 = 16

14.

10 + 9 = ____

29.

18 = ____ + 10

15.

10 + 8 = ____

30.

17 = 7 + ____

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Lesson 1 Exit Ticket 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

1. Add or subtract. Complete the number bond to match.

a. 9 + 1 = ____

b. 4 + 6 = ____

1 + 9 = ____

6 + 4 = ____

10 1 = ____

10 6 = ____

10 9 = ____

10 4 = ____

2. Solve.
a. 10 + 5 = ____

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b. 13 = 10 + ____

c. 10 + 8 = ____

Practice making ten and adding to ten.

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Lesson 1 Homework 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

1. Add or subtract. Complete the number bond for each set.

9 + 1 = ____

8 + 2 = ____
10

1 + 9 = ____
10 1 = ____

2 + 8 = ____

10 9 = ____

10 2 = ____
10 8 = ____

2. Solve. Draw a number bond for each set.

6 + 4 = ____

3 + 7 = ____

4 + 6 = ____

7 + 3 = ____

10 4 = ____

10 7 = ____

10 6 = ____

10 3 = ____

3. Solve.
10 = 7 + ____

10 = ____ + 8

10 = 3 + ____

10 = ____ + 4

10 = 5 + ____

10 = ____ + 6

10 = 2 + ____

Target Number:

Target Practice
Choose a target number, and write it in the middle of the circle on the top of the page.
Roll a die. Write the number rolled in the circle at the end of one of the arrows. Then,
make a bulls eye by writing the number needed to make your target in the other
circle.

target practice

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Lesson 2 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 2
Objective: Practice making the next ten and adding to a multiple of ten.
Suggested Lesson Structure

Fluency Practice
Student Debrief

(50 minutes)
(10 minutes)

Total Time

(60 minutes)

Fluency Practice (50 minutes)

The Value of Tens and Ones 2.OA.2

(4 minutes)

Happy Counting the Say Ten Way 2.OA.2

(10 minutes)

Sprint: Add Tens and Ones 2.OA.2

(18 minutes)

Target Practice: Within 10 2.OA.2

(10 minutes)

Make the Next Ten 2.OA.2

(8 minutes)

The Value of Tens and Ones (4 minutes)

Note: This activity reviews representing two-digit numbers with quick tens and ones in preparation for
upcoming work within the module.
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:

Tell me the total value of my tens and ones when I give the signal.
(Draw 1 quick ten and 7 ones.)
17.
The Say Ten way?
1 ten 7.
Say the addition sentence to add the ten and ones.
10 + 7 = 17.
(Draw 2 tens and 2 ones. Give the signal.) Tell me the total value.
22.
The Say Ten way?
2 tens 2.
Say the addition sentence starting with the larger
number.
20 + 2 = 22.

Continue the process using the following possible sequence:

29, 32, 38, 61, 64, 72, 81, 99, and 100.

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Practice making the next ten and adding to a multiple of ten.

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Lesson 2 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Happy Counting the Say Ten Way (10 minutes)

Materials: (T) 100-bead Rekenrek, Hide Zero cards (Fluency Template)
Note: Repeating a similar fluency activity two days in a row gives students confidence and allows them
to build proficiency.
Part 1: Say Ten Counting with the Rekenrek and Hide Zero Cards
T:
T:
S:
T:
S:
T:
S:
T:
S:
T:

(Show 11 with the Hide Zero cards. Pull them apart to show the 10 and the 1. Repeat silently with
15 and 19.)
(Show 12 with Hide Zero cards.) Say the number the regular way?
12.
(Pull cards apart.) The Say Ten way?
Ten 2.
(Show 13.) The Say Ten way?
Ten 3.
The regular way?
13.
Lets Say Ten count starting from 15 using the Rekenrek.

(To show 15, pull to the left a row of ten and a second row of five.)
T:
S:
T:
S:
T:
T:
S:
T:
S:

Count the beads on the left the Say Ten way. (Show 15 beads.)
Ten 5, ten 6, ten 7, ten 8, ten 9.
2 tens (show two rows of ten beads pulled to the left), and the pattern begins again.
2 tens 1, 2 tens 2, 2 tens 3, 2 tens 4, 2 tens 5.
Lets start with a new number. (Move beads to show 47.)
How much do I have?
47.
What is 47 the Say Ten way? (Pictured to the right.)
4 tens 7.

For about 2 minutes, students count up and down within 100. Each 20
to 30 seconds, begin a new counting sequence starting from a larger
decade. While moving up and down, cross over tens frequently (e.g.,
38, 39, 40, 41, 40, 39 or 83, 82, 81, 80, 79, 78, 79, 80, 81) as this is
more challenging, especially counting down.

Lesson 2:

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Practice making the next ten and adding to a multiple of ten.

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Lesson 2 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Part 2: Happy Counting

T:
T:
T:

Follow my hand as we Happy Count. Watch my thumb.

Lets start at 2 tens 8. (Stop before students start to lose enthusiasm, after about 1 minute.)
Excellent! Try it with your partner. Partner A, you are the teacher today. Ill give you 30 seconds.

To segue to the Sprint in the following activity, ask students to share the number sentences for the following
numbers.
T:

Lets share number sentences that break apart two-digit numbers into tens and ones. (Show 28 on
the Rekenrek and with Hide Zero cards.) I say 2 tens 8, and you say 20 + 8 = 28. (Break apart Hide
Zero cards to show 20 and 8.)
T: 2 tens 8.
S: 20 + 8 = 28.
T: (Write 20 + 8 = 28.)
T: 5 tens 3.
S: 50 + 3 = 53.
NOTES ON
T: (Write 50 + 3 = 53.)
MULTIPLE MEANS
OF ACTION AND
Use the following suggested sequence: 36, 19, 58, 77, 89, 90.
EXPRESSION:

Sprint: Add Tens and Ones (18 minutes)

Materials: (S) Add Tens and Some Ones Sprint

Note: This Sprint brings automaticity back with the tens plus
sums, which are foundational for adding within 100 and
expanded form.

For students who are performing

significantly below grade level and
were unable to work past the first
10 questions in Lesson 1, perhaps let
them do Add a Ten and Some
Ones again today, this time with
drawings or materials.

Target Practice: Within 10 (10 minutes)

Materials: (S) Per set of partners: personal white board, target practice (Lesson 1 Fluency Template 3), 1
numeral die
Note: Decomposition of single-digit numbers and 10 is a foundational skill for fluency with sums and
differences to 20.
Assign Partner A and Partner B. Students write their choice of
target number in the circle at the top right of the Target Practice
template.

Partner A rolls the die.

Partner A writes the number rolled in the circle at the
end of one of the arrows.
Partner B makes a bulls eye by writing the number in
the other circle that is needed to make the target.

NOTES ON
MULTIPLE MEANS
OF ENGAGEMENT:
For students who have mastered
partners within 10, assign numbers
within 20 as the target number.

Adjust the target number as appropriate for each pair of students, focusing on totals of 6, 7, 8, 9, and 10. If
the pair demonstrates fluency, challenge them to move into teen numbers!

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Practice making the next ten and adding to a multiple of ten.

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Lesson 2 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Make the Next Ten (8 minutes)

Note: This is a foundational skill for mastery of sums and differences to 20. If students do not know their
partners to 10, do not advance to making multiples of ten.
T:
T:
S:
T:
S:
T:
S:

Ill say a number, and you tell me what it needs to make the next 10.
8. Get ready.
2.
28.
2.
58.
2.

Continue the process using the following possible sequence: 7, 27, 67, 87.
T:

With your partner, take turns saying pairs to make 10, 20, 30, 40, 50, 60, 70, 80, 90, or 100. Its your
choice. Partner A, you will go first for now.

After about 30 seconds, have partners switch roles. Keep it fun and joyful!

Student Debrief (10 minutes)

Lesson Objective: Practice making the next ten and adding to a multiple of ten.
The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
Guide students in a conversation to debrief todays lesson.
Any combination of the questions below may be used to lead the discussion.

How does knowing 10 + 3 help us with 50 + 3?

How does knowing that 8 needs 2 to make ten help us know how to get from 28 to the next ten?
How are Hide Zero cards and the Rekenrek similar? How are they different?
What learning today did you remember from last year?
Can you figure out the math goal of todays lesson? What name would you give this lesson?

Exit Ticket (3 minutes)

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Practice making the next ten and adding to a multiple of ten.

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Lesson 2 Sprint 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Number Correct:

Name

Date

Add Tens and Ones

10 + 3 =____

16.

10 + ____ = 13

20 + 2 =____

17.

40 + ____ = 42

30 + 4 =____

18.

60 + ____ = 61

50 + 3 =____

19.

70 + ____ = 75

20 + 5 =____

20.

80 + ____ = 83

50 + 5 =____

21.

60 + 9 =____

____ = 40 + 1

22.

80 + 9 =____

____ = 20 + 4

23.

80 + ___ = 86

____ = 20 + 3

24.

90 + ___ = 97

10.

____ = 30 + 5

25.

___ + 6 = 76

11.

____ = 40 + 5

26.

___ + 6 = 86

12.

30 + 6 =____

27.

86 = ___ + 6

13.

20 + 9 =____

28.

___ + 60 = 67

14.

40 + 7 =____

29.

95 = ___ + 90

15.

50 + 8 =____

30.

97 = 7 + ___

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Practice making the next ten and adding to a multiple of ten.

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Lesson 2 Sprint 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Improvement:

Name

Number Correct:

Date

Add Tens and Ones

10 + 2 =____

16.

10 + ____ = 12

20 + 3 =____

17.

40 + ____ = 42

30 + 4 =____

18.

60 + ____ = 61

50 + 4 =____

19.

70 + ____ = 75

40 + 5 =____

20.

80 + ____ = 83

50 + 1 =____

21.

70 + 8 =____

____ = 50 + 1

22.

80 + 8 =____

____ = 20 + 4

23.

70 + ___ = 76

____ = 20 + 2

24.

90 + ___ = 99

10.

____ = 30 + 5

25.

___ + 8 = 78

11.

____ = 40 + 3

26.

___ + 6 = 96

12.

30 + 7 =____

27.

86 = ___ + 6

13.

20 + 8 =____

28.

___ + 60 = 67

14.

40 + 9 =____

29.

95 = ___ + 90

15.

50 + 6 =____

30.

97 = 7 + ___

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Practice making the next ten and adding to a multiple of ten.

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Lesson 2 Exit Ticket 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

Solve.
1.

2.
a. 10 + 3 = ____

b. 30 + 4 = ____

b. ____ = 20 + 9

c. 60 + 5 = ____

c. ____ = 70 + 6

d. 90 + 1 = ____

d. ____ = 90 + 8

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____ = 10 + 7

Practice making the next ten and adding to a multiple of ten.

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Lesson 2 Homework 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

1. Add or subtract. Draw a number bond for (b).

a. 6 + 2 = ____

2 + 6 = ____
8 2 = ____
8 6 = ____

b. ____ = 3 + 5
____ = 5 + 3

____ = 8 3
____ = 8 5

2. Solve.
20 + 4 = ____

____ = 20 + 9

40 + 3 = ____

____ = 40 + 8

70 + 2 = ____

____ = 50 + 6

80 + 5 = ____

____ = 90 + 7

3. Solve.
14 = 10 + ____

19 = ____ + 9

23 = 20 + ____

29 = ____ + 9

71 = 70 + ____

78 = ____ + 8

82 = 80 + ____

87 = ____ + 7

Lesson 2:

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Practice making the next ten and adding to a multiple of ten.

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Lesson 2 Homework 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date
Number Bond Dash

Do as many as you can in 90 seconds. Write the number of bonds you finished here:
1.

9
6

11.

12.

8
16.

Lesson 2:

15.

19.

9
6

18.

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G2-M1-TE-1.3.0-06.2015

14.

9
5

17.

10.

13.

9
7

20.

9
7

9
2

Practice making the next ten and adding to a multiple of ten.

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NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 2 Fluency Template 2 1

Hide Zero cards

Lesson 2:

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Practice making the next ten and adding to a multiple of ten.

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NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 2 Fluency Template 2 1

Hide Zero cards

Lesson 2:

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G2-M1-TE-1.3.0-06.2015

Practice making the next ten and adding to a multiple of ten.

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New York State Common Core

Mathematics Curriculum

GRADE

GRADE 2 MODULE 1

Topic B

Initiating Fluency with Addition and

Subtraction Within 100
2.OA.1, 2.OA.2, 2.NBT.5, 1.NBT.4, 1.NBT.5, 1.NBT.6
Focus Standards:

2.OA.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.

2.OA.2

Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know
from memory all sums of two one-digit numbers.

2.NBT.5

Fluently add and subtract within 100 using strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction.

Instructional Days:

Coherence -Links from:

G1M2

Introduction to Place Value Through Addition and Subtraction Within 20

G1M4

Place Value, Comparison, Addition and Subtraction to 40

-Links to:

G1M6

Place Value, Comparison, Addition and Subtraction to 100

G2M4

Addition and Subtraction Within 200 with Word Problems to 100

G3M2

Place Value and Problem Solving with Units of Measure

Now that students have sharpened their skills, they are ready to solve problems by decomposing and
composing units. Lessons 3, 4, 5, and 7 revisit Grade 1 learning at a new pace and without a heavy reliance
upon concrete and pictorial models while simultaneously preparing students for the new learning of Lessons
6 and 8, subtracting single-digit numbers from two-digit numbers within 100.
In Lesson 3, students use their understanding of place value to add and subtract like units, by decomposing
addends into tens and ones. For example, students apply their knowledge that 7 2 = 5 to solve 47 2
(7 ones 2 ones = 5 ones) and 73 20 (7 tens 2 tens = 5 tens).

Topic B:

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Initiating Fluency with Addition and Subtraction Within 100

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Topic B 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

In Lesson 4, students use the Grade 1 make ten strategy. For example, to add 9 + 4
(pictured to the right), students decompose 4 as 1 and 3 in order to complete a unit of
ten (9 + 1) and then add, or compose, the ten with the remaining ones (10 + 3). They
then apply the same understanding to make the next ten (pictured below) in Lesson 5.

In Lesson 6, students advance their Grade 1 take from ten strategy to subtract single-digit numbers from
multiples of 10. For example, 30 9 is solved by decomposing 30 as 20 and 10, taking from ten (10 9), and
composing the parts that are left (20 + 1).

30 9 = 21
/\
20 10
10 9 = 1
20 + 1= 21

In Lesson 7, students practice the Grade 1 take from ten strategy within 20. Students repeat the same
reasoning from Lesson 6. 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).
11 9 = 2
/\
1 10
10 9 = 1
1+1=2

Topic B:

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Initiating Fluency with Addition and Subtraction Within 100

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Topic B 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Topic B culminates with Lesson 8, where students, as in Lesson

6, extend the take from ten strategy to numbers within 100
(2.NBT.5). For example, to solve 41 9, students decompose 41
as 31 and 10, take from ten (10 9), and add the parts that are
left (31 + 1). Notice how the student talking to the right has
now generalized the process from the specific problem.
Making a ten and taking from ten are strategies that lay the
foundation for understanding place value and the base ten system.
These Level 3 composition and decomposition methods powerfully
pave the way for composing units and decomposing units of ten and
a hundred when using the addition and subtraction algorithms in
Modules 4 and 5. Furthermore, they exemplify Mathematical
Practice 8, as students look for the opportunity to repeat patterns of
reasoning both when calculating and in the context of word
problems.
In Topic B, Application Problems contextualize learning as students apply strategies to problem solving using
the RDW process. Students solve add to, take from, put together/take apart problem types with unknowns in
different positions (2.OA.1). They demonstrate their understanding of the situation by representing it with a
drawing, number sentence, and statement.
Mary buys 30 stickers. She puts 7 in her friends backpack. How many stickers does Mary have left?

Many students will enter Grade 2 drawing simple circles or 5-groups to reason through and represent a given
situation. Encourage sense making, and accept all reasonable drawings. Drawing a tape diagram to
accurately represent story situations comes with time and practice.

Topic B:

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Initiating Fluency with Addition and Subtraction Within 100

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Topic B 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

A Teaching Sequence Toward Mastery of Initiating Fluency with Addition and Subtraction Within 100
Objective 1: Add and subtract like units.
(Lesson 3)
Objective 2: Make a ten to add within 20.
(Lesson 4)
Objective 3: Make a ten to add within 100.
(Lesson 5)
Objective 4: Subtract single-digit numbers from multiples of 10 within 100.
(Lesson 6)
Objective 5: Take from ten within 20.
(Lesson 7)
Objective 6: Take from ten within 100.
(Lesson 8)

Topic B:

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Initiating Fluency with Addition and Subtraction Within 100

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NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 3 2 1

Lesson 3
Objective: Add and subtract like units.
Suggested Lesson Structure

Fluency Practice
Concept Development
Application Problem
Student Debrief

(15 minutes)
(20 minutes)
(15 minutes)
(10 minutes)

Total Time

(60 minutes)

Fluency Practice (15 minutes)

Sprint: Related Facts 2.OA.2

(15 minutes)

Sprint: Related Facts (15 minutes)

Materials: (S) Related Facts Sprint
Note: Students use their fluency with easier problems to solve more complex addition and subtraction
problems within 100. Also, as students get better with the Sprint routine, the time allotted for the Sprint
continues to decrease.

Concept Development (20 minutes)

Materials: (S) Personal white board
Part 1: Add and subtract like units, ones, to solve problems within 100 (e.g., 5 + 2, 45 + 2, 7 2, 47 2).
T:
S:

T:
T:
S:

What did you notice about todays Sprint?

I noticed a pattern. I saw 3 + 1 in the first 3 problems.
3 + 1 = 4. So, I also know that 13 + 1 = 14 and
23 + 1 = 24. I kept adding the same ones together
in the first 3 problems, 3 + 1 = 4. But the tens changed.
Yes! Todays Sprint was filled with patterns. You can
use easier facts like 3 + 1 to solve other problems like
13 + 1 and 23 + 1.
Turn and talk to your partner about other patterns you
see in the Sprint.
(Identify sequences of problems.)

Lesson 3:

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NOTES ON
MULTIPLE MEANS
OF REPRESENTATION:
Consider demonstrating on the 100bead Rekenrek for students who would
benefit from a concrete model of the
problems.

Add and subtract like units.

49
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NYS COMMON CORE MATHEMATICS CURRICULUM

T:
S:
T:
T:
S:
T:
T:
S:
T:
T:
S:
T:
S:
T:
S:
T:
S:
T:

Lesson 3 2 1

(Draw an image of 5 circles and 2 Xs as shown to the right.)

Say addition and subtraction sentences this drawing
represents.
5 + 2 = 7. 2 + 5 = 7. 7 5 = 2. 7 2 = 5.
Just like in our Sprint today, we can use problems like
5 + 2 = 7 or 7 2 = 5 to solve other problems. (Write
5 + 2 = 7 and 7 2 = 5. Add 4 quick tens to the drawing.)
45 + 2 is?
47.
(Write 45 + 2 = 47.)
47 2 is?
45.
(Write 47 2 = 45.)
What easier problem did you use to add and to subtract?
5 + 2 = 7. 7 2 = 5.
(Add 2 more quick tens to the drawing.) 67 2 is?
65.
(Add subtraction number sentences to the growing list.) What easier problem did we still use to
subtract the ones?
7 2 = 5.
Tell me the number sentence in unit form.
7 ones 2 ones = 5 ones.
We didnt have to do anything to the tens except remember to put them together with the 5 ones!

Part 2: Add and subtract like units, tens, to solve problems within 100 (e.g., 51 + 20, 54 + 20, 71 20, 74 20).

T:
S:
T:
S:
T:
S:
T:
S:

(Write 51 + 20 on the board.) 51 + 20 is?

71.
How did you know?
I added 20 to 50 to get 70 and then added 1. I drew
a quick ten drawing. I added 2 more tens to my 5 tens.
That gave me 7 tens and 1 one.
(Write the number bond to break apart 51 into 50 and
1.) How many tens are in 51?
5 tens.
How many tens were we adding to 51?
2 tens.

Lesson 3:

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NOTES ON
MULTIPLE MEANS
OF ENGAGMENT:
Have students who struggle to see the
like units draw quick tens to represent
the problems. As soon as possible,
have them visualize the quick tens to
prevent overdependence on drawing.
Pretend you drew quick tens. How
many do you see? How many do you
subtract? How many are left?

Add and subtract like units.

50
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NYS COMMON CORE MATHEMATICS CURRICULUM

T:
S:

Lesson 3 2 1

What easier problem did you use to help you solve 51 and 20? Talk to your partner.
5 + 2 = 7. 5 tens + 2 tens = 7 tens. 50 + 20 = 70.

Repeat the same reasoning with 54 + 20 and 58 + 20.

T:
S:
MP.7

T:
S:
T:
S:
T:
S:

Compare 54 + 2 to 54 + 20. Talk to your partner.

We start with the same number in both problems.
In one problem, we add 2 ones. In the other
problem, we add 2 tens. Adding 2 ones is not the
same as adding 2 tens. 56 is much less than 74.
In one problem, we leave the ones alone, and in the
other problem, we leave the tens alone.
(Write 71 20.) Break apart 71 as tens and ones.
70 and 1.
(Write the number bond for 71.) What is 71 20?
51.
How did you know?
7 tens 2 tens = 5 tens. I took tens from tens. 70 20 = 50. Then I added 1. I used an easier
problem. I know 7 2 = 5, so 70 20 = 50.

Repeat the same reasoning with 73 20 and 76 20 and record.

T:
S:

Compare 73 20 to 73 2. Talk to your partner.

(Compare as previously.)

Repeat the process using the following sequence: 56 30, 56 3, 65 + 30, 35 + 60, 35 20, 35 30, 35 + 2,
32 + 5, 37 5, 87 5, 87 50. After each problem, ask students to share the easier problem that helped
them solve. Ask students to identify if they are adding or subtracting tens or ones.

Application Problem (15 minutes)

Note: This Application Problem follows the Concept Development to allow students to apply their
understanding to a take from result unknown problem. The allotted time period includes 5 minutes to solve
the Application Problem and 10 minutes to complete the Problem Set.
The teacher has 48 folders. She gives 6 folders to the first table. How many folders does she have now?
NOTES ON
MULTIPLE MEANS
OF REPRESENTATION:
Rather than suggesting a strategy,
choose to share two different solution
strategies from students. Notice that
the drawings represent student work
at varying levels of sophistication.
When sharing, encourage students to
make connections between the
models.

Lesson 3:

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Add and subtract like units.

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Lesson 3 2 1

Note: This is the first application problem of Grade 2. The goal is to encourage all students to draw and solve
using the RDW process. Some students may simply know the answer, so it is important to establish the
purpose of the Application Problem of each lesson. It is the time to focus on understanding the situation
presented in the problem and representing that situation with a drawing, a number sentence, and a
statement of the answer. It is also the time for students to share their representations and their ways of
thinking, which can help more students access problem-solving strategies. Save the tape diagram from this
Application Problem to compare it to the tape diagram from Lesson 4 where students combine the parts
rather than subtract a part.

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. Some
problems do not specify a method for solving. Students should solve these problems using the RDW
approach used for Application Problems.
For some classes, it may be appropriate to modify the assignment by specifying which problems students
should work on first. With this option, let the purposeful sequencing of the Problem Set guide your selections
so that problems continue to be scaffolded. Balance word problems with other problem types to ensure a
range of practice. Consider assigning incomplete problems for homework or at another time during the day.

Student Debrief (10 minutes)

Lesson Objective: Add and subtract like units.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to
lead the discussion.

What is another problem that could be added to

Problem 1(a)?
Compare 24 + 5 to 24 + 50 with your partner.
Whats different?
Share your explanation from Problem 4. What is another pair of addition sentences that has this
same relationship?
Do you think you could teach what you learned to someone else? How?
Can you figure out the math goal of todays lesson? What name would you give this lesson?

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Add and subtract like units.

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Lesson 3 2 1

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help with
assessing students understanding of the concepts that
were presented in todays lesson and planning more
effectively for future lessons. The questions may be read
aloud to the students.

Lesson 3:

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Add and subtract like units.

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Lesson 3 Sprint 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Number Correct:

Name

Date

*Write the missing number. Pay attention to the + and signs.

3 + 1 = __

16.

6 + 2 = __

13 + 1 = __

17.

56 + 2 = __

23 + 1 = __

18.

7 + 2 = __

1 + 2 = __

19.

67 + 2 = __

11 + 2 = __

20.

87 + 2 = __

21 + 2 = __

21.

7 2 = __

31 + 2 = __

22.

47 2 = __

61 + 2 = __

23.

67 2 = __

4 1 = __

24.

26 + 3 = __

10.

14 1 = __

25.

56 + __ = 59

11.

24 1 = __

26.

__ + 3 = 76

12.

54 1 = __

27.

57 __ = 54

13.

5 3 = __

28.

77 __ = 74

14.

15 3 = __

29.

__ 4 = 73

15.

25 3 = __

30.

__ 4 = 93

Lesson 3:

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Add and subtract like units.

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Lesson 3 Sprint 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Number Correct:

Name

Date

*Write the missing number. Pay attention to the + and signs.

2 + 1 = __

16.

7 + 2 = __

12 + 1 = __

17.

67 + 2 = __

22 + 1 = __

18.

4 + 5 = __

3 + 2 = __

19.

54 + 5 = __

13 + 2 = __

20.

84 + 5 = __

23 + 2 = __

21.

8 6 = __

43 + 2 = __

22.

48 6 = __

8..

63 + 2 = __

23.

78 6 = __

5 1 = __

24.

33 + 4 = __

10.

15 1 = __

25.

63 + __ = 67

11.

25 1 = __

26.

__ + 3 = 77

12.

45 1 = __

27.

59 __ = 56

13.

5 4 = __

28.

79 __ = 76

14.

15 4 = __

29.

__ 6 = 73

15.

25 4 = __

30.

__ 6 = 93

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Add and subtract like units.

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NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Lesson 3 Problem Set 2 1

Date

1. Solve.
a. 30 + 6 = _____

b. 50 30 = _____

30 + 60 = _____

51 30 = _____

35 + 40 = _____

57 4 = _____

35 + 4 = _____

57 40 = _____

2. Solve.
a.

24 + 5 = _____

b. 24 + 50 = _____

c. 78 3 = _____

d. 78 30 = _____

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Add and subtract like units.

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Lesson 3 Problem Set 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

3. Solve.
a. 38 + 10 = _____

b. 35 10 = _____

18 + 30 = _____

35 20 = _____

c. 56 + 40 = _____

d. 75 40 = _____

46 + 50 = _____

75 30 = _____

4. Compare 57 2 to 57 20. How are they different? Use words, drawings, or

numbers to explain.

Extension!
5. Andy had $28. He spent $5 on a book.
Lisa had $20 and got $3 more.
Lisa says she has more money.
Prove her right or wrong using pictures, numbers, or words.

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Lesson 3 Exit Ticket 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

Solve.
1. 23 + 5 = _____

2. 68 5 = _____

3. 43 + 30 = _____

4. 76 60 = _____

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Add and subtract like units.

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NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Lesson 3 Homework 2 1

Date

1. Solve.
a. 20 + 7 = _____

b. 80 20 = _____

20 + 70 = _____

85 2 = _____

62 + 3 = _____

85 20 = _____

62 + 30 = _____

86 20 = _____

c. 30 + 40 = _____

d. 70 30 = _____

31 + 40 = _____

75 30 = _____

35 + 4 = _____

78 3 = _____

45 + 30 = _____

75 40 = _____

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Add and subtract like units.

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NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 3 Homework 2 1

2. Solve.
a. 42 + 7 = _____

b. 24 + 70 = _____

c. 49 2 = _____

d. 98 20 = _____

3. Solve.
a. 16 + 3 = _____

b. 37 3 = _____

13 + 6 = _____

37 4 = _____

c. 26 + 70 = _____

d. 97 50 = _____

76 + 20 = _____

97 40 = _____

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Add and subtract like units.

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Lesson 4 2

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 4
Objective: Make a ten to add within 20.
Suggested Lesson Structure

Fluency Practice
Application Problem
Concept Development
Student Debrief

(12 minutes)
(8 minutes)
(30 minutes)
(10 minutes)

Total Time

(60 minutes)

Fluency Practice (12 minutes)

Draw Tens and Ones 2.OA.2

(3 minutes)

Make Ten 2.OA.2

(3 minutes)

Make the Next Ten Within 100 2.OA.2

(4 minutes)

Take Out One 2.OA.2

(2 minutes)

Draw Tens and Ones (3 minutes)

Materials: (T) Linking cubes with ten-sticks and extra cubes, place value chart (S) Personal white
board
Note: This fluency activity reviews place value as students analyze two representations of
two-digit numbers.
T:
T:
S:
T:
S:
T:
T:
S:
T:
S:

Draw the number of cubes I show with quick tens and ones.
(Show 2 linking cube ten-sticks and 4 ones.)
(Draw as pictured to the right.)
Show me your boards. Tell me the number.
24.
Draw the number I show with quick tens and ones.
(Write the number 42 on the place value chart.)
(Draw as pictured to the right.)
Tell me the number.
42.

For the next minute, represent 18 and 81, 37 and 73, 29 and 92, alternating between showing the smaller
number of each pair with cubes and the larger number with the place value chart.

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Lesson 4 2

NYS COMMON CORE MATHEMATICS CURRICULUM

Make Ten (3 minutes)

Materials: (S) Personal white board
Note: This is a foundational skill for mastery of sums and differences to 20.
T:
T:
S:
T:
S:
T:
T:
S:
T:
S:

Ill say a number, and you say how many more to make ten.
9. Get ready.
1.
Write the addition sentence. (Pause.) Show me your boards.
(Show 9 + 1 = 10.)
(Scan each board, and accept 1 + 9 = 10, 10 = 9 + 1, etc.)
8. (Pause as students write.) Get ready.
2.
Write the addition sentence. (Pause.) Show me your boards.
(Show 8 + 2 = 10.)

Continue with the following possible sequence: 2, 5, 6, 4, 7, and 3.

Make the Next Ten Within 100 (4 minutes)

Materials: (T) Rekenrek (S) Personal white board
Note: In this fluency activity, students apply their knowledge of partners to ten to find analogous partners to
20, 30, and 40 to prepare for todays lesson. Keep them motivated to use the patterns by removing the
Rekenrek at times.
T:
S:
T:
S:
T:
S:
T:
T:
S:
T:
S:
T:
S:
T:

(Show 19.) Say the number.

19.
NOTES ON
Write the number sentence, starting with 19, to get to
MULTIPLE MEANS
or make the next ten on your personal white board.
OF REPRESENTATION:
(Write 19 + 1 = 20.)
Once the Rekenrek is removed,
encourage students who need support
(Scan the boards.) Tell me the addition sentence.
to visualize the beads (ten-frames or 519 + 1 = 20.
groups), or guide them to use fingers to
(Move 1 bead to make 20 as students answer.)
model the number of ones in order to
determine how many more make ten.
(Show 39.) Say the number.
39.
Write the number sentence, starting with 39, to make the next ten on your personal white board.
(Write 39 + 1 = 40.)
(Scan the boards.) Tell me the addition sentence.
39 + 1 = 40.
(Move 1 bead to make 40 as students answer.)

Continue with the following possible sequence: 15, 35, 85; 18, 48, 68; 12, 52, and 92.

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NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 4 2

Take Out One (2 minutes)

Materials: (S) Personal white board
Note: In the lesson, students add 9 and 6 by adding 9 and 1 and 5. They take out 1 from 5.
T:

Lets take out 1 from each number. I say 5. You write the number bond and say the
two parts, 1 and 4.
T: 5.
S: (Draw number bond.) 1 and 4.
Continue with the following possible sequence: 3, 10, 4, 7, 9, 8, and 6.

Application Problem (8 minutes)

Mark had a stick of 9 green linking cubes. His friend gave him 4
yellow linking cubes. How many linking cubes does Mark have
now?

MP.2

NOTES ON
MULTIPLE MEANS
OF REPRESENTATION:
Marks Linking Cubes bridges into
todays Concept Development of
making a ten to add. Rather than
teach the make ten strategy during the
Application Problem, notice what
strategies students are independently
using, and integrate these observations
into the Concept Development. During
the Student Debrief, consider coming
back to the Application Problem, and
invite students to apply todays
learning to show another way to solve
the problem.

Note: This add to result unknown problems tape diagram can

be compared to that of Lesson 3 when a part was subtracted.

Concept Development (30 minutes)

Materials: (S) Personal white board
Part 1: Making ten from an addend of 9, 8, or 7.
Note: In Grade 1, students used ten-sticks and quick ten
drawings extensively when making ten. Now in Grade 2, the
objective is to work at the numerical level as soon as possible.
T:
T:

(Write 9 + 4 on the board.)

Lets draw to solve 9 + 4 using circles and Xs.

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NOTES ON
MULTIPLE MEANS
OF ENGAGEMENT:
If time or precision is a factor, create
templates of pre-drawn circles to
model addends of 9, 8, and 7. Then,
students can attend to drawing Xs to
complete the ten and model the
remainder of the problem.

Make a ten to add within 20.

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Lesson 4 2

NYS COMMON CORE MATHEMATICS CURRICULUM

T:
T:
S:
T:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
T:
T:

(Quickly draw and count aloud 9 circles in a 5-group column as seen in the first
image.)
How many Xs will we add?
4 Xs.
(Using the X symbol, complete the ten and draw the other 3 Xs to the right as
seen in the second image.)
Did we make a ten?
Yes!
Our 9 + 4 is now a ten-plus fact. What fact can you see in the drawing?
10 + 3 = 13.
10 + 3 equals?
13.
So, 9 + 4 equals?
13. (Write the solution.)
What did we take out of 4 so that we could make 10?
1.
(Draw the number bond under 4 as shown to the right.)
(Write 9 + 5.)
Solve using a number bond. (If students want or need to draw, allow them to.)

Continue with the following possible sequence: 9 + 6, 9 + 7, 8 + 9, 8 + 3, 8 + 4, 8 + 7, and 7 + 5. Have students

explain their work to a partner.
Part 2: Observing patterns.
T:
S:
T:
S:
T:
S:

Look at our list of problems where one part, or addend, is 9. Tell your partner what you notice
about adding to 9.
You get 1 out! The answer is 10 and 1 less than the other addend.
Look at the problems with 8 as an addend. Tell your partner what you notice.
You get 2 out! You always take 2 out of the other addend.
How is solving 9 + 4 and 8 + 4 different?
We used 2 to make 10 when we added to 8 and 1 to make 10 when we added to 9. We used a
different number bond.

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. Some
problems do not specify a method for solving. This is an intentional reduction of scaffolding that invokes
MP.5, Use Appropriate Tools Strategically. Students should solve these problems using the RDW approach
used for Application Problems.

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NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 4 2

Student Debrief (10 minutes)

Lesson Objective: Make a ten to add within 20.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to
lead the discussion.

Lets look at Problems 1114. How are the

problems the same and different?
Do you notice a pattern that will help you
memorize your 9-plus facts? What other
patterns do you notice?
Explain the strategy we reviewed today. Can you
think of another problem that the make ten
strategy will help us solve?
Can you figure out the math goal of todays
lesson? What name would you give this lesson?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help with
assessing students understanding of the concepts that
were presented in todays lesson and planning more
effectively for future lessons. The questions may be read
aloud to the students.

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NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Lesson 4 Problem Set 2 1

Date

Solve.
1. 9 + 3 = ____

2. 9 + 5 = ____

3. 8 + 4 = _____

4. 8 + 7 = _____

5. 7 + 5 = _____

6. 7 + 6 = _____

7. 8 + 8 = _____

8. 9 + 8 = _____

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Lesson 4 Problem Set 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Solve.
9.

10.

10 + ____ = 12

9 + ____ = 12

11.

10 + ____ = 13

9 + ____ = 13

12.

10 + ____ = 14

8 + ____ = 14

10 + ____ = 16

7 + ____ = 16

13. Lisa has 2 blue beads and 9 purple beads. How many beads does Lisa have in all?

Lisa has _____ beads in all.

_________________________________________________________________
14. Ben had 8 pencils and bought 5 more. How many pencils does Ben have altogether?

_______________________________

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NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Lesson 4 Exit Ticket 2 1

Date

Solve.
1. 9 + 6 = ____

2. 8 + 5 = ____

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NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Lesson 4 Homework 2 1

Date

Solve.
1. 8 + 4 = ____
/\
2 2

2. 9 + 7 = ____

8 + 2 = 10
10 + 2 = 12

3. 9 + 3 = _____

4. 8 + 6 = _____

5. 7 + 6 = _____

6. 7 + 8 = _____

7. 8 + 8 = _____

8. 8 + 9 = _____

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Lesson 4 Homework 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

9. Solve and match.

10 + ____ = 12

9 + 8 = ____

10 + ____ = 13

9 + 6 = ____

10 + ____ = 17

7 + 6 = ____

10 + ____ = 15

6 + 8 = ____

4 + ____ = 14

3 + 9 = ____

10. Ronnie uses 5 brown bricks and 8 red bricks to build a fort.
How many bricks does Ronnie use in all?

Ronnie uses _____ bricks.

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Lesson 5 2

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 5
Objective: Make a ten to add within 100.
Suggested Lesson Structure

Fluency Practice
Concept Development
Application Problem
Student Debrief

(10 minutes)
(22 minutes)
(18 minutes)
(10 minutes)

Total Time

(60 minutes)

Fluency Practice (10 minutes)

Happy Counting: Say Ten Way 2.OA.2
Put Together/Take Apart 2.OA.2
Make the Next Ten Within 100 2.OA.2

Happy Counting: Say Ten Way (2 minutes)

Note: Continued work with counting the Say Ten Way gives
students confidence and allows them to build proficiency.
T:
S:
T:

NOTES ON
MULTIPLE MEANS
OF ACTION AND
EXPRESSION:

(2 minutes)
(3 minutes)
(5 minutes)

Lets Happy Count the Say Ten Way. Lets start at 6

tens 2. Ready?
6 tens 2, 6 tens 1, 6 tens, 5 tens 9, 6 tens, 6 tens 1, 6
tens, 5 tens 9, 5 tens 8, 5 tens 9, 6 tens.
Excellent! Try it for 30 seconds with your partner.
Partner B, you are the teacher today.

If students need more support to

understand two-digit numbers as tens
and ones, use the Hide Zero cards as
used in Lesson 2.
Partner A models the tens; Partner B,
the ones. Pairs move together and
overlap the cards to model the number
(e.g., 24). Likewise, they move apart
for the break apart portion, separating
the cards to model the value of the
tens and ones (e.g., 20 and 4).

Put Together/Take Apart (3 minutes)

Note: Students remember the relevance of ten-plus facts to larger numbers.
Put Together
T:
T:
S:
T:
S:

When I say a ten-plus fact, you say the answer on my

signal.
10 + 5. (Signal.)
15.
10 + 2.
12.

Continue with the following possible sequence: 10 + 9, 20 + 1, 20 + 4, 50 + 4, 80 + 4, 30 + 8, 40 + 8, 70 + 8,

90 + 8.

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Lesson 5 2

NYS COMMON CORE MATHEMATICS CURRICULUM

Take Apart
T:
T:
S:

Now, when I say 13, you say 10 + 3.

13. (Signal.)
10 + 3.

Continue with the following possible sequence: 17, 11, 16, 18, 28, 78, 14, 34, and 94.

Make the Next Ten Within 100 (5 minutes)

Materials: (T) Rekenrek (S) Personal white board
Note: In this fluency activity, students apply their knowledge of partners to ten to find analogous partners to
20, 30, and 40, which prepares them for todays lesson.
For 30 seconds, say numbers 010. Students say partners to ten at the signal. Then, remove the Rekenrek.
T:
S:
T:
S:
T:
T:
S:
T:
S:

(Show 9.) Say the number.

9.
Tell me the number sentence to make ten.
9 + 1 = 10.
(Move 1 bead to make 10. Show 19.)
Say the number.
19.
Write the number sentence to make 20.
19 + 1 = 20.

Continue with the following possible sequence: 29, 39; 5, 15, 25, 35; 8, 18, 28, 38; 7, 17, 27, and 37.

Concept Development (22 minutes)

Materials: (S) Personal white board
T:
S:
T:
S:
T:
T:
T:

(Write 39 + 4.) Talk to your partner about how you would solve this problem.
We can draw 39 circles and 4 Xs and count them all. I can count on starting at 39. 40, 41, 42, 43.
You can add 1 to make 40 and add the 3. 40 + 3 = 43.
Draw 39 using quick tens and circles.
(Draw.)
Show me your board! (Pause. Ask students to
redraw to show 9 either as a 5-group column or
in a ten-frame configuration.)
Now draw 4 Xs. (Quietly remind certain
students to complete the ten first.)
Write the number sentence with the solution.

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Lesson 5 2

NYS COMMON CORE MATHEMATICS CURRICULUM

T:
S:
T:
S:
T:
T:
S:

39 + 4 equals?
43.
39 + 4 equals 40 plus ?
3.
(Write 39 + 4 = 40 + 3.)
Lets show 39 + 4 using a number bond. We started
with 39. How did we break apart 4 so we can make
40?
1 and 3. (Write number bond as shown in the image
on the previous page.)

Repeat the process with the following suggested sequence:

49 + 5, 79 + 5, 48 + 5, 78 + 5, 7 + 29, 7 + 48, and 77 + 6. Students
should demonstrate understanding using at least one
representation such as quick tens and ones or number bonds.

NOTES ON
MULTIPLE MEANS
OF ENGAGEMENT:
Scaffold questioning to guide
connections, as in 49 + 5:

How many more does 9 need to

make a 10? How about 19? 29?

Where can we get 1 more?

What should we take out of the

other addend?

How does your number bond

match your quick ten drawing?

Application Problem (18 minutes)

Mia counted all the fish in a tank. She counted 38 goldfish and 4 black fish. How many fish were in the tank?
NOTES ON
APPLICATION
PROBLEMS:
These are the four steps of the
problem-solving process:
1. Read.
2. Draw.
3. Write a number sentence.
4. Write a word sentence.
This process provides accommodation
for students with disabilities and
English language learners since it is
both visual and kinesthetic.

Note: If students do not use the tape diagram, model it after two students have shared their solution
strategies. Be sure to make connections between the different representations in students drawings.
What part of the drawing using the ten-frames represents the goldfish? What part of the tape diagram
represents the goldfish? Which drawing is more efficient?
This Application Problem follows the Concept Development to provide an opportunity for students to apply
the make ten strategy in the context of a put together total unknown problem. The allotted time period
includes 8 minutes to solve the Application Problem and 10 minutes to complete the Problem Set.

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NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 5 2

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
should solve these problems using the RDW approach
used for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Make a ten to add within 100.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to
lead the discussion.

Look at Problems 1(a) and (b). How does

knowing 9 + 3 help you solve 19 + 3?
What other patterns do you notice in the
Problem Set? Explain how the patterns help you
solve the problems.
Compare 43 + 5 and 48 + 5. What is different
about them?
Can you figure out the math goal of todays
lesson? What name would you give this lesson?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help with
assessing students understanding of the concepts that
were presented in todays lesson and planning more
effectively for future lessons. The questions may be read
aloud to the students.

Lesson 5:

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Make a ten to add within 100.

74
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NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Lesson 5 Problem Set 2

Date

1. Solve.
a. 9 + 3 = ____
1

b. 19 + 3 = ____

c. 18 + 4 = _____

d. 38 + 7 = _____

e. 37 + 5 = _____

f. 57 + 6 = _____

g. 6 + 68 = _____

h. 8 + 78 = _____

Lesson 5:

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Make a ten to add within 100.

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Lesson 5 Problem Set 2

2. Maria solved 67 + 5 as shown. Show Maria a faster way to solve 67 + 5.

3. Use the RDW process to solve.

Jessa collected 78 shells on the beach.
Susan collected 6 more shells than Jessa.
How many shells did Susan collect?

___________________________________________________

Lesson 5:

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Make a ten to add within 100.

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Lesson 5 Exit Ticket 2

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

Solve.
a. 39 + 4 = ____

b. 58 + 7 = ____

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Make a ten to add within 100.

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Name

Lesson 5 Homework

Date

1. Solve.
a. 9 + 3 = ____
1

b. 29 + 5 = ____

c. 49 + 7 = _____

d. 59 + 6 = _____

e. 18 + 4 = _____

f. 48 + 6 = _____

g. 58 + 6 = _____

h. 78 + 8 = _____

Lesson 5:

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Make a ten to add within 100.

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NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 5 Homework

2. Solve.
a. 67 + 5 = _____

b. 87 + 6 = _____

c. 6 + 59 = _____

d. 7 + 78 = _____

3. Use the RDW process to solve.

There were 28 students at recess. A group of 7 students came outside to join
them. How many students are there now?

___________________________________________________

Lesson 5:

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Make a ten to add within 100.

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Lesson 6 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 6
Objective: Subtract single-digit numbers from multiples of 10 within 100.
Suggested Lesson Structure

Fluency Practice
Concept Development
Application Problem
Student Debrief

(10 minutes)
(25 minutes)
(15 minutes)
(10 minutes)

Total Time

(60 minutes)
NOTES ON
MULTIPLE MEANS
OF ACTION AND
EXPRESSION:

Fluency Practice (10 minutes)

One or Two Less 2.NBT.5

(5 minutes)

Take from Ten 2.OA.2

(2 minutes)

Take Out Ten 2.OA.2

(3 minutes)

One or Two Less (5 minutes)

Note: Students have been counting up and down across the ten
in fluency activities such as Happy Counting since Kindergarten.
In this lesson, they extend their knowledge about the change in
decades to subtract from multiples of ten.

During Fluency Practice, students

build on their prior knowledge of
place value from Grade 1. Design
math centers that use place value
materials such as:

The Rekenrek: Students make

ten, add/subtract across ten, or
build numbers 11100.

Ten-frames: Students do tenframe flash (with add or take

away 1), two more/less,
double it.

T: (Show 20 beads.) How many beads?

S: 20.
T: (Push one bead back.) 1 less than 20 is ?
S: 19.
T: 20 1 is ? Tell me the complete number sentence.
S: 20 1 = 19.
Continue with the following possible sequence: 30, 40, 50, 60, 70, 80, 90, 100. Repeat with 2 less.

Take from Ten (2 minutes)

Note: This activity develops the automaticity necessary to subtract fluently from the ten when using the take
from ten strategy in Lessons 6, 7, and 8.
T:
S:
T:
S:

When I say 10 9, you say 10 9 = 1. Ready? 10 9.

10 9 = 1.
10 5.
10 5 = 5.

Lesson 6:

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G2-M1-TE-1.3.0-06.2015

Subtract single-digit numbers from multiples of 10 within 100.

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Lesson 6 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Continue with the following sequence: 10 2, 10 4, 10 6, 10 7, 10 3, and 10 8.

T:
S:
T:
S:

When I say 1, you say 9. Ready? 1.

9.
2.
8.

Continue with the following sequence: 5, 0, 4, 7, 3, 8, 6, and 10.

Take Out Ten (3 minutes)

Material:

(S) Personal white board

Note: Taking out 10 prepares students for subtracting a single-digit from a two-digit number where there are
not enough ones.
T:
T:
S:
T:
S:

Lets take out 10 from each number. I say 30. You draw a number bond for 30 with parts 20 and 10.
Show the ten on the right.
30. Show me your board.
(Show number bond).
Read the parts from left to right.
20 and 10.

Continue with the following possible sequence: 50, 40, 60, 80, 70, 90, and 100. If time permits, invite partners
to take turns giving each other more practice with numbers between 20 and 100.

Concept Development (25 minutes)

Materials: (S) Personal white board
Part 1: Subtraction of single-digit numbers from 20, 30, 40, 50, 60, 70, 80, and 90 using drawings.

T:
T:
S:
T:
T:
S:

30 9 = 21
/\
20 10

20 9 = 11
/\
10 10

10 9 = 1

(Draw a 5-group column.)

10 9 is ? (Cross off 9 quickly with one line.)
1.
(Draw a quick ten to the left of the 5-group column.)
20 9 is ?
11.

Lesson 6:

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G2-M1-TE-1.3.0-06.2015

Subtract single-digit numbers from multiples of 10 within 100.

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Lesson 6 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

T:
T:
S:
T:
T:
S:
T:
S:
T:

Watch. (Write 20 9 = ____, and show a number bond that breaks apart 20 into 10 and 10. Write
10 9 = 1 and 10 + 1 = 11.)
Talk to your partner. How do the two number sentences relate to what we showed with our drawing?
(Gesture to the picture.)
The 10 minus 9 shows how we took from the ten. The 10 and the 1 are the parts that are left. We
add them together, so 20 9 = 11. Its like Take Out Ten! We broke 20 into 10 and 10, so we could
take 9 from the ten. Then we added what was left.
(Draw another quick ten, as shown.)
30 9 is ?
21.
Explain to your partner how 10 9 helps us to solve 30 9.
Theyre the same, but 30 has 2 more tens. 10 is inside 30 so you take from the ten. I know 30
is 20 + 10 and 10 9 is 1, so then I added 20 and 1.
Yes! Knowing our partners of ten makes that easy! You noticed we always took from ten. After that,
we put the parts that are left together.

Part 2: Subtraction of single-digit numbers from 20, 30, 40, 50, 60, 70, 80, and 90 without drawings.
Note: Following Part 1s work with the teacher drawing quick tens, model the use of just the number bond to
solve. However, give students the option to draw.
T:
T:
S:
T:
S:
T:
S:
T:
S:
T:

Watch. (Write 40 9 = ___ with a number bond breaking

apart 40 into 30 and 10.)
What is the first step to solve?
Take from 10.
Give me the number sentence to take from ten.
10 9 = 1.
(Write 10 9 = 1.) What is the next step?
Add the parts that are left.
Give me the number sentence.
30 + 1 = 31.
(Write 30 + 1 = 31.)

40 9 = 31
/\
30 10
10 9 = 1
30 + 1 = 31

Give students a variety of problems from simple to complex. Encourage them to solve without the quick ten
and 5-group column. Use this possible sequence:
20 5

70 5

30 5

80 6

40 9

80 6

50 9

100 8

60 5

100 7

Allow time for students to work on their personal white boards so that they practice many problems. As
students demonstrate proficiency, allow them to work on the Problem Set.

Lesson 6:

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Subtract single-digit numbers from multiples of 10 within 100.

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Lesson 6 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Application Problem (15 minutes)

Note: This Application Problem follows the Concept Development to allow students to apply their
understanding to a take from result unknown problem. The allotted 15 minutes includes 5 minutes to solve
the Application Problem and 10 minutes to complete the Problem Set.
Mary buys 30 stickers. She puts 7 in her friends backpack. How many stickers does Mary have left?

Problem Set (10 minutes)

Student Debrief (10 minutes)

Lesson Objective: Subtract single-digit numbers from
multiples of 10 within 100.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.

Lesson 6:

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G2-M1-TE-1.3.0-06.2015

Subtract single-digit numbers from multiples of 10 within 100.

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Lesson 6 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Any combination of the questions below may be used to lead the discussion.

MP.7

Explain how you solved Problem 1(b).

How did number bonds help you solve our
subtraction problems today?
Can you figure out the goal of todays lesson?
What name would you give our lesson today?
Do you think you could teach what you learned to
someone else? How?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help with
assessing students understanding of the concepts that
were presented in todays lesson and planning more
effectively for future lessons. The questions may be read
aloud to the students.

Lesson 6:

2015 Great Minds. eureka-math.org

G2-M1-TE-1.3.0-06.2015

Subtract single-digit numbers from multiples of 10 within 100.

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NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Lesson 6 Problem Set 2 1

Date

1. Solve.
a. 20 9 = _____
/\
10 10
10 9 = 1

b. 30 9 = _____

10 + 1 = 11

c. 20 8 = _____

d. 30 7 = _____

e. 40 7 = _____

f. 50 6 = _____

g. 80 6 = _____

h. 90 5 = _____

Lesson 6:

2015 Great Minds. eureka-math.org

G2-M1-TE-1.3.0-06.2015

Subtract single-digit numbers from multiples of 10 within 100.

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Lesson 6 Problem Set 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

i. 70 4 = _____

j. 60 2 = _____

2. Fill in the number bond and solve.

90 9 = ___

_____

3. Show how 10 6 helps you solve 50 6.

4. Carla has 70 paper clips.

She gives 6 away.
How many paper clips does Carla have left?

Carla has _____ paper clips left.

Lesson 6:

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G2-M1-TE-1.3.0-06.2015

Subtract single-digit numbers from multiples of 10 within 100.

This work is licensed under a

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NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Lesson 6 Exit Ticket 2 1

Date

Solve.
1. 70 4 = _____

Lesson 6:

2015 Great Minds. eureka-math.org

G2-M1-TE-1.3.0-06.2015

2. 60 3 = _____

Subtract single-digit numbers from multiples of 10 within 100.

This work is licensed under a

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Lesson 6 Homework 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

1. Take out ten.

30
/\
20 10

10 1 = _____

10 4 = _____

10 9 = _____

10 7 = _____

10 2 = _____

10 5 = _____

2. Solve.

3. Solve.
a. 20 9 = 11
/\
10 10

b. 30 9 = _____

10 9 = 1
10 + 1 = 11

Lesson 6:

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G2-M1-TE-1.3.0-06.2015

Subtract single-digit numbers from multiples of 10 within 100.

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NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 6 Homework 2 1

c. 40 8 = _____

d. 50 8 = _____

e. 60 7 = _____

f. 70 7 = _____

g. 80 6 = _____

h. 90 5 = _____

4. Show how 10 4 helps you solve 30 4.

Lesson 6:

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G2-M1-TE-1.3.0-06.2015

Subtract single-digit numbers from multiples of 10 within 100.

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Lesson 7 2

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 7
Objective: Take from 10 within 20.
Suggested Lesson Structure

Fluency Practice
Concept Development
Application Problem
Student Debrief

(10 minutes)
(25 minutes)
(15 minutes)
(10 minutes)

Total Time

(60 minutes)

Fluency Practice (10 minutes)

Take Out Ten and Subtract 2.NBT.5

(10 minutes)

Take Out Ten and Subtract (10 minutes)

Materials: (S) Personal white board
Note: Taking out ten reviews subtracting a single digit from a two-digit
multiple of ten ones.
T:
T:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:

Write 30 7 on your boards.

Lets take out 10 from 30 using a number bond. Show the ten
on the right.
Show me your board.
(Show number bond.)
Read the parts from left to right.
20 and 10.
10 7 is ?
3.
20 + 3 is ?
23.
So, 30 7 is ?
23.

Continue with the following possible sequence: 40 7, 50 5, 70 5, 80 8, 90 8.

Lesson 7:

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G2-M1-TE-1.3.0-06.2015

Take from 10 within 20.

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Lesson 7 2

NYS COMMON CORE MATHEMATICS CURRICULUM

Concept Development (25 minutes)

Materials: (S) Personal white board
Part 1: Subtraction of single-digit numbers from teen numbers using drawings.
11 9 = 2
/\
1 10
10 9 = 1
1+1=2

10 9 = 1

T:
T:
S:
T:
T:
S:
T:
T:
S:

T:
T:
S:
T:
T:
S:

12 9 = 3
/\
2 10
10 9 = 1
1+2=3

(Draw a 5-group column.)

10 9 is ? (Cross off 9 all at once.)
1.
(Draw a one to the right of the 5-group column, as shown above, to
model eleven.)
11 9 is ?
2.
Watch. (Write 11 9 = ____. Then show a number bond that breaks apart 11 into 1 and 10.
Write 10 9 = 1 and 1 + 1 = 2.)
Talk to your partner. How do the two number sentences relate to what we drew? (Gesture to the
picture.)
The 10 minus 9 shows how we took from the ten.
We put together the parts that are left, the 1 and 1.
Its like Take Out Ten! We broke 11 into 1 and 10,
NOTES ON
so we could take 9 from ten. Then, we added the one.
MULTIPLE MEANS
(Draw another one, as shown above in the third
OF ENGAGEMENT:
image, to model 12.)
As students become proficient with
12 9 is?
making an easier problem, they may
use alternate methods to solve. Accept
3.
any mathematically reasonable
(Write 12 9 = 3. Then, show a number bond that
strategy. For example, to solve 13 8,
breaks apart 12 into 2 and 10. Write 10 9 = 1 and
students may think 13 3 = 10 and
1 + 2 = 3.)
10 5 = 5. Another strategy is to count
Explain to your partner how 10 9 helps us to solve
on by thinking 8 + ___ = 13. 8 + 2 = 10
12 9.
and 10 + 3 = 13, so 2 + 3 = 5.
Encourage students to share their
10 9 = 1 is an easier problem because I know my
thinking with the class.
partners to ten. 1 + 2 is super easy! 12 just has 2
more ones than 10, so the answer is just 2 more than
10 9.
Yes! Knowing our partners of ten makes that easier! You noticed we always took from ten. After
that, we put the parts that are left together.

Lesson 7:

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Take from 10 within 20.

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Lesson 7 2

NYS COMMON CORE MATHEMATICS CURRICULUM

Part 2: Subtraction of single-digit numbers from teen numbers without drawings.

Note: Following Part 1s work with drawing the 5-group column, model the use of just the number bond to
solve. However, give students the option to draw or use their fingers.
T:
T:
S:
T:
S:
T:
S:
T:
S:
T:
T:
S:
T:
S:
T:
T:
S:
T:
S:
T:
S:
T:
S:

Watch how I solve without a drawing. (Write 12 9 = ___

with a number bond breaking apart 12 into 2 and 10.)
What is the first step to solve?
Take from 10.
Give me the number sentence to take from ten.
10 9 = 1.
(Write 10 9 = 1.) What is the next step?
Add the parts that are left.
Give me the number sentence.
1 + 2 = 3.
(Write 1 + 2 = 3.)
We can do this another way! Show me 12 fingers.
We only have 10.
Put 2 pretend fingers in your mind.
Okay!
Lets subtract 12 9.
Take 9 from your real fingers all at once.
(Put down 9 fingers.)
How many fingers are left?
1 finger.
You forgot about your pretend fingers! We are
solving 12 9, not 10 9.
Oops! 3 fingers.
So, what is 12 9? Say the complete number
sentence.
12 9 = 3.

Repeat the process using the following suggested sequence:

12 8, 11 5, 13 6, and 11 7. Using personal white boards,
students record solutions with number bonds. Allow them to
use pretend fingers, if needed.

12 9 = ___
/\
2 10
10 9 = 1
1+2=3

10 fingers.. 2 pretend fingers

1 finger. 2 pretend fingers

NOTES ON
MULTIPLE MEANS
OF REPRESENTATION:
Students working below grade level
might use ten-sticks of linking cubes or
drawings of 5-groups to assist in
understanding the take from ten
strategy. To bridge back to solving
numerically, encourage students to
visualize to avoid overdependence on
the models.

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Take from 10 within 20.

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NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 7 2

Application Problem (15 minutes)

Ricardo gave 5 tacos to his sister. He started with 13. How many tacos does Ricardo have left?

MP.5

Note: This take from change unknown problem provides practice in recognizing that the missing part can be
found by subtracting or adding on. A flexible understanding of the relationship of addition to subtraction and
parts to totals is also necessary to use Level 3 strategies. The allotted time period of 15 minutes includes 5
minutes to solve the Application Problem and 10 minutes to complete the Problem Set.

Problem Set (10 minutes)

Student Debrief (10 minutes)

Lesson Objective: Take from ten within 20.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.

Lesson 7:

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G2-M1-TE-1.3.0-06.2015

Take from 10 within 20.

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Lesson 7 2

NYS COMMON CORE MATHEMATICS CURRICULUM

Any combination of the questions below may be used to lead the discussion.

Look at Problem 1. What patterns do you see?

Look at Problem 2(a). How does knowing your
partners of 10 help you solve both 14 8 and
14 + 8?
What do you have to know to be able to use the
take from ten strategy?
What do you think the math goal of this lesson
was? What would be a good name for this lesson?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help with
assessing students understanding of the concepts that
were presented in todays lesson and planning more
effectively for future lessons. The questions may be read
aloud to the students.

Lesson 7:

2015 Great Minds. eureka-math.org

G2-M1-TE-1.3.0-06.2015

Take from 10 within 20.

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Lesson 7 Problem Set 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

1. Solve.
a.

11 9 = ____
/\
1 10

11 8 = ____

11 7 = ____

Lesson 7:

2015 Great Minds. eureka-math.org

G2-M1-TE-1.3.0-06.2015

12 9 = ____

12 8 = ____

12 7 = ____

13 9 = ____

13 8 = ____

13 7 = ____

Take from 10 within 20.

95
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Lesson 7 Problem Set 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

2. Solve.
a.

14 6 = ____

11 5 = ____

16 7 = ____

Solve.
3. Shane has 12 pencils. He gives some pencils to his friends. Now, he has 7 left. How
many pencils did he give away?

____________________________________
4. Victoria gave 6 celery sticks to her mom. She started with 13. How many celery
sticks does she have left?

____________________________________

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Take from 10 within 20.

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Lesson 7 Exit Ticket 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

Solve.
1.

2.
15 7 = _____

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G2-M1-TE-1.3.0-06.2015

14 6 = _____

Take from 10 within 20.

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Lesson 7 Homework 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

1. Take out ten.

17
/\
7 10

10 2 = _____

10 7 = _____

10 6 = _____

10 5 = _____

10 8 = _____

10 9 = _____

2. Solve.

3. Solve.
a. 14 9 = _____
/\
4 10

b. 15 8 = _____

10 9 = 1
1 + 4 = ____

c. 13 7 = _____

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d. 12 8 = _____

Take from 10 within 20.

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Lesson 7 Homework 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Solve.
4. Robert has 16 cups. Some are red. Nine are blue. How many cups are red?

_____ cups are red.

5. Lucy spent $8 on a game. She started with $14. How much money does Lucy have
left?

____________________________________

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Take from 10 within 20.

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Lesson 8 2

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 8
Objective: Take from 10 within 100.
Suggested Lesson Structure

Fluency Practice
Concept Development
Application Problem
Student Debrief

(12 minutes)
(23 minutes)
(15 minutes)
(10 minutes)

Total Time

(60 minutes)

NOTES ON
MULTIPLE MEANS
OF ENGAGEMENT:
Roll and Follow the Rule (5 minutes)
Materials: (S) 1 die per student or pair
Directions:

Fluency Practice (12 minutes)

Give students a base number

(e.g., 17).

Take from a Ten or Take from the Ones 2.OA.2

(2 minutes)

Take Out Ten and Subtract 2.NBT.5

(10 minutes)

Take from a Ten or Take from the Ones (2 minutes)

Note: This fluency activity draws attention to the fact that
when there are not enough ones to subtract, students must
take from a ten.
T:
T:
T:
S:
T:
S:

This time, tell me if I take from a ten or take from the

ones. When I say 13 2, you say take from the ones
since 3 ones 2 ones = 1 one.
But if I say 13 9, you say take from a ten since
3 ones 9 ones is work for Grade 6 not Grade 2.
Ready?
24 1.
Take from the ones.
24 9.
Take from a ten.

Students roll the die to find the part to

subtract from the base number (e.g., if
4 is rolled, solve 17 4).
For 1 minute, students roll, subtract,
and write the subtraction sentence
starting with the base number. When
time is called, they count the total
number of sentences completed.
Continue the process with a different
base number (e.g., 15, 13, and 11).
Note: Starting with a base number of
17 means there are always more ones
than the number of ones that could be
rolled on the die. As the base number
decreases, students begin to decide
whether to take from the ten or from
the ones.

Continue with the following suggested sequence: 16 2, 32 1, 21 9, 15 6, 16 6, 18 8, 13 8.

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Take from 10 within 100.

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Lesson 8 2

NYS COMMON CORE MATHEMATICS CURRICULUM

Take Out Ten and Subtract (10 minutes)

Materials: (S) Personal white board
Note: Taking out ten reviews subtracting a single-digit from a two-digit multiple of
ten ones.
T:
T:
T:

Write 30 7 on your boards.

Lets take out 10 from 30 using a number bond. Show the ten on the right.
Show me your board.

S:
T:
S:
T:
S:
T:
S:
T:
S:

(Show number bond.)

Read the parts from left to right.
20 and 10.
10 7 is ?
3.
20 + 3 is ?
23.
So, 30 7 is ?
23.

Continue with the following possible sequence: 40 7, 50 5, 70 5, 80 8, 90 8.

Concept Development (23 minutes)

Materials: (S) Personal white board
Note: In this lesson, students continue working with the take
from ten strategy at the abstract level, using number bonds
without the support of pretend fingers.
T:
T:
S:
T:
S:
T:

(Project and read aloud.) Jacob has 13 bouncy balls.

He gives 8 of them to his friend Pete. How many
bouncy balls does Jacob have left?
Take a moment to solve. (Pause.) Talk with your
partner. What number sentence could you use to
solve?
8 + 5 = 13. 13 8 = 5.
What strategy did you use to solve.
I counted on from 8. I used pretend fingers.
I used a number bond and take from ten.
If you didnt already, work with your partner to solve
using the take from ten strategy. Record your work on
your personal white board.

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NOTES ON
MULTIPLE MEANS
OF ENGAGEMENT:
As in Lesson 7, students may draw or
use concrete materials to solve. Take
from ten is readily demonstrated on
the Rekenrek or with 5-group rows as
pictured below. By alternating
between using materials and
visualizing, students may come to trust
their thinking and find they can both
understand and solve numerically.

Take from 10 within 100.

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Lesson 8 2

NYS COMMON CORE MATHEMATICS CURRICULUM

T:
S:
T:
S:
T:
T:

(Show correct student work.) Explain how you used the take from ten strategy to solve.
I used a number bond to break 13 into 3 and 10. Then I wrote 10 8 = 2, and 2 + 3 = 5, so 13 8 = 5.
Lets return to our story. What does this 5 mean in our story of Jacob and Pete?
Jacob has 5 bouncy balls left!
Lets pretend Jacob has 23 bouncy balls and shares 8 with Pete. Work with your partner to see how
many balls Jacob has left. Record your work on your personal white board.
How did you solve?

13 8 = 5
/\
3 10

S:
T:

10 8 = 2
3+2=5

23 8 = ___
/\
13 10
10 8 = 2
13 + 2 = 15

43 8 = ___
/\
33 10
10 8 = 2
33 + 2 = 35

I used a number bond to break 23 into 13 and 10. Then I wrote 10 8 = 2, and 13 + 2 = 15, so
23 8 = 15.
Now solve 43 8. Work with your partner to solve using the take from ten strategy. Record your
work on your personal white board.

Continue with the following sequence: 15 7, 25 7, 55 7 and 14 9, 24 9, 64 9.

T:
S:

T:
MP.8

Turn and talk to your partner. What patterns did you

notice when solving these problems?
I always took out the ten from the total and
subtracted. Every time I subtracted 8 from ten I got
2 ones. I could make an easier problem with the
parts that were left, like 33 + 2 = 35.
Is taking from ten and adding the parts that are left a
pattern? Talk to your partner.
No, because a pattern is something you have to see.
Yes! I remember we found patterns when we were
learning our addition facts in first grade. And when
we make ten, that is a pattern, too. We just do the
same thing over and over again!
Yes, a pattern can be something you see, but its also
something we do again and again. We have a pattern
here of taking from ten and adding the parts that are
left to make an easier problem!

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NOTES ON
MP.8:
Students may say that there are
patterns because they see a number
bond or addition symbol in each
problem. Help students distinguish
between the object (e.g., the bond or
symbol) and the action (e.g., taking
apart or putting together). When
communicating about MP.8, be sure
that students realize that a set of
actions can be a pattern, as is
demonstrated in the vignette. This is
an important bridge to understanding
multi-step processes such as the
algorithms.

Take from 10 within 100.

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Lesson 8 2

NYS COMMON CORE MATHEMATICS CURRICULUM

Application Problem (15 minutes)

Emma has 45 pencils. Eight pencils are sharpened. How many pencils are not sharpened?

Note: This take apart addend unknown problem provides practice decomposing to subtract from a ten. The
allotted time period includes 5 minutes to solve the Application Problem and 10 minutes to complete the
Problem Set.

Problem Set (10 minutes)

Student Debrief (10 minutes)

Lesson Objective: Take from 10 within 100.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to lead the discussion.

Look at Problem 1. What patterns do you see? What did you do to solve?
How did you solve Problem 2?
What do you think the math goal of this lesson was? What would be a good name for this lesson?

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Take from 10 within 100.

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Lesson 8 2

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help with
assessing students understanding of the concepts that
were presented in todays lesson and planning more
effectively for future lessons. The questions may be read
aloud to the students.

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Take from 10 within 100.

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Name

Lesson 8 Problem Set 2 1

Date

1. Solve.
a.

12 9 = ____
/\
2 10

13 8 = ____

14 6 = ____

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22 9 = ____

23 8 = ____

24 6 = ____

42 9 = ____

53 8 = ____

84 6 = ____

Take from 10 within 100.

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Lesson 8 Problem Set 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

2. Solve.
a.

24 9 = ____

42 8 = ____

36 7 = ____

61 5 = ____

53 6 = ____

85 8 = ____

3. Mrs. Watts had 17 tacos. The children ate some. Nine tacos were left. How many
tacos did the children eat?

____________________________________

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Take from 10 within 100.

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Name

Lesson 8 Exit Ticket 2 1

Date

Solve.
1.

21 9 = _____

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34 8 = _____

82 7 = _____

Take from 10 within 100.

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Lesson 8 Homework 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Name

Date

1. Take out ten.

26
/\
16 10

10 1 = _____

10 5 = _____

10 2 = _____

10 4 = _____

10 7 = _____

10 8 = _____

2. Solve.

3. Solve.
a.

13 7 = _____

14 6 = _____

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15 8 = _____

16 9 = _____

Take from 10 within 100.

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Lesson 8 Homework 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

42 7 = _____

71 5 = _____

54 6 = _____

92 9 = _____

4. Emma has 16 markers. She gave Jack some. Seven markers are left. How many
markers did Emma give Jack?

____________________________________

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Take from 10 within 100.

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End-of-Module Assessment Task Lesson

Name

Date

1. Solve.
a.
18 + 4 = _____

b.
48 6 = _____

c.
15 8 = _____

d.
8 + 65 = _____

e.
66 + 30 = _____

f.
83 9 = _____

2. Write a number sentence and statement to answer the sticker questions below. Include a math drawing
if you like.
a. Trevors mom gave him 6 stickers to start his collection. He received 25 more for his birthday. How
many stickers does Trevor have now?

b. James has 40 stickers and gives away 7. How many stickers does James have now?

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End-of-Module Assessment Task Lesson

3. Solve.
a.
13 7 = _____

b.
29 + 6 = _____

c.
42 + 5 = ____

d.
36 + 60 = _____

e.
80 8 = _____

f.
85 60 = _____

4. Tammy gave 7 markers to Sam. She started with 42 markers. How many markers does Tammy have
now? Write a number sentence and statement to answer. Include a math drawing if you like.

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End-of-Module Assessment Task Lesson

End-of-Module Assessment Task Standard

Addressed

Topics AB

Represent and solve problems involving addition and subtraction.

2.OA.1

Use addition and subtraction within 100 to solve one-and two-step 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. (See CCLS Glossary, Table 1.)

Add and subtract within 20.

2.OA.2

Fluently add and subtract within 20 using mental strategies. (See standard 1.OA.6 for a list
of mental strategies.) By end of Grade 2, know from memory all sums of two one-digit
numbers.

Use place value understanding and properties of operations to add and subtract.
2.NBT.5

Fluently add and subtract within 100 using strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction.

Evaluating Student Learning Outcomes

A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing
understandings that students develop on their way to proficiency. In this chart, this progress is presented
from left (Step 1) to right (Step 4). The learning goal for students is to achieve Step 4 mastery. These steps
are meant to help teachers and students identify and celebrate what the students CAN do now and what they
need to work on next.

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End-of-Module Assessment Task Lesson

A Progression Toward Mastery

Assessment
Task Item and
Standards
Addressed

1
2.OA.2
2.NBT.5

STEP 1
Little evidence of
reasoning without
a correct answer.

STEP 2
Evidence of some
reasoning without
a correct answer.

STEP 4
Evidence of solid
reasoning with a
correct answer.

(2 Points)

STEP 3
Evidence of some
reasoning with a
correct answer or
evidence of solid
reasoning with an
incorrect answer.
(3 Points)

(1 Point)
Student correctly
answers 12 problems.

Student correctly
answers 34 problems.

Student correctly
answers 5 problems.

Student correctly
answers:

(4 Points)

a. 22 b. 42 c. 7
d. 73 e. 96 f. 74
The correct answer is
evidence of solid
reasoning. However,
use student work to
determine whether a
student is working at
Level 1, 2, or 3.

2
2.OA.2

Student incorrectly
solves and does not
include a reasonable
number sentence or
statement.

Student incorrectly
solves but includes
both a reasonable
number sentence and
statement.
OR
Student correctly solves
but is unable to write
both a correct
statement and number
sentence.

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For parts (a) and (b),

student correctly
answers 31 and 33.
However, either the
number sentence or
statement is incorrect
or missing.

a. Student correctly
answers 31 stickers
and writes the
number sentence
25 + 6 or 6 + 25 to
solve. Student
writes a complete
statement to
answer how many
stickers Trevor has
now.
b. Student correctly
answers 33 stickers
and writes the
number sentence
40 7 to solve.
Student writes a
statement to
answer how many
stickers James has
now.

Sums and Differences to 100

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End-of-Module Assessment Task Lesson

A Progression Toward Mastery

3
2.OA.2
2.NBT.5

Student correctly
answers 12 problems.

Student correctly
answers 34 problems.

Student correctly
answers 5 problems.

Student correctly
answers:
a. 6 b. 35 c. 47
d. 96 e. 72 f. 25
The correct answer is
evidence of solid
reasoning. However,
use student work to
determine whether a
student is working at
Level 1, 2, or 3.

4
2.OA.1

Student incorrectly
solves and does not
include a reasonable
number sentence or
statement.

Student incorrectly
solves but includes
both a reasonable
number sentence and
statement.
OR
Student correctly solves
but is unable to write
both a correct
statement and number
sentence.

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Student correctly
answers 35. However,
either the number
sentence or statement
is incorrect or missing.

Student correctly:
a. Answers 35
markers.
b. Writes the number
sentence 42 7 =
35 or 7 + 35 = 42 to
solve.
c. Writes a complete
statement to
answer how many
markers Tammy
has now.

Sums and Differences to 100

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End-of-Module Assessment Task Lesson

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End-of-Module Assessment Task Lesson

Sums and Differences to 100

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New York State Common Core

GRADE

Mathematics Curriculum
GRADE 2 MODULE 1

Answer Key

GRADE 2 MODULE 1
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Lesson 1 Answer Key 2 1

Lesson 1
Sprint
Side A
1.

11. 12

21. 15

12. 16

22. 18

13. 19

23. 19

14. 17

24. 16

15. 18

25. 17

16. 13

26. 10

17. 14

27. 10

18. 11

28. 7

19. 12

29. 9

10. 15

20. 15

30. 10

Side B
1.

11. 14

21. 16

12. 16

22. 19

13. 17

23. 15

14. 19

24. 17

15. 18

25. 18

16. 14

26. 10

17. 13

27. 10

18. 12

28. 6

19. 11

29. 8

10. 13

20. 13

30. 10

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Lesson 1 Answer Key 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Exit Ticket
1.

10, 10, 9, 1; 10, 9, 1

10, 10, 4, 6; 10, 6, 4

Homework
1.

10, 10, 9, 1

10, 10, 8, 2; 10, 8, 2

3, 7, 5, 8
2, 6, 4, 9

10, 10, 6, 4; number bond drawn

10, 10, 3, 7; number bond drawn

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NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 2 Answer Key 2 1

Lesson 2
Sprint
Side A
1.

11. 45

21. 69

12. 36

22. 89

13. 29

23. 6

14. 47

24. 7

15. 58

25. 70

16. 3

26. 80

17. 2

27. 80

18. 1

28. 7

19. 5

29. 5

10. 35

20. 3

30. 90

Side B
1.

11. 43

21. 78

12. 37

22. 88

13. 28

23. 6

14. 49

24. 9

15. 56

25. 70

16. 2

26. 90

17. 2

27. 80

18. 1

28. 7

19. 5

29. 5

10. 35

20. 3

30. 90

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Lesson 2 Answer Key 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Exit Ticket
1.

Homework
1.
2.

8, 8, 6, 2

8, 8, 5, 3; number bond drawn

4, 3, 1, 2
10, 20, 70, 80

24, 43, 72, 85

29, 48, 56, 97

Number Bond Dash

11. 1

12. 8

13. 2

14. 7

15. 3

16. 4

17. 3

18. 2

19. 7

10.

20. 6

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Lesson 3 Answer Key 2 1

Lesson 3
Sprint
Side A
1.

11. 23

21. 5

12. 53

22. 45

13. 2

23. 65

14. 12

24. 29

15. 22

25. 3

16. 8

26. 73

17. 58

27. 3

18. 9

28. 3

19. 69

29. 77

20. 89

30. 97

10. 13

Side B
1.

11. 24

21. 2

12. 44

22. 42

13. 1

23. 72

14. 11

24. 37

15. 21

25. 4

16. 9

26. 74

17. 69

27. 3

18. 9

28. 3

19. 59

29. 79

20. 89

30. 99

10. 14

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Lesson 3 Answer Key 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Problem Set
1.
2.

36, 90, 75, 39

48, 48

20, 21, 53, 17

25, 15

96, 96

35, 45

Answers will vary.

Lisa is wrong. They both have the same

amount of money. Pictures, numbers, and
words will vary.

19, 19

Exit Ticket
1.

Homework
1.

27, 90, 65, 92

60, 83, 65, 66

34, 33

70, 71, 39, 75

96, 96

40, 45, 75, 35

47, 57

b.
c.
d.

94
47
78

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Lesson 4 Answer Key 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 4
Problem Set
1.

2, 3

10. 3, 4

11. 4, 6

12. 6, 9

13. 11

14. Ben has 13 pencils altogether.

Exit Ticket
1.

Homework
1.

10 + 3 = 13 and 7 + 6 = 13

10 + 7 = 17 and 9 + 8 = 17

10 + 5 = 15 and 9 + 6 = 15

4 + 10 = 14 and 6 + 8 = 14

10. 13

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Answer provided

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Lesson 5 Answer Key 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 5
Problem Set
1.

Shows an alternate way to solve 67 + 5

b.
c.
d.

22
22
45

Uses the RDW process to show that

Susan collects 84 shells

Exit Ticket
a.

Homework
1.

e.
f.
g.

22
54
64

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35 students; RDW approach used

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Lesson 6 Answer Key 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 6
Problem Set
1.

81; 80, 10

Drawings will vary; 44

Answer provided

30, 10

40, 10

60, 10

50, 10

70, 10

Exit Ticket
1.

Homework
1.

Answer provided

Drawings will vary; 26

3
8
5

Module 1:

2015 Great Minds. eureka-math.org

G2-M1-TE-1.3.0-06.2015

Sums and Differences to 20

126
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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 7 Answer Key 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 7
Problem Set
1.

Shane gave away 5 pencils.

Victoria has 7 celery sticks left.

5; 5

4, 10

8, 10

3, 10

Exit Ticket
1.

Homework
1.

Answer provided

6, 10

9, 10

Lucy has $6 left.

8
3
4
5
2
1

Module 1:

2015 Great Minds. eureka-math.org

G2-M1-TE-1.3.0-06.2015

Sums and Differences to 20

127
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 8 Answer Key 2 1

NYS COMMON CORE MATHEMATICS CURRICULUM

Lesson 8
Problem Set
1.

The children ate 8 tacos.

24, 10

48, 10

75, 10

67, 10

86, 10

Exit Ticket
1.

Homework
1.

Answer provided

Emma gave Jack 9 markers.

6
3
2

Module 1:

2015 Great Minds. eureka-math.org

G2-M1-TE-1.3.0-06.2015

Sums and Differences to 20

128
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