Lesson # 1 of 1 Grade Level: 2

Central Focus Drawing place value disks to represent addition problems.

CCSS.MATH.CONTENT.2.NBT.B.7:
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties
of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method.
Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens
Standard
and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

CCSS.MATH.CONTENT.2.NBT.B.9
Explain why addition and subtraction strategies work, using place value and the properties of operations

Students will be able to use math drawings to represent the composition and relate drawings to a written method by
Learning Objective
drawing place value disks to solve addition problems

Materials Eureka Math Workbook - Module 4: pgs 49-51, Place Value Disks, Whiteboard

The purpose of the drawing place value disks is to represent expressions so they can have a more efficient
Purpose
understanding that place value t provides the foundation for regrouping,

Introduction

The teacher starts the class by asking students if they’ve solved math problems by drawing before. Proceed by
asking students how drawing is helpful when trying to solve a math problem.

As students share their responses, guide them to understand that drawing in math is beneficial because we get to
see the problem visually. If we’re able to see what we’re working with then we have an easier time trying to solve
the problem.

State to students that in today’s class they will solve math problems by drawing something they’ve been physically
working with - Place value disks.

Remind students they’ve been modeling addition with place value disks. Therefore, they will begin to draw the
disks instead of using them to help them add.
Instruction
Problem 1: 32+24

On the whiteboard, write 32 + 24 vertically. Draw a long vertical line, which serves as the place value chart, next to
the vertical form.

Tell the students that you’re going to begin by focusing on 32 since it is on top.

*The first step is to draw ten disks that show how many tens are in 32 which is 3 and one disks that show how
many ones are in 32 which is 2 (Count each as you draw: 10,20,30 - 1,2)

State that you’re going to make sure the drawing is correct by counting the place value disks.

Now, tell the students that you will add 24 to your drawing. Repeat the above steps for 24.
 Proceed by solving. Point out that 2 ones and 4 ones do not make a ten so you don’t need to bundle them -
instead, you will simply write the number of ones, 6, below the line in the one’s place. Next, write 5 below the line in
the tens place since that is what 3 tens and 2 tens equal. Read the problem out loud: 32+24=56

Problem 2: 19+41

Repeat the above process to model 19 + 42.

Shift the students’ attention to the one’s place and ask “what is something different that we might have to do here
that we didn’t do for the one’s place in the first problem?” -- Provide the sentence frame: “Something that we can
do differently in this problem is ______” (think, pair, share)

Guide students to understand that in this problem they have to bundle the ones as 1 ten. Therefore, you need to
circle the 10 ones and draw an arrow into the tens place, where you draw the new unit of ten.

Emphasize that anything done in the model should also be done in the vertical form. Hence, you show this new unit
of ten by writing a 1 on the line below the tens place so it can help us remember to add it in when we count the ten.

Proceed by solving. State that you’re going to write a 0 below the line in the one’s place since there are no ones
left. Next, remind students that they need to add the new unit when adding the tens which would equal 6 tens.
Read the problem out loud: 19+42=61.

Guided Practice

Students will turn and work with their partner to solve 27+15 in their notebooks.

Next, when the students are done, call on students to go over each step.

Students will break into their math centers. All students will work independently on their math workbook pages
Learning Tasks
49-50. Students can proceed to do the exit slip that is located on page 51 when finished with the previous pages.

Go over 2-3 questions with the students. As you review questions, attempt to these questions: Did you compose a
Closing ten? Why? How many ones were left over? How did you show it on your chart?

1. The work in their math workbooks in learning task

For ELLs, IEPs, and struggling students, they will be provided with place value disks to help them solve the
problems.
Differentiation
For gifted students or students who finish early, instruct them to solve 55+54 and 68+42

Academic Language Vertical form, Place value