Topic+Three

= Topic Three: Add Within 100 Using Strategies = Pacing (Duration of Unit): 1. Make sense of problems and persevere in solving them. 2. Reason abstractly quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precisions. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. || 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.
 * ~ = Desired Results = ||
 * __**Transfer:**__
 * Standards for Mathematical Practices**
 * **__Established Goals:__**
 * 2.OA.A.1-** Represent and solve problems involving addition and subtraction.


 * 2.NBT.B.5-**Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.


 * 2.NBT.B.6-**Add up to four two-digit numbers using strategies based on place value and properties of operations.


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


 * Student I Can Statements:**
 * I can use strategies to solve addition word problems. (within 100)
 * I can use strategies to solve subtraction word problems. (within 100)
 * I can use what I know about place value to add and subtract.
 * I can add two-digit numbers.
 * I can subtract two-digit numbers.
 * I can explain why adding and subtracting strategies work using what I know about place value.


 * Prerequisite Standards:**
 * 1.OA.A-**Represent and solve problems involving addition and subtraction.

a. 10 can be thought of as a bundle of ten ones—called 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. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
 * 1.NBT.B2-**Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

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. 5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 6. Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. ||
 * 1.NBT.C-**Use place value understanding and properties of operations to add and subtract.
 * **__Big Ideas:__**


 * Numbers and the Number Line**-The set of real numbers is infinite and ordered. Whole numbers, integers, and fractions are real numbers. Each real number can be associated with a unique point on the number line.


 * The Base-Ten Numeration System-**The base-ten numeration system is a scheme for recording numbers using digits 0-9, groups of ten, and place value.


 * Equivalence-**Any number, measure, numerical expression, algebraic expression, or equation can be represented in an infinite number of ways that have the same value.


 * Operation Meanings and Relationships-**There are multiple interpretations of addition, subtraction, multiplication, and division of rational numbers, and each operation is related to other operations.


 * Properties-**For a given set of numbers there are relationships that are always true, called properties, and these are the rules that govern arithmetic and algebra.


 * Basic Facts and Algorithms-**There is more than one algorithm for each of the operations with rational numbers. Some strategies for basic facts and most algorithms for operations with rational numbers, both mental math and paper and pencil, use equivalence to transform calculations into simpler ones.


 * Practice, Processes, and Proficiencies-**Mathematics content and processes can be applied to solve problems. || __**Essential Questions:**__
 * What are strategies for adding numbers to 100? ||
 * __**Students will know...**__
 * Patterns on a hundred chart can be used to add numbers and to develop mental math strategies and number sense.
 * Two-digit numbers can be broken apart and added in different ways. You can represent how you break apart and add numbers with hops and jumps on an open number line.
 * Two-digit numbers can be broken apart using tens and ones and added in different ways. You can represent how you break apart and add numbers with hops and jumps on an open number line.
 * Two-digit numbers can be broken apart using tens and ones and added in different ways.
 * When adding two-digit numbers, you can add an amount to one addend and subtract the same amount from one another addend to make addition easier.
 * There are different ways to add two-digit numbers. Certain strategies may be better to use for a problem than others.
 * Some problems can be solved in one step. Other problems can be solved in two-steps-first, by solving a sub-problem or by answering a hidden question, and then by using that answer to solve the original problem.
 * Good math thinkers know how to pick the right tools to solve math problems. || __**Students will be skilled at...**__
 * Add within 100 using place-value strategies and a hundred chart.
 * Add tens to two-digit numbers using an open number line.
 * Use an open number line to add tens and ones within 100.
 * Add within 100 using place value strategies.
 * Break apart numbers into tens and ones to find their sum.
 * Break apart addends and combine them in different ways to make numbers that are easy to add mentally.
 * Choose and use any strategy to add two-digit numbers.
 * Solve one-step and two-step problems using drawings and equations.
 * Choose an appropriate tool and use it to solve a math problem. ||
 * ~ = Assessment Evidence = ||
 * **Performance Assessment:** || **Other Evidence:** ||
 * ~ = Learning Plan = ||
 * __**Learning Activities:**__
 * 3-1** Add Tens and Ones on a Hundred Chart


 * 3-2** Add Tens on an Open Number Line


 * 3-3** Add Tens and Ones on a Open Number Line


 * 3-4** Break Apart Numbers to Add


 * 3-5** Continue to Break Apart Numbers to Add


 * 3-6** Add Using Compensation


 * 3-7** Practice Adding Using Strategies


 * 3-8** Solve One-Stop and Two-Step Problems


 * 3-9** Math Practices and Problem Solving: Use Appropriate Tools ||
 * __**Resources:**__

[|Place Value Game]
 * Games:**

[|Base Ten Blocks] [|Value of Digits]
 * Online Games:**

media type="custom" key="24100398"
 * Ones, Tens, Hundreds Song:**

media type="custom" key="24100656"
 * Todd Steven Song**

media type="custom" key="24100426" ||
 * Teacher Video:**