Math g1 m2 Full Module

New York State Common Core
1
GRADE
Mathematics Curriculum
GRADE 1 • MODULE 2
Table of Contents
Introduction to Place Value Through Addition and
Subtraction Within 20
Module Overview ......................................................................................................... i
Topic A: Counting On or Making Ten to Solve Result Unknown and

Total Unknown Problems........................................................................ 2.A.1
Topic B: Counting On or Taking from Ten to Solve Result Unknown and Total
Unknown Problems.................................................................................. 2.B.1
Topic C: Strategies for Solving Change or Addend Unknown Problems ................ 2.C.1
Topic D: Varied Problems with Decompositions of Teen Numbers as 1 Ten

and Some Ones ...................................................................................... 2.D.1
Module Assessments ............................................................................................. 2.S.1
Module 2: Introduction to Place Value Through Addition and Subtraction

Within 20 i
Date: 9/22/14
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NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview Lesson
1 2
Grade 1 • Module 2
Introduction to Place Value Through
Addition and Subtraction Within 20
OVERVIEW
Module 2 serves as a bridge from problem solving within 10 to work within 100 as students begin to solve
addition and subtraction problems involving teen numbers (1.NBT.2ab). In Module 1, students were
encouraged to move beyond the Level 1 strategy of counting all to the more efficient counting on. Now, they
go beyond Level 2 to learn Level 3 decomposition and composition strategies, informally called make ten or
take from ten. 1
Level 1: Count all Level 2: Count on Level 3: Decompose an addend to compose
Though many students may continue to count on as their primary means of adding and subtracting, the larger
purpose of composing and decomposing ten is to lay the foundation for the role of place value units in
addition and subtraction. Meanwhile, from the beginning of the year, fluency activities have focused on the
three prerequisite skills for the Level 3 decomposition and composition methods:
1. Partners to ten (K.OA.4).
2. Decompositions for all numbers within 10 (K.OA.3).
3. Representations of teen numbers as 10 + n (K.NBT.1 and 1.NBT.2b). For example, students practice
counting the Say Ten way (i.e., ten 1, ten 2…) from Kindergarten on.
To introduce students to the make ten strategy, in Topic A, students solve problems with three addends
(1.OA.2) and realize it is sometimes possible to use the associative and commutative properties to compose
ten, e.g., “Maria made 1 snowball. Tony made 5, and their father made 9. How many snowballs did they
make in all?” 1 + 5 + 9 = (9 + 1) + 5 = 10 + 5 = 15. Since we can add in any order, we can pair the 1 with the 9
to make a ten first. Having seen how to use partners to ten to simplify addition, students next decompose a
second addend in order to compose a ten from 9 or 8, e.g., “Maria has 9 snowballs and Tony has 6. How
many do they have in all?” 9 + 6 = 9 + (1 + 5) = (9 + 1) + 5 = 10 + 5 = 15 (1.OA.3). Between the intensive work
with addends of 8 and 9 is a lesson exploring commutativity so that students realize they can compose ten
from the larger addend.
1
See Progressions Document "Counting and Cardinality: Operations and Algebraic Thinking," p. 6.

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Throughout Topic A, students also count on to add. Students begin by modeling the situations with concrete
materials, move to representations of 5-groups, and progress to modeling with number bonds. The
representations and models make the connection between the two strategies clear. For example, using the
5-groups pictured above, students can simply count on from 9 to 15, tracking the number of counts on their
fingers just as they did in Module 1. They repeatedly compare and contrast counting on with making ten,
seeing that the latter is a convenient shortcut. Many start to make the important move from counting on, a
Level 2 strategy, to make ten, a Level 3 strategy, persuaded by confidence in their increasing skill and the joy
of the shortcut. This is a critical step in building flexible part–whole thinking whereby students see numbers
as parts and wholes rather than as discrete counts or one part and some ones. Five-groups soon begin to be
thought of as ten-frames, focusing on the usefulness of trying to group 10 when possible. This empowers
students in later modules and future grade levels to compose and decompose place value units and work
adeptly with the four operations. For example, in Grade 1, this is applied in later modules to solve problems
such as 18 + 6, 27 + 9, 36 + 6, 49 + 7, etc. (1.OA.3).
To introduce students to the take from ten strategy, Topic B opens with questions such as, “Mary has two
plates of cookies, one with 10 and one with 2. At the party, 9 cookies were eaten from the plate with 10
cookies. How many cookies were left after the party?” 10 – 9 = 1 and 1 + 2 = 3. Students then reinterpret the
story to see its solution can also be written as 12 – 9.
Level 2: Count on Level 3: Decompose ten and
compose with the ones
Students relate counting on and subtraction as pictured above. Notice the model is identical, but the thinking
is very different.
S: To solve 12 – 9, I count on from 9 to 12, niiiine, 10, 11, 12, three counts.  To solve 12 – 9, I make
12 into 10 and 2 and subtract 9 from ten. 1 + 2 = 3.
Students practice a pattern of action, take from ten and add the ones, as they face different contexts in word
problems (MP.8), e.g., “Maria has 12 snowballs. She threw 8 of them. How many does she have left?”
(1.OA.3). This is important foundational work for decomposing in the context of subtraction problem solving
in Grade 2, e.g., “Hmmm. 32 – 17, do I take 7 ones from 2 ones or from a ten?” Grade 1 students begin using
horizontal linear models of 5-groups or ten-frames to begin the transition towards a unit of ten, as shown in
the above image.

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Topic C presents students with opportunities to solve varied add to with change unknown, take from with
change unknown, put together with addend unknown, and take apart with addend unknown word problems.
These situations give ample time for exploring strategies for finding an unknown. The module so far has
focused on counting on and subtracting by decomposing and composing (1.OA.1). These lessons open up the
possibilities to include other Level 3 strategies, e.g., 12 – 3 = 12 – 2 - 1. 2 Teachers can include or adjust such
strategy use dependent on whether they feel it enhances understanding or rather undermines or overwhelms.
The topic closes with a lesson to further solidify student understanding of the equal sign as it has been applied
throughout the module. Students match equivalent expressions to construct true number sentences and
explain their reasoning using words, pictures, and numbers, e.g., 12 – 7 = 3 + 2, 10 + 5 = 9 + 6 (1.OA.7).
In Topic D, after all the work with 10, the module culminates with naming a ten
(1.NBT.2a). Familiar representations of teen numbers, such as two 5-groups, the
Rekenrek, and 10 fingers, are all renamed as a ten and some ones (1.NBT2b) rather than
10 ones and some more ones (K.NBT.1). The ten is shifting to being one unit, a structure
from which students can compose and decompose teen numbers (1.NBT.2b, MP.7). This
significant step forward sets the stage for understanding all the numbers within 100 as
composed of a number of units of ten and some ones (1.NBT.2b). The horizontal linear
5-group modeling of 10 is moved to a vertical representation in preparation for this next
a ten
stage, in Module 4, as shown in the image on the right. This topic’s work is done while represented
solving both abstract equations and contextualized word problems. as a 5-group
column
2
See Progressions Document “Counting and Cardinality: Operations and Algebraic Thinking,” p. 14.

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Focus Grade Level Standards

Represent and solve problems involving addition and subtraction.
1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding
to, taking from, putting together, taking apart, and comparing, with unknowns in all positions,
e.g., by using objects, drawings, and equations with a symbol for the unknown number to
represent the problem.
1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or
equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown
number to represent the problem.
Understand and apply properties of operations and the relationship between addition and
subtraction.
1.OA.3 Apply properties of operations as strategies to add and subtract. (Students need not use
formal terms for these properties.) Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also
known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be
added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by
finding the number that makes 10 when added to 8.
Add and subtract within 20. 3

1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
Use mental 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).
Understand place value. 4

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 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.
3
The balance of this cluster is addressed in Module 1.
4
The focus in this module is on numbers to 20. The balance of this cluster is addressed in Modules 4 and 6.

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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.
Focus Standards for Mathematical Practice

MP.2 Reason abstractly and quantitatively. Students solve change unknown problem types such
as, “Maria has 8 snowballs. Tony has 15 snowballs. Maria wants to have the same number of
snowballs as Tony. How many more snowballs does Maria need to have the same number as
Tony?” They write the equation 8 + __ = 15 to describe the situation, make ten or count on
to 15 to find the answer of 7, and reason abstractly to make a connection to subtraction, that
the same problem can be solved using 15 – 8 = __.
MP.4 Model with mathematics. Students use 5-groups, number bonds, and equations to represent
decompositions when both subtracting from the teens and adding to make teens when
crossing the ten.
MP.7 Look for and make use of structure. This module introduces students to the unit ten.
Students use the structure of the ten to add within the teens, to add to the teens, and to
subtract from the teens. For example, 14 + 3 = 10 + 4 + 3 = 17, 8 + 5 = 8 + 2 + 3 = 10 + 3 and
conversely, 13 – 5 = 10 – 5 + 3 = 5 + 3.
MP.8 Look for and make use of repeated reasoning. Students realize that when adding 9 to a
number 1–9, they can complete the ten by decomposing the other addend into “1 and __.”
They internalize the commutative and associative properties, looking for ways to make ten
within situations and equations.

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Overview of Module Topics and Lesson Objectives

Standards Topics and Objectives Days
1.OA.1 A Counting On or Making Ten to Solve Result Unknown and Total Unknown 11
1.OA.2 Problems
1.OA.3 Lesson 1: Solve word problems with three addends, two of which make
1.OA.6 ten.
Lesson 2: Use the associative and commutative properties to make ten
with three addends.
Lessons 3–4: Make ten when one addend is 9.
Lesson 5: Compare efficiency of counting on and making ten when one
addend is 9.
Lesson 6: Use the commutative property to make ten.
Lessons 7–8: Make ten when one addend is 8.
Lesson 9: Compare efficiency of counting on and making ten when one
addend is 8.
Lesson 10: Solve problems with addends of 7, 8, and 9.
Lesson 11: Share and critique peer solution strategies for put together with
total unknown word problems.
Mid-Module Assessment: Topic A (assessment 1 day, return 1 day, remediation 3

or further applications 1 day)
1.OA.1 B Counting On or Taking from Ten to Solve Result Unknown and Total Unknown 10
1.OA.3 Problems
1.OA.4 Lessons 12–13: Solve word problems with subtraction of 9 from 10.
1.OA.6
1.OA.5 Lessons 14–15: Model subtraction of 9 from teen numbers.
1.OA.7 Lesson 16: Relate counting on to making ten and taking from ten.
Lessons 17–18: Model subtraction of 8 from teen numbers.
Lesson 19: Compare efficiency of counting on and taking from ten.
Lesson 20: Subtract 7, 8, and 9 from teen numbers.
Lesson 21: Share and critique peer solution strategies for take from with
result unknown and take apart with addend unknown word
problems from the teens.

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Standards Topics and Objectives Days

1.OA.1 C Strategies for Solving Change or Addend Unknown Problems 4
1.OA.4 Lesson 22: Solve put together/take apart with addend unknown word
1.OA.6 problems, and relate counting on to the take from ten strategy.
1.OA.5
1.OA.7 Lesson 23: Solve add to with change unknown problems, relating varied
addition and subtraction strategies.
1.OA.8
Lesson 24: Strategize to solve take from with change unknown problems.
Lesson 25: Strategize and apply understanding of the equal sign to solve
equivalent expressions.
1.OA.1 D Varied Problems with Decompositions of Teen Numbers as 1 Ten and Some 4
1.NBT.2a Ones
1.NBT.2b Lesson 26: Identify 1 ten as a unit by renaming representations of 10.
1.NBT.5
Lesson 27: Solve addition and subtraction problems decomposing and
composing teen numbers as 1 ten and some ones.
Lesson 28: Solve addition problems using ten as a unit, and write two-step
solutions.
Lesson 29: Solve subtraction problems using ten as a unit, and write two-
step solutions.
End-of-Module Assessment: Topics A–D (assessment 1 day, return 1 day, 3

remediation or further applications 1 day)
Total Number of Instructional Days 35

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Terminology
New or Recently Introduced Terms
 A ten (a group, or unit, consisting of 10 items)
 Ones (individual units, 10 of which become a ten)
Familiar Terms and Symbols 5 whole
 5-Groups a ten
 Add represented
part part as a 5-group
 Equals
column
 Number bonds Number Bond
 Partners to ten
 Subtract
 Teen numbers
Suggested Tools and Representations

 5-group formations: 5-groups (and 5-group cards), 5-group rows, 5-group column
 Hide Zero cards
 Number bonds
 Number path Numerals
 Rekenrek 5-Group Rows

5-Groups
5-Group Cards
Number Path
Rekenrek 5-Group Column Hide Zero Cards
5
These are terms and symbols students have seen previously.

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Scaffolds6
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.”
Assessment Summary
Type Administered Format Standards Addressed
Mid-Module After Topic A Constructed response with rubric 1.OA.1
Assessment Task 1.OA.2
1.OA.3
1.OA.6
End-of-Module After Topic D Constructed response with rubric 1.OA.1
Assessment Task 1.OA.2
1.OA.3
1.OA.4
1.OA.6
1.NBT.2a
1.NBT.2b
6
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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1
GRADE
Topic A
Counting On or Making Ten to Solve
Result Unknown and Total Unknown
Problems
1.OA.1, 1.OA.2, 1.OA.3, 1.OA.6
Focus Standard: 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in
all positions, e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less
than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the
formal terms for these properties.) Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is
also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two
numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of
addition.)
1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within
10. Use mental 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).
Instructional Days: 11
Coherence -Links from: GK–M4 Number Pairs, Addition and Subtraction to 10
-Links to: G2–M3 Place Value, Counting, and Comparison of Numbers to 1,000
G2–M5 Addition and Subtraction Within 1,000 with Word Problems to 100
Topic A: Counting On or Making Ten to Solve Result Unknown and Total

Unknown Problems 2.A.1
Date: 7/18/14
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported.License.
NYS COMMON CORE MATHEMATICS CURRICULUM Topic A 1 2
Topic A begins with students solving word problems with three We had 1 upper grade buddy come visit
with 9 more buddies following him.
addends (1.OA.2) as a way for them to begin to explore the make ten
Soon after that, 5 more buddies came
Level 3 strategy in a meaningful context. With problems that always
to our classroom. How many buddies
include at least two numbers that yield 10 when added together, came altogether?
Lesson 1 encourages students to use the associative and commutative
properties as they set up and read equations in various ways. The
story problem on the right, for instance, can be solved by adding 1 + 9
first, then adding the five (see image below story problem).
This leads into Lesson 2’s focus of explicitly using the associative and
commutative properties1 to add three addends without the context of
story problems (1.OA.3). This lesson is where students practice
associating the two addends that make ten (1.OA.6) and then adding
the third addend; they prove to themselves that this simplification of
addition is a viable strategy.
Following this introduction, Lessons 3, 4, and 5 afford students ample practice with adding 9 and another
single-digit number as they decompose the second addend to make ten with the 9. Students solve problems
such as, "Maria has 9 snowballs and Tony has 6. How many do they have in all?" as follows: 9 + 6 = 9 + (1 + 5)
= (9 + 1) + 5 = 10 + 5 = 15. This triad of lessons takes students through a concrete–pictorial–abstract
progression as they work with physical 5-groups using objects, 5-group drawings, and finally number bonds.
Lesson 6 reminds students of the commutative property again, by focusing them on when and why they
might apply commutativity: to compose ten from the larger addend. Lessons 7, 8, and 9 mirror the earlier
set of three lessons, but students decompose one addend to make ten with 8 as the key addend. This
extensive practice allows students to internalize both why and how they would compose ten from the larger
addend as they come to realize that this is an efficient strategy.
Students use the make ten strategy with 5-group drawings and number bonds to solve a variety of problems
involving a mixture of 7, 8, or 9 as addends in Lesson 10. This gives students an opportunity to not only
practice their newly discovered strategies, but it also allows them to generalize this make ten strategy to a
new number: 7. It is important to note that students can continue to use counting on as a strategy
throughout the entirety of Topic A, although many students will begin to use the make ten strategy more and
more as they continually discuss addition strategies and efficiency with one another.
Topic A ends with Lesson 11 where students solve story problems with two addends (1.OA.1) using
independently selected methods. By asking questions such as, "Why did you solve the problem that way?
How did we solve these differently?" students are able to engage in rich dialogue about the mathematical
strategies and determine which are most useful.
1
Just as the Common Core State Standards note, students do not learn or use these formal terms.

Date: 7/18/14
NYS COMMON CORE MATHEMATICS CURRICULUM Topic A 1 2
A Teaching Sequence Towards Mastery of Counting On or Making Ten to Solve Result Unknown and Total
Unknown Problems
Objective 1: Solve word problems with three addends, two of which make ten.
(Lesson 1)
Objective 2 Use the associative and commutative properties to make ten with three addends.
(Lesson 2)
Objective 3: Make ten when one addend is 9.

(Lessons 3–4)
Objective 4: Compare efficiency of counting on and making ten when one addend is 9.
(Lesson 5)
Objective 5: Use the commutative property to make ten.

(Lesson 6)
Objective 6: Make ten when one addend is 8.

(Lessons 7–8)
Objective 7: Compare efficiency of counting on and making ten when one addend is 8.
(Lesson 9)
Objective 8: Solve problems with addends of 7, 8, and 9.

(Lesson 10)
Objective 9: Share and critique peer solution strategies for put together with total unknown word
problems.
(Lesson 11)

Date: 7/18/14
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 1•2
Lesson 1
Objective: Solve word problems with three addends, two of which make
ten.
Suggested Lesson Structure

Fluency Practice (10 minutes)

Application Problem (5 minutes)

Concept Development (35 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)
 Sparkle: The Say Ten and Regular Way 1.NBT.2 (3 minutes)

 Take Out 1 1.OA.5 (2 minutes)
 Equal Number Pairs for Ten 1.OA.6 (5 minutes)
Sparkle: The Say Ten and Regular Way (3 minutes)

Note: Say Ten counting reinforces place value and prepares students to add ten and some ones.
Count from 10 to 20, alternating between the regular and the Say Ten way (e.g., 10, ten 1, 12, ten 3, 14, ten
5). If students are still building fluency with counting within the teen sequence, consider counting the regular
way or the Say Ten way without alternating. If time permits, try counting back, too.
Students stand in a circle. Introduce the counting pattern, start number, and end number: "Today we will
count the Say Ten way from 10 to 20". You may adjust the number range to fit the size of your class. Before
the game, practice the counting sequence as a group and say, "Sparkle!" after the ending number is said
aloud: "Let’s practice by counting from 10 to 15. Ten, ten 1, 12, ten 3, 14, ten 5, Sparkle!"
Begin the game. Students count around the circle, each student saying one number in the counting
sequence. After the ending number is said, the next student says, "Sparkle!" and the following player
sits. Begin again with the start number and continue counting in the same direction around the circle until
only one player is standing.
Lesson 1: Solve word problems with three addends, two of which make ten.
Date: 8/4/14 2.A.4

© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Students keep counting 10

around the circle. Ten 1
12
This player starts
10
Ten 3
This player sits
Sparkle! 14
Ten 5
Take Out 1 (2 minutes)

Note: This activity supports fluency with decomposing numbers within 10. This skill is critical for using the
upcoming Level 3 addition strategy of make ten. Students need to fluently get 1 out of the second addend
when adding to 9.
T: Take out 1 on my signal. For example, if I say 5, you say 1 and 4.
T: 3.
S: 1 and 2.
T: 10.
S: 1 and 9.
Continue with all numbers within 10.
Equal Number Pairs for Ten (5 minutes)

Materials: (S) 5-group cards 0 through 10 with two 5 cards, one "=" card, and two "+" cards per set of
partners (Fluency Template)
Note: This activity builds fluency with partners to ten and promotes an understanding of equality.
Assign students partners of equal ability. Students arrange 5-group cards from 0 to 10, including the extra 5,
and place the "=" card between them. Write 4 numbers on the board (e.g., 5, 9, 1, or 5). Partners take the
5-group cards that match the numbers written to make two equivalent expressions, (e.g., 9 + 1 = 5 + 5).
Suggested sequence: 5, 9, 1, 5; 0, 1, 9, 10; 2, 5, 5, 8; 2, 3, 7, 8; 4, 1, 9, 6; 3, 4, 6, 7.
Date: 8/4/14 2.A.5

John, Emma, and Alice each had 10 raisins. John ate 3 raisins,
Emma ate 4 raisins, and Alice ate 5 raisins. How many raisins
do they each have now? Write a number bond and a number
sentence for each.
Note: This problem was chosen as an application of the
culminating subtraction work from Module 1. All three
subtraction sentences and number bonds focus on partners to
ten which are foundational to the first lesson of Module 2.
Materials: (T) Bin, three different kinds of blocks/pattern blocks, 18 inch length of string tied to form a loop
(S) Three different kinds of pattern blocks (10 of each shape, e.g., trapezoid, triangle, and square
blocks), personal white board
Have students sit in a semicircle at the meeting area with their personal white boards.
T: The first grade classrooms each have these special bins with different types of blocks in them. Let’s
figure out how many we have! (Lay out 9 triangle blocks in a 5-group configuration.) How many
triangle blocks do we have?
S: 9 triangle blocks!
T: (Lay out 1 square block and 4 trapezoid blocks. Ask students to state the quantity of each group.)
We need to figure out how many there are altogether. Help me write the expression.
S: 9 + 1 + 4 = ___.
T: (Write this on the board.)
T: Talk to your partner. What are some ways we could add these blocks together?
S: (As students discuss, the teacher circulates and selects students to share.) We could start with the
larger number and count on.  We could add the groups together by counting them all.
T: True! Also, I wonder if we can make ten since it is such a friendly number. Talk with your partner.
Date: 8/4/14 2.A.6

S: (Discuss.) 9 and 1.  The 9 triangles and the 1 square.

T: Let’s check to be sure your idea is true! (Select a student, one who may particularly benefit from
proving this to be true, to move the 1 to the 9 in order to make ten.) Did 9 and 1 make ten?
S: Yes!
T: (Place the square block back in its original position.) I’m going to make the 9 and 1 one group to
show this is 10. (Place string around the 9 and 1. Circle 9 and 1 in the equation.) We have 10
(gesture to the 10) and 4 more (gesture to the 4). How many blocks?
NOTES ON
S: We have 14 blocks! MULTIPLE MEANS
T: (Write 14 to complete the equation.) OF REPRESENTATION:
T: Talk with your partner. Write the new number Facilitate students’ discovery of patterns
sentence explaining what we just did, starting with 10, and structure in math by allowing for a
on your personal white board. variety of responses to questions. For
example, some students may use their
S: (Discuss and write 10 + 4 = 14.)
pictorial representation and see 4 + 1 = 5
T: Good! Now it’s your turn. and then use the 5 triangles embedded in
Assign partners and hand out blocks. The following is a the 9 to make a ten.
suggested sequence of stories to tell as students work with a
partner to represent each problem on their personal white
boards. Students should put their boards next to one another
to make a larger board. Together, they write the expression,
circle 10, and solve for the unknown. NOTES ON
 At lunch, Marcus put 2 pepper slices, 8 carrots, and 6 MULTIPLE MEANS
banana pieces on his tray. When he reached the OF ACTION AND
checkout, how many pieces of food did he have? EXPRESSION:
 Lena was playing basketball during recess. She made 4 Having students act out number stories
jump shots, 7 layups, and 3 free throws. How many is a great way to provide math-they-
can-see. This may help your students
baskets did Lena make?
who are hearing impaired. It also
 We had 5 upper grade buddies come and visit our provides visual and kinesthetic learners
classroom with 3 more buddies following them. Soon an opportunity to engage in the lesson
after that, 5 more buddies came to our classroom. using their preferred style of learning.
How many total buddies came?
Date: 8/4/14 2.A.7

Problem Set (10 minutes)

Students may work individually, in pairs, or in groups
when completing Problem Sets. For Problem Sets that
include word problems, it may be best to read problems
aloud, particularly early in the year. 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.
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 careful 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.
Lesson Objective: Solve word problems with three

addends, two of which make ten.
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.
You may choose to use any combination of the questions
below to lead the discussion.
 Earlier, we had 9 triangles, 1 square, and 4
trapezoid blocks on the floor. The teacher next
door has 4 triangles and 10 squares in her bin of
blocks. Does she have more, less, or the same
number of blocks as we have? How do you
know? (Re-create the configuration from the Concept Development if necessary.)
Date: 8/4/14 2.A.8

 What similarities do you notice between Problem 3 and Problem 4?

 How did the Application Problem connect to today’s lesson?
 What new way or strategy to add did we learn today? Talk with your partner. (Make ten.) Why is
10 such a friendly number?
Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.
Date: 8/4/14 2.A.9

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Problem Set 1•2
Name Date
Read the math story. Make a simple math drawing with labels. Circle 10 and solve.
1. Bill went to the store. He bought 1 apple, 9 bananas, and 6 pears. How many pieces
of fruit did he buy in all?
apple banana pears

s s
10
1 + ___
___ 9 + ___
6 = ___
10 + ___ = ___
___ Bill bought ____ pieces of fruit.
2. Maria gets some new toys for her birthday. She gets 4 dolls, 7 balls, and 3 games.
How many toys did she receive?
___ + ___ + ___ = ___
10 + ___ = ___
Maria received ____ toys.
Date: 8/4/14 2.A.10

3. Maddy goes to the pond and catches 8 bugs, 3 frogs, and 2 tadpoles. How many
animals did she catch altogether?
___ + ___ + ___ = ___
10 + ___ = ___
Maddy caught ____ animals.
4. Molly arrived at the party first with 4 red balloons. Kenny came next with 2 green
balloons. Dara came last with 6 blue balloons. How many balloons did these friends
bring?
___ + ___ + ___ = ___
10 + ___ = ___
There are ____ balloons.
Date: 8/4/14 2.A.11

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Exit Ticket 1•2
Name Date
1. Toby has ice cream money. He has 2 dimes. He finds 4 more dimes in his jacket and
8 more on the table. How many dimes does Toby have?
___ + ___ + ___ = ___
10 + ___ = ___
Toby has ____ dimes.
Date: 8/4/14 2.A.12

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Homework 1•2
Name Date
1. Chris bought some treats. He bought 5 granola bars, 6 boxes of raisins, and 4
cookies. How many treats did Chris buy?
___ + ___ + ___ = ___
10 + ___ = ___
Chris bought ____ treats.
2. Cindy has 5 cats, 7 goldfish, and 5 dogs. How many pets does she have in all?
___ + ___ + ___ = ___
10 + ___ = ___
Cindy has ____ pets.
Date: 8/4/14 2.A.13

3. Mary gets stickers at school for good work. She got 7 puffy stickers, 6 smelly
stickers, and 3 flat stickers. How many stickers did Mary get at school altogether?
___ + ___ + ___ = ___
10 + ___ = ___
Mary got ____ stickers at school.
4. Jim sat at a table with 4 teachers and 9 children. How many people were at the
table after Jim sat down?
___ + ___ + ___ = ___
___ + ___ = ___
There were ____ people at the table after Jim sat down.
Date: 8/4/14 2.A.14

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Fluency Template 1•2
0 1 2 3
4 5 6 7
8 9 10 10
10 5 5

5-group cards, first two pages double-sided, last page single-sided
Date: 8/4/14 2.A.15


5 group cards, first two pages double-sided, last page single-sided
Date: 8/4/14 2.A.16

= + +
= + +
= + +

= + +

5 group cards, first two pages double-sided, last page single-sided
Date: 8/4/14 2.A.17

Lesson 2
Objective: Use the associative and commutative properties to make ten
with three addends.




 Take Out 1: Number Bonds 1.OA.6 (5 minutes)

 5-Group Flash: Partners to Ten 1.OA.6 (5 minutes)
 Say Ten Conversion 1.NBT.2 (2 minutes)
Take Out 1: Number Bonds (5 minutes)

Materials: (S) Personal white board
Note: This is an anticipatory fluency activity for the make ten strategy with an addend of 9. Students take 1
from the other addend. The goal is for them to be able to do so quickly and accurately.
Say a number within 10. Students quickly write a number bond for the number said, using 1 as a part, and
hold up their personal white boards when finished.
5-Group Flash: Partners to Ten (5 minutes)

Materials: (T) 5-Group cards (Lesson 1 Fluency Template) (S) Personal white board
Note: This is a maintenance fluency with partners to ten to facilitate the make ten addition strategy.
Flash a card for 1 to 3 seconds (e.g., 9). Students write two expressions that make ten (e.g., 9 + 1 and 1 + 9).
Lesson 2: Use the associative and commutative properties to make ten with
three addends. 2.A.18
Date: 7/20/14
Say Ten Conversion (2 minutes)

Note: This activity strengthens students’ understanding of the place value system as it relates to counting.
Call out numbers between 10 and 20, alternating between saying the number the regular or the Say Ten way.
When you use the Say Ten way, students say the number the regular way. When you use the regular way,
students say it the Say Ten way. Play for a minute and then give students a chance to be the caller.
Lisa was reading a book. She read 6 pages the first night, 5
pages the next night, and 4 pages the following night. How
many pages did she read?
Make a drawing to show your thinking. Write a statement to
go with your work.
Extension: If she read a total of 20 pages by the fifth night,
how many pages could she have read on the fourth night and
the fifth night?
Note: This problem applies the Lesson 1 objective of adding three addends, two of which make ten. The two
addends that make ten are separated within the story during the Student Debrief in connection with today’s
lesson.
Have students sit in a semicircle at the meeting area with their

materials.
NOTES ON
T: (Write 5 + 3 + 5 = ___ on the board.) Draw to solve for MULTIPLE MEANS
this unknown. OF REPRESENTATION:
S: (Draw to solve, as the teacher circulates and notices During this lesson it is important for
student strategies.) students to articulate the way they
T: Let’s see how our friends solved this. (Select a student chose to solve a problem so that other
who added all in a row and a student who rearranged students can hear how they are
the addends to share their work.) thinking. This helps guide students
towards the most efficient choice as
S: I added 5 + 3 and remembered that was 8. Then, I they benefit from hearing strategies
counted up 5 more from 8 and got 13!  I drew the multiple times.
groups of 5 together and added those first since I knew
they made ten. Then I added. 10 and 3 is 13!
T: Talk with your partner. How were the strategies used by your classmates similar and different from
one another? Which one was correct?
Date: 7/20/14
S: (Discuss, as the teacher circulates and listens.) They were both correct!  Bob put the fives
together and made ten, and Jo added them in order.
T: So, even though they added two different numbers together first, did they get the same total?
S: Yes!
T: Wow! Okay, let’s try this again. Let’s use Bob’s strategy of making ten from two of our addends.
(Write 7 + 5 + 3 = ___.) Write the equation. Draw to show the three amounts.
S: (Draw to show the three quantities.)
T: What two numbers make ten?
S: 7 and 3!
NOTES ON
T: Good. Show that 7 and 3 make ten in your drawing by
circling like we did yesterday with the string. MULTIPLE MEANS
OF ENGAGEMENT:
S: (Circle the 3 and the 7, making a group of 10.)
Addends should be chosen so that
MP.7 T: Here is a new number sentence that shows what students can easily identify the
numbers you added first. (Write 7 + 3 + 5 = ___.) partners to ten, recognizing that they
T: I’ll make a number bond to show how you made ten can add these two addends first,
from two numbers. (Bond the 7 and 3 to make ten.) regardless of where they are
positioned within the number
T: You just showed 10 and 5 more, which equals?
sentence. If students are not fluent
S: 15! with 7 and 3, they may be replaced
T: Good. I’ll show how we solved for the unknown. I’ll with 9 and 1, respectively.
write the new number sentence explaining what we
just did, starting with 10.
S: (Solve 7 + 3 + 5 = ___, while the teacher writes 10 + 5 = 15.)
T: Jo showed us at the beginning of the lesson that she could
solve from left to right, without moving the addends around, in
order to get the same answer as Bob. Work and talk with your
partner to see if this is true again!
Repeat this process, using the following suggested sequence: 9 + 2 + 1,
2 + 4 + 8 (highlighting that students might begin with the 8 rather than
the 2), 4 + 3 + 6, and 3 + 8 + 7. Students complete the number sentence
while the teacher completes the drawing for the third example.

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.
Note: Look at the example for Problem 1 in the Problem Set. Discuss the importance of making a simple
math drawing by drawing three different simple shapes to represent three different numbers in the equation,
reminding children about their experience using different concrete materials during previous lessons. Model
this drawing if necessary.
Date: 7/20/14
Lesson Objective: Use the associative and commutative

properties to make ten with three addends.
lesson.
 Look at your Problem Set. We added amounts in
different orders. When we did this, did we get
the same amount? Is this always true?
 Talk with your partner. How did you organize
your drawings to show the three different
amounts? How did you show that you used the
make ten strategy in your drawing?
 Look at Problem 1 and Problem 4. What
similarities do you notice?
 Are there any problems in the Problem Set that
you can solve using your knowledge of doubles?
 Look at Problem 9. How did you show the
number bond for making ten? How is it different
from some of your other bonds? (Students share
strategies of number bond above or below or
rewrite the number sentence below to enable
the addends that make ten to be adjacent.)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.
Date: 7/20/14
Name Date
Circle the numbers that make ten. Draw a picture. Complete the number sentence.
1. 7+3+4= ☐
10
7 + ____
____ 3 + ____
4 10 + ____ = ____
2. 9+1+4= ☐
10
____ + ____ + ____ 10 + ____ = ____
3. 5+6+5= ☐
10
____ + ____ + ____ 10 + ____ = ____
Date: 7/20/14
4. 4+3+7= ☐
10
____ + ____ + ____ 10 + ____ = ____
5. 2+7+8= ☐
10
____ + ____ + ____ 10 + ____ = ____
Circle the numbers that make ten. Put them into a number bond and solve.
6. 7.
10
9 + 1 + 5 = ____ 8 + 2 + 4 = ____
8. 9.
3 + 5 + 5 = ____ 3 + 6 + 7 = ____
Date: 7/20/14
Name Date
Circle the numbers that make ten.

Draw a picture and complete the number sentences to solve.
a. 8 + 2 + 3 = ____
____ + ____ = ____
10 + ____ = ____
b. 7 + 4 + 3 = ____
____ + ____ = ____
10 + ____ = ____
Date: 7/20/14
Name Date
Circle the numbers that make ten. Draw a picture. Complete the number sentence.
1. 6+2+4= ☐
10
6 + ____ + ____
____ 2 10 + ____ = ____
2. 5+3+5= ☐
____ + ____ + ____ 10 + ____ = ____
3. 5+2+8= ☐
____ + ____ + ____ ____ + 10 = ____
Date: 7/20/14
4. 2+7+3= ☐
____ + ____ + ____ ____ + 10 = ____
Circle the numbers that make ten and put them into a number bond. Write a new
number sentence.
5. 10
3 + 5 + 7 = ____ ____ + ____ = ____
6.
4 + 8 + 2 = ____ ____ + ____ = ____
Challenge: Circle the addends that make ten. Circle the true number sentences.
a. 5 + 5 + 3 = 10 + 3 c. 3 + 8 + 7 = 10 + 6
b. 4 + 6 + 6 = 10 + 6 d. 8 + 9 + 2 = 9 + 10
Date: 7/20/14
Lesson 3
Objective: Make ten when one addend is 9.




 Take Out 1 1.OA.6 (1 minute)

 Break Apart 10 1.OA.6 (5 minutes)
 Add Partners of Ten First 1.OA.3 (4 minutes)
Take Out 1 (1 minute)

Note: This is an anticipatory fluency for the make ten addition strategy, as students need to fluently take 1
out of the second addend when adding to 9.
Make the pace quicker now that students have done this for a few days. Celebrate their improvement.
Say a number between 1 and 9. Students say the number decomposed with one part as one.
Break Apart 10 (5 minutes)

Materials: (T) 5-group cards (Lesson 1 Fluency Template) (S) Personal white board
Students write the numeral 10 on their personal white boards. Flash a 5-group card.
Students break apart 10 using the number flashed as a part, without making bubbles
or boxes around the numerals.
Lesson 3: Make ten when one addend is 9.

Date: 7/19/14 2.A.27

Add Partners of Ten First (4 minutes)

Note: This activity reviews adding three numbers and prepares students for the make ten addition strategy
when one addend is 9.
Build towards three addends. Begin with 9 + 1.
T: 9 + 1.
S: 10.
T: 10 + 5
S: 15.
T: 9 + 1 (pause) + 5 is?
S: 15.
Continue with the following suggested sequence: 9 + 1 + 6, 9 + 1 + 4, 9 + 1 + 3, 9 + 1 + 7, 8 + 2 + 7, etc.
Tom’s mother gave him 4 pennies. His father gave him 9

pennies. His sister gave him enough pennies so that he now
has a total of 14. How many pennies did his sister give him?
Use a drawing, number sentence, and a statement.
Extension: How many more would he need to have 19
pennies?
Note: This application problem challenges students to consider finding an unknown addend within a context
with three addends. Students may add 4 and 9 together first noticing that they need 1 more penny to make
14. Other students may recognize that 14 is made of 10 and 4, and realize that they are looking for the
partner for 9 when making ten. During the Debrief, students explore how they could use making ten as a
quick strategy to add the sets of pennies that Tom’s parents gave him (9 pennies and 4 pennies).
Materials: (T) 10 red and 10 green linking cubes (S) 10 red and 10 green linking cubes, personal white board
Have students sit at their seats with materials.

NOTES ON
T: (Project and read aloud.) Maria has 9 snowballs and MULTIPLE MEANS
Tony has 3. How many do they have altogether? OF REPRESENTATION:
T: What is the expression to solve this problem? While some students are experts at
solving 10+ number sentences, others
S: 9 + 3.
may need pictorial support such as ten-
T: Use your green linking cubes to show how many frames (rather than numerals) to help
snowballs Maria has. develop mental calculations.

Date: 7/19/14 2.A.28

S: (Lay out 9 green linking cubes.)

T: Using the red cubes, show how many snowballs Tony has. Put them in a separate pile.
S: (Lay out 3 linking cubes.)
T: How would you solve this problem?
S: Count on!
T/S: Niiiine, 10, 11, 12. NOTES ON
T: (Complete the equation 9 + 3 = 12.) MULTIPLE MEANS
OF REPRESENTATION:
T: Is there a way to make ten with the amounts we have
in front of us? Turn and talk to your partner. For those students who can fluently
solve math facts within 20, cultivate
S: (Discuss while the teacher circulates.) excitement by connecting on-level
T: (Choose a student who used the strategy below.) math to higher math, presenting
S: I made ten by moving 1 red cube to the green pile, numbers to 100.
I had 9 cubes in that pile but now I have 10. (29 + 3 or 39 + 13)
T: You made ten! Everyone make ten.
S: (Move 1 red cube to the green pile.)
T: Now, we have 10 here. (Gesture to the pile of
10.) What do we have left here? (Point to the
other pile.)
S: 2.
T: Look at your new piles. What is our new number
sentence?
S: 10 + 2 = 12!
T: (Write 10 + 2 = 12 on the board.) Did we change
the amount of linking cubes we have?
S: No.
T: So, 9 + 3 is the same as what addition
expression?
S: 10 + 2.
T: (Write 9 + 3 = 10 + 2.)
T: What is 10 + 2?
S: 12.
T: What is 9 + 3? Say the number sentence.
S: 9 + 3 = 12.
T: How many snowballs do Maria and Tony have?
S: 12 snowballs.
Repeat the process with snowball situations for 9 + 2 and 9 + 4. Then, change to 5-group drawings instead of
cubes. Continue to repeat the process with the following suggested sequence: 9 + 5, 9 + 8, and 9 + 7. Create
different story situations for 9 + 6, 8 + 9, and 9 + 9. Be sure to have students label their pictures, circle 10,
and write three number sentences (e.g., 9 + 6 = 15, 10 + 5 = 15, 9 + 6 = 10 + 5).

Date: 7/19/14 2.A.29


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.
Note: Students should save the Problem Sets from this
lesson through Lesson 6. They provide comparisons for
the students when they begin making ten when one
addend is 8. Setting up a portfolio of past Problem Sets
and strategies helps students access these readily.
Lesson Objective: Make ten when one addend is 9.

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.
You may choose to use any combination of the questions below to lead the discussion.
 Look at Problem 1. What are the two number sentences that show your work?
 Look at Problem 1 and Problem 3 with a partner. How was setting up the problem to complete
Problem 1 different from setting up Problem 3? What did you need to be sure to do? Why?
 How can solving Problem 1 help you solve Problem 4?
 After you made ten, what did you notice about the addend you broke apart? (The other addend is
left with 1 less!)
 What new strategy did we use today to solve math problems? How is it more efficient than
counting on to add?
 Look at your Application Problem. How could you use the make ten strategy to solve the problem?

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will
help you assess the students’ understanding of the concepts that were presented in the lesson today
and plan more effectively for future lessons. You may read the questions aloud to the students.

Date: 7/19/14 2.A.30

Name Date
Draw and circle to show how you made ten to help you solve the problem.
1. Maria has 9 snowballs and Tony has 6. How many snowballs do they have in all?
Maria Tony
9 and ______ make ______
10 and ______ make ______
Maria and Tony have ______ snowballs in all.
2. Bob has 9 raisins and Jonny has 4. How many raisins do they have altogether?
9 + ___ = ___
10 + ___ = ___
Bob and Jonny have ______ raisins altogether.

Date: 7/19/14 2.A.31

3. There are 3 chairs on the left side of the classroom and 9 on the right side. How
many total chairs are in the classroom?
9 + ___ = ___
10 + ___ = ___
There are ______ total chairs.
4. There are 7 children sitting on the rug and 9 children standing. How many children
are there in all?
9 + ___ = ___
10 + ___ = ___
There are ______ children in all.

Date: 7/19/14 2.A.32

Name Date
Draw and circle to show how to make ten to solve. Complete the number sentences.
Tammy has 4 books and John has 9 books. How many books do Tammy and John have
altogether?
___ + ___ = ___
___ + ___ = ___ Tammy and John have ____ books.

Date: 7/19/14 2.A.33

Name Date
Draw, label, and circle to show how you made ten to help you solve.
Complete the number sentences.
1. Ron has 9 marbles and Sue has 4 marbles.

How many marbles do they have in all?
9 and ______ make ______
10 and ______ make ______
Ron and Sue have _____ marbles.
2. Jim has 5 cars and Tina has 9. How many cars do they have altogether?
9 and ______ make ______
10 and ______ make ______
Jim and Tina have ___ cars.

Date: 7/19/14 2.A.34

3. Stan has 6 fish and Meg has 9. How many fish do they have in all?
9 + ___ = ___
10 + ___ = ___ Stan and Meg have ___ fish.
4. Rick made 7 cookies and Mom made 9. How many cookies did Rick and Mom make?
9 + ___ = ___
10 + ___ = ___ Rick and Mom made ____ cookies.
5. Dad has 8 pens and Tony has 9. How many pens do Dad and Tony have in all?
9 + ___ = ___
10 + ___ = ___
Dad and Tony have ___ pens.

Date: 7/19/14 2.A.35

Lesson 4




 Happy Counting the Say Ten Way 1.NBT.2 (2 minutes)

 Sprint: Add Three Numbers 1.OA.3 (10 minutes)
Happy Counting the Say Ten Way (2 minutes)

Note: Say Ten counting strengthens student understanding of place value.
Tell students to look at your thumb and count up and down between 10 and 120 the Say Ten way. When
your thumb points and motions up, the students count up. When your thumb is to the side, students stop.
When your thumb points and motions down, the students count down (see example below).
T:
T/S: 4 ten 4 ten 1 4 ten 2 (pause) 4 ten 1 4 ten (pause) 4 ten 1 4 ten 2 4 ten 3
Choose numbers based on student skill level. If students are very proficient up to 40, start at 40 and quickly
go up to 80. If they are proficient between 40 and 80, Happy Count between 80 and 120. Alternate at times
between regular and Say Ten counting, too.
Sprint: Add Three Numbers (10 minutes)

Note: This Sprint provides practice with adding three numbers by making ten first.
Materials: (S) Add Three Numbers Sprint

Date: 8/4/14 2.A.36

Michael plants 9 flowers in the morning. He then plants

4 flowers in the afternoon. How many flowers did he
plant by the end of the day? Make a drawing, number
bond, and a statement.
Note: Students can apply the make ten strategy from Lesson 3 as they solve this problem. During the
Debrief, the teacher discusses how using rows to show the plants can create a clear and quick visual for
identifying the compositions and decompositions needed to apply the make ten strategy.
Materials: (T) 10 green and 10 red linking cubes, a ten-frame border (S) 10 green and 10 red linking cubes,
personal white board
Have students come to the meeting area with linking cubes and personal white boards.
T: (Project and read aloud.) Maria has 9 green cubes. Tony has 3 red cubes. How many cubes do
Maria and Tony have?
T: What is the expression to solve this story problem?
S: 9 + 3.
T: (Show two piles: 9 scattered green cubes and 3 scattered red cubes.)
T: How can you check that I have the correct number of cubes representing Maria’s cubes?
S: We can count, one at a time.
T: Okay, but that’s not very efficient. Is there a way to
organize my green cubes so we can tell there are 9 NOTES ON
cubes faster? MULTIPLE MEANS
S: Put them in a 5-group! OF REPRESENTATION:
T: Great idea. When we arrange or draw things in a It is important to make the connection
between concrete math and math
5-group, we are all going to follow these steps. Just
models. This helps English language
like reading, we’ll start with the top row and from the
learners and struggling learners
left. (Place 5 green cubes in a row.) understand the math without getting
MP.4 T: We start in the next line with 6 and try to match it up bogged down with language
to the top as closely as we can. (Place 4 in the bottom acquisition.
row.)
T: Now, can you see we have 9 cubes right away?
S: Yes!
T: (Arrange the 3 red cubes in a 5 group on the other side.) The red cubes are also organized.
T: What do we do to solve 9 + 3?
S: Make ten.

Date: 8/4/14 2.A.37

T: (Circle the 9 green cubes and 1 red cube with finger.)

T: Here’s another way to show ten. (Move 1 red cube to add to 9 green cubes.)
T: (Place a red cube in the tenth slot.) We made ten! ten-frame
T: I’m going to put a frame around it. (Place the frame around ten.) We are
MP.4 going to call this a ten-frame. It looks just like our 5-group drawings but now
that we are making ten, we can call it a ten-frame. Whenever we make ten,
we make or draw a frame around it. That way, we can see ten right away.
T: Look at the new piles. What new expression do you see?
S: 10 + 2.
T: So, 9 + 3 is the same as?
S: 10 + 2.
NOTES ON
T: (Write 9 + 3 = 10 + 2.) MULTIPLE MEANS
T: What is 10 + 2? OF REPRESENTATION:
S: 12. Be aware of the different learning
T: What is 9 + 3? needs in your class and adjust the
lesson as necessary. As some students
S: 12.
may need to work at the concrete level
T: How many cubes do Maria and Tony have? for a longer period of time, allow
S: 12 cubes. students access to manipulatives.
T: Where are the 9 green cubes? Point to them.

S: (Point to 9.)
T: Where are the 3 red cubes? Point to them.
S: (Point to 1 and 2.)
T: You are pointing to two different places. Why?
S: We broke 3 apart into 1 and 2.
T: Let’s use a number bond to show how we broke apart 3.
T: Just like we framed the ten in our picture, we’ll frame the numbers that
make ten. (Circle 9 and 1.)
T: 9 and 1 make?
S: 10.
T: 10 and 2 make?
S: 12.
T: So, 9 plus 3 equals?
S: 12! 9 + 2 = 11 10 + 1 = 11
Repeat the process by having students work with cubes. Be sure to
guide students when organizing their cubes into a ten-frame. The 1 1
following is a suggested sequence: 9 + 2 (pictured to the right), 4 + 9,
and 5 + 9. Note that the smaller addend sometimes appears first.
Guide students to realize that they can still compose ten from the 9 for
efficiency during the last two problems.

Date: 8/4/14 2.A.38

Next, repeat the process by having students use math

drawings to solve the following in this suggested
sequence: 9 + 6, 3 + 9, and 7 + 9. The 9 should be drawn
with open circles. The other addend should be drawn with
filled-in circles. Before students add dark circles to their
math drawing, ask them, "How many does 9 need to make
ten?" and "How many do you have when you take away 1
from [the other addend]?" to guide how they decompose
the addend. Additionally, encourage students to place the
1 closer to the 9 as they write the number bond below the
other addend, making it easier to make ten with 9.


lesson.
 How did solving Problem 4 help you solve Problem
5?
 What new (or significant) math vocabulary did we
use today to make our pictures precise?
 What were some strategies we learned today to solve addition problems efficiently? (Organizing
materials and drawings in ten-frame, making ten, starting with the 9 to add.)

Date: 8/4/14 2.A.39

 Look at your Problem Set. What pattern did you notice when adding 9 to a number? Why is it always
a ten and the number that is 1 less than the other addend?
 Look at the Application Problem. Share your drawing with a partner. How could you use the ten-
frame to show your work? How does the ten-frame help you see your total amount?


Date: 8/4/14 2.A.40

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Sprint 1•2
A Number correct:
Name Date
*Make a ten to add.
1 9+1+3=☐ 16 6+4+5=☐
2 9+1+5=☐ 17 6+4+6=☐
3 1+9+5=☐ 18 4+6+6=☐
4 1+9+1=☐ 19 4+6+5=☐
5 5+5+4=☐ 20 4+5+6=☐
6 5+5+6=☐ 21 5+3+5=☐
7 5+5+5=☐ 22 6+5+5=☐
8 8+2+1=☐ 23 1+4+9=☐
9 8+2+3=☐ 24 9 + 1 + ☐ = 14
10 8+2+7=☐ 25 8 + 2 + ☐ = 11
11 2+8+7=☐ 26 ☐ + 3 + 4 = 13
12 7+3+3=☐ 27 2 + ☐ + 6 = 16
13 7+3+6=☐ 28 1 + 1 + ☐ = 11
14 7+3+7=☐ 29 19 = 5 + ☐ + 9
15 3+7+7=☐ 30 18 = 2 + ☐ + 6

Date: 8/4/14 2.A.41

B Number correct:
Name Date
*Make a ten to add.
1 5+5+4=☐ 16 6+4+2=☐
2 5+5+6=☐ 17 6+4+3=☐
3 5+5+5=☐ 18 4+6+3=☐
4 9+1+1=☐ 19 4+6+6=☐
5 9+1+2=☐ 20 4+7+6=☐
6 9+1+5=☐ 21 5+4+5=☐
7 1+9+5=☐ 22 8+5+5=☐
8 1+9+6=☐ 23 1+7+9=☐
9 8+2+4=☐ 24 9 + 1 + ☐ = 11
10 8+2+7=☐ 25 8 + 2 + ☐ = 12
11 2+8+7=☐ 26 ☐ + 3 + 4 = 14
12 7+3+7=☐ 27 3 + ☐ + 7 = 20
13 7+3+8=☐ 28 7 + 8 + ☐ = 17
14 7+3+9=☐ 29 16 = 3 + ☐ + 6
15 3+7+9=☐ 30 19 = 2 + ☐ + 7

Date: 8/4/14 2.A.42

Name Date
Change the picture to make ten. Write the easier number sentence and solve.
1. Tom has 9 red pencils and 5 yellow. How many pencils does Tom have in all?
9 + 5 = _____
10 pencils + ____ pencils = _____ pencils
Circle 10 and solve.
2. 9+3 3. 4+9
10 + ____ = _____ 10 + ____ = _____

Date: 8/4/14 2.A.43

9 + 2 = 11 10 + 1 = 11
Solve. Make math drawings using the ten-frame to show 1 1
how you made 10 to solve.
4. 9 + 5 = ___ ____ + ____ = _____
5. 6 + 9 = ___ ____ + ____ = _____
6. 8 + 9 = ___ ____ + ____ = _____
Solve. Use a number bond to show how you made ten.
7. 5+9 = ____ 8. _____ = 9 + 7

Date: 8/4/14 2.A.44

Name Date
9 + 2 = 11
Solve.
Make math drawings using the ten-frame to show how 1 1
you made 10 to solve.

10 + 1 = 11
1. 6 + 9 = ___ 2. ___ = 4 + 9
10 + ___ = ___ ___ + ___ = ___

Date: 8/4/14 2.A.45

Name Date
Solve. Make math drawings using the ten-frame to show 9 + 2 = 11 10 + 1 = 11

how you made 10 to solve.
1 1
1. 9 + 3 = ___ ____ + ____ = _____
2. 9 + 6 = ___ ____ + ____ = _____
3. 7 + 9 = ___ ____ + ____ = _____

Date: 8/4/14 2.A.46

4. Match the number sentences to the bonds you used to help you make ten.
a. 9 + 8 = ___ 1 7
b. __ = 9 + 6
6 1
c. 7 + 9 =___
1 5
5. Show how the expressions are equal.
Use numbers bonds to make ten in the 9+ fact expression within the true number
sentence. Draw to show the total.
a. 9 + 2 = 10 + 1 b. 10 + 3 = 9 + 4 c. 5 + 10 = 6 + 9

Date: 8/4/14 2.A.47

Lesson 5
Objective: Compare efficiency of counting on and making ten when one
addend is 9.




 Partners to Ten 1.OA.6 (5 minutes)

 Add Partners of Ten First 1.OA.6 (4 minutes)
 Take Out 2 1.OA.6 (4 minutes)
Partners to Ten (5 minutes)

Materials: (S) Numeral cards (Lesson 1 Fluency Template 5-group cards with numeral-side only copied),
personal white board
Note: This fluency activity provides maintenance with partners to ten while applying the commutative
property.
Students put 5-group cards face down and write 10 on their boards. Each partner takes a 5-group card, and
then draws a number bond without bubbles using the selected card as one part. Students write two addition
sentences for the number bond and check each other’s work.
Add Partners of Ten First (4 minutes)

Note: This activity reviews adding three numbers and prepares students for the make ten addition strategy
when one addend is 9.
Conduct the activity as outlined in Lesson 3.
Lesson 5: Compare efficiency of counting on and making ten when one addend
is 9. 2.A.48
Date: 7/19/14
Take Out 2 (4 minutes)

Note: This is an anticipatory fluency for making ten when one
addend is 8 since 8 needs 2 to make ten. NOTES ON
T: Take out 2 on my signal. For example, if I say 5, you MULTIPLE MEANS
say 2 and 3. OF ENGAGEMENT:
T: 3. Fluency games and activities provide
S: 2 and 1. most students the opportunity to gain
math confidence by experiencing daily
T: 10. math success. Be sure to highlight
S: 2 and 8. students’ math successes frequently in
order to facilitate continued effort and
Continue with all numbers within 10 for about a minute, and persistence.
then give students about 30 seconds of practice with a partner.
Repeat the set as a whole class and celebrate improvement.
There are 9 red birds and 6 blue birds in a tree. How many birds
are in the tree? Use a ten-frame drawing and a number sentence.
Write a number bond to match the story and a number bond to
show the matching 10+ fact. Write a statement.
Note: This problem continues to provide contextual practice of
solving addition situations where one addend is 9. By drawing a
number bond to match the story and drawing a number bond to
match the ten-frame drawing, students continue to relate the
addition facts of 9 with the addition facts of 10. Students consider
the problem’s relationship to today’s lesson during the Debrief.

9 10
Have students sit at their desks or the meeting area.
6 5
T: (Project or write the two number bonds shown
here.) Which number bond is easier to solve?
S: 10 and 5!
T: (Write 10 + 5 = .) 10 + 5 = …?
S: 15!
T: (Record the solution.) How did you know that so quickly?
S: Because we know our 10+ facts.  Because 10 is a friendly number.
is 9. 2.A.49
Date: 7/19/14
T: (Write 9 + 6 = .) Now let’s count on to solve 9 + 6.

T/S: Niiiine, 10, 11, 12, 13, 14, 15. 15! NOTES ON
T: (Record the solution.) Wait, 9 + 6 is equal to 10 + 5? MULTIPLE MEANS
S: Yes! OF ENGAGEMENT:
T: Both number bonds have the same total, but when one It is important to partner important
part is 10, our solution came to us automatically. vocabulary with captions or pictorial
representations for all students. It is
T: (Read aloud.) Sergio and Lila were getting ready to go
especially beneficial to English
to recess. They both had to solve 9 + 8. The first one language learners and students with
to solve it got to go to recess first! Sergio decided he hearing impairments. Have students
was going to count on to solve it. (Pause.) Was there model or demonstrate their
another way to solve 9 + 8 that Sergio could have understanding of more difficult
used? (Circulate and listen.) vocabulary such as efficient.
S: (Discuss.) Make ten!  Take 1 out from 8 and give it
to the 9, in order to make ten.
T: Some of you said that you would make ten. Well, that is just what Lila decided to do. (Assign
partners.) Partner A, use your personal white board to show how Sergio solved 9 + 8 by counting
on. Partner B, show how Lila solved 9 + 8 by making ten.
S: (Solve 9 + 8 using counting on or making ten.)
T: Talk to your partner about the strategy you used to solve 9 + 8.
S: (Discuss and share as the teacher circulates.)
T: Help me make a number bond to show what Sergio did. What were the parts
that Sergio used?
S: 9 and 8!
T: (Write the bond.) What was the total?
S: 17.
T: (Complete the bond.) Help me make a number bond to show what Lila did. What were the parts
that Lila used?
S: 10 and 7!
T: (Write the bond.) What was the total?
S: 17.
T: (Complete the bond.) Which number bond will help you solve more efficiently
or quickly?
S: 10 and 7.
T: So, based on these number bonds, and the work you and your partner just did, who do you think got
to go to recess first?
S: Lila!
T: You’re right! By using the make ten strategy, she was able to solve for the unknown quickly or
efficiently.
Continue with partners solving each problem, showing how to solve using counting on and making ten: 9 + 6,
9 + 5, 9 + 2 (counting on may actually be more efficient here), and 9 + 9.
is 9. 2.A.50
Date: 7/19/14

should solve these problems using the RDW approach used
for Application Problems.
Note: Students should save the Problem Set to provide the
opportunity to compare making ten when adding 8.
Lesson Objective: Compare efficiency of counting on and

making ten when one addend is 9.
misconceptions or misunderstandings that can be addressed
in the Debrief. Guide students in a conversation to debrief
the Problem Set and process the lesson.
 Which problems could you solve more efficiently by
making ten?
 Why was that a more efficient way to solve?
 Were there any problems that you think could have
been solved more efficiently using counting on?
Why?
 Look at Problems 8–10. What do you notice about
the number bonds? How does knowing your 10+
facts help you with your 9+ facts?
 Look at your Application Problem. What is the
related 10+ fact for this problem? How does your
drawing show both the 9+ fact and the related 10+
fact?
 Look at Problems 3–6. Think about these statements: 9 and _____ make _____ and 10 and _____
make _____. (For example, 9 and 2 make 11 and 10 and 1 make 11.) What pattern do you notice?
is 9. 2.A.51
Date: 7/19/14

is 9. 2.A.52
Date: 7/19/14
Name Date
Make ten to solve. Use the number bond to show how you took the 1 out.
1. Sue has 9 tennis balls and 3 soccer balls. How many balls does she have?
9 + 3 = ____ 10 + ___ = ___
Sue has _____ balls.
2.
9 + 4 = ____ 10 + ___ = ___
Use number bonds to show your thinking. Write the 10+ fact.
3. 9 + 2 = ____ ____ + ____ = ____
4. 9 + 5 = ____ ____ + ____ = ____
5. 9 + 4 = ____ ____ + ____ = ____
is 9. 2.A.53
Date: 7/19/14
6. 9 + 7 = ____ ____ + ____ = ____
7. 9 + ____ = ____ 10 + 7 = ____
Complete the addition sentences.
8. a. 10 + 1 = ____ 11 b. 9 + 2 = ____ 11
9. a. 10 + 8 = ____ b. 9 + 9 = ____
18 18
10. a. 10 + 7 = ____ b. 9 + 8 = ____
11. a. 5 + 10 = ____ b. 6 + 9 = ____
12. a. 6 + 10 = ____ b. 7 + 9 = ____
is 9. 2.A.54
Date: 7/19/14
Name Date
Complete the number sentence.

Use an efficient strategy to solve the number sentences.
1. 9 + 2 = ___ 2. 7 + 9 = ___ 3. ___ = 9 + 5
is 9. 2.A.55
Date: 7/19/14
Name Date
Solve the number sentences. Use number bonds to show your thinking. Write the 10+
fact and new number bond.
1. 9 + 6 = ____ 10 + ____ = ____
2. 9 + 8 = ____ ____ + ____ = ____
3. 5 + 9 = ____ ____ + ____ = ____
4. 7 + 9 = ____ ____ + ____ = ____
is 9. 2.A.56
Date: 7/19/14
5. Solve. Match the number sentence to the 10+ number bond.
a. 9 + 5 = ____ b. 9 + 6 = ____ c. 9 + 8 = ____
10 7 10
15 17 14
5 10 4
Use an efficient strategy to solve the number sentences.
6. 9 + 7 = ____ 7. 9 + 2 = ____ 8. 9 + 1 = ____
9. 8 + 9 = ____ 10. 4 + 9 = ____ 11. 9 + 9 = ____
is 9. 2.A.57
Date: 7/19/14
Lesson 6
Objective: Use the commutative property to make ten.




 Happy Counting by Twos 1.OA.5 (2 minutes)

 Take Out 2: Number Bonds 1.OA.6 (4 minutes)
 Decompose Addition Sentences into Three Parts 1.OA.6 (4 minutes)
Happy Counting by Twos (2 minutes)

Materials: (T) Rekenrek, if available
Note: Reviewing counting on allows students to maintain fluency with adding and subtracting 2.
Repeat the Happy Counting activity from G1–M1–Lesson 3, counting by twos from 0 to 20 and back.
Note: As it relates to addition and subtraction, counting forward and backward by
twos affords students review with this strategy. This fluency may be challenging for
students at first. A Rekenrek helps students visualize numbers and makes it easier
for students to change direction as they count. Rekenreks can be made simply and
inexpensively with cardboard, elastic, and beads. If this is not available to you, there
are also interactive Rekenreks online:
http://www.ictgames.com/brilliant_beadstring_with_colour.html or Rekenrek
http://maine.edc.org/file.php/1/tools/ArithmeticRack1.html
Move the beads on the Rekenrek to model counting forward and backward by twos within twenty. Students
count along with the beads (e.g., 2, 4, 6, 8, 10, 8, 6, 4, etc.).
When students are ready, put the Rekenrek away and tell students to look at your thumb to count forward
and backward by twos. When your thumb points and motions up, students count up. When your thumb is to
the side, students stop. When your thumb points and motions down, students count down (see illustration
on the next page).

Date: 7/19/14 2.A.58

T:
T/S: 2 4 6 (pause) 4 2 (pause) 4 6 8
Take Out 2: Number Bonds (4 minutes)

Note: This is an anticipatory fluency for the make ten addition strategy when one addend is 8.
Say a number within 10. Students quickly write a number bond for the number said, using 2 as a part, and
hold up their boards when finished.
Decompose Addition Sentences into Three Parts (4 minutes)

Note: This fluency activity reviews adding three numbers and making ten when one addend is 9.
Decompose addition sentences into three steps.
T: (Write 9 + 3.) Say 3 as an addition sentence starting with 1.
S: 1 + 2.
T: (Write 1 + 2 below 3.) Say 9 + 3 as a three-part addition sentence.
S: 9 + 1 + 2 = 12.
Write out the equation for students to see if necessary. Repeat process for other problems.
There are 6 children on the swings and 9 children playing tag. How
many children are playing on the playground? Make ten to solve.
Create a drawing, number bond, and number sentence along with
your statement.
Note: This problem gives students the chance to apply learning from
Lessons 3, 4, and 5 as they solve problems with 9 as an addend.
During the Debrief, discuss how the commutative property is applied
to solve the problem efficiently.

Date: 7/19/14 2.A.59


NOTES ON
Materials: (S) Personal white board MULTIPLE MEANS
OF ENGAGEMENT:
Students sit in partnerships at tables or in the meeting area.
Some students are ready for more
T: (Write 5 + 9 = on the board.) Turn and talk to challenging numbers. Adjust lesson
your partner. What strategy should we use to solve structure as appropriate by providing
efficiently? just right numbers, such as 13 and 9,
where students can continue to apply
S: Make ten.
the making ten strategy in a more
T: Should we make ten with 5 or with 9? Let’s have each complex way.
partner try it a different way. Partner A, solve this by
making ten with 5. Partner B, solve this by making ten
with 9.
S: (Solve on personal white boards as the teacher circulates.)
T: Share your solution with your partner. Did you get the same total
or a different total? Discuss how you solved it.
S: (Share solutions and how they broke apart the numbers.)
T: How much is 5 + 9?
S: 14!
T: Did you solve for the total using the same way? How
did you and your partner solve this?
S: We used different ways. I broke apart the 9 into 5 and 4 so I could make ten with 5 + 5, and my
partner broke apart the 5 into 4 and 1 so she could make ten with 9 + 1.
T: (Write the students’ solutions on the board, including bonds.) So Partner A added 5 + 9 using
5 + 5 + 4. (Point to number bond.) You’re saying that this is the same as Partner B’s work where she
added 5 + 9 using 9 + 1 + 4. (Point to number bond.) So 5 + 5 + 4 is the same as 9 + 1 + 4? (Point to
number bonds.)
S: Yes!
T: Which way did you prefer? Why?
S: I know 9 is made from 5 and 4, so taking apart 9 was fast for me.  Making 10 with 9 was fast and
easy for me. It’s just 1 away from 10. It’s easy to take away 1 from a number.
T: Do we always have to start with the first addend when we are adding?
S: No. We can add in any order, as long as we add all of the parts.
T: (Project 3 + 9.) Which number should we start with?
S: 9, because all we have to do is take the 1 out of 3 to make ten.
T: On your personal white board, find the total and show your bonds.
S: (Write 3 + 9 = 12, showing bonds of 2 and 1 under 3.)
T: What is the related 10+ fact to help you solve 3 + 9?
S: 10 + 2 = 12.

Date: 7/19/14 2.A.60

T: So what is 3 + 9? Say the number sentence.

S: 3 + 9 = 12.
T: (Write 9 + 4 = on the board.) Which number should we make ten with?
S: 9.
T: Which number should we break apart?
S: 4.
T/S: (Repeat the process to find the sum.)
Repeat the process using the suggested sequence: 9 + 6, 8 + 9, and 7 + 9. For each problem, have students
make ten to solve and alternate writing the related 10+ fact as a number bond and a number sentence.

Note: Students should save the Problem Set so it is available as a comparison during debriefs focusing on
Lesson Objective: Use the commutative property to make

ten.
lesson.
 Look at Problem 8. Find as many related equal
equations as you can.
 Look at Problem 8. In which problem can you use
your doubles + 1 fact to help you solve?
 How did we apply the make ten strategy today to
solve addition problems efficiently?

Date: 7/19/14 2.A.61

 To solve 3 + 9, which addend should we make ten

with? Why?
 Look at your Application Problem. Turn and talk
to your partner about which addend we should
break apart to solve the problem more efficiently.

the students.

Date: 7/19/14 2.A.62

Name Date
1. Solve. Write the bond for

the related 10 fact.
10
11
1
2. 9 + 6 = ____ 6 + 9 = ____
3. 7 + 9 = ____ 9 + 7 = ____
Use number bonds to show your thinking. Write the related 10+ fact.
4. 9 + 4 = ____ ____ + ____ = ____
5. 3 + 9 = ____ ____ + ____ = ____
6. 9 + 5 = ____ ____ + ____ = ____

Date: 7/19/14 2.A.63

7. Match the equal expressions.
a. 9 + 3 10 + 4
b. 5 + 9 10 + 0
c. 9 + 6 10 + 2
d. 8 + 9 10 + 5
e. 9 + 7 10 + 7
f. 9 + 1 10 + 6
8. Complete the addition sentences to make them true.
a. 2 + 10 = ____ b. 7 + 9 = ____ c. ____ + 10 = 14
d. 3 + 9 = ____ e. 3 + 10 = ____ f. ____ + 9 = 14
g. 10 + 9 = ____ h. 8 + 9 = ____ i. ____ + 7 = 17
j. 5 + 9 = ____ k. ___ + 10 = 18 l. ____ + 9 = 17
m. 6 + 10 = ____ n. ____ + 9 = 16

Date: 7/19/14 2.A.64

Name Date
Solve. Use number bonds to show your thinking. Write the bond for the related 10
fact.
1. 9 + 5 = ____ 5 + 9 = ____ 10
2. Solve. Draw a line to match the related facts. Write the related 10+ fact.
a. 9 + 7 = ____ ____ = 9 + 8
____
b. ____ = 6 + 9 7 + 9 = ____
____
c. 8 + 9 = ____ 9 + 6 = ____

Date: 7/19/14 2.A.65

Name Date
1. Solve. Use your number bonds. Draw a line to match the related facts. Write the
related 10+ fact.
a.
9 + 6 = ____ ____ = 9 + 8
____
b.
____ = 3 + 9 ____ = 7 + 9
____
c.
___ = 9 + 5 6 + 9 = ____
d.
8 + 9 = ____ 9 + 3 = ____
e.
9 + 7 = ____ 5 + 9 = ____
2. Complete the addition sentences to make them true.
a. 3 + 10 = ___ f. ___ = 7 + 9
b. 4 + 9 = ___ g. 10 + ___ = 18
c. 10 + 5 = ___ h. 9 + 8 = ___
d. 9 + 6 = ___ i. ___ + 9 = 19
e. 7 + 10 = ___ j. 5 + 9 = ___

Date: 7/19/14 2.A.66

3. Find and color the expression that is equal to the expression on the snowman’s hat.
Write the true number sentence below.
a. b.
10 + 3 10 + 6
6+9 8+7

9+3 7+9
9+4 9+5
= =
c. 10 + 7 d. 10 + 8
8+9 2+9
9+5 8+9
8+8 9+9
= =

Date: 7/19/14 2.A.67

Lesson 7




 Add to 9 1.OA.6 (5 minutes)

 Friendly Fact Go Around: Make it Equal 1.OA.6 (5 minutes)
 Take Out 2: Addition Sentences 1.OA.6 (3 minutes)
Add to 9 (5 minutes)
Materials: (T) 9 + n addition cards (Fluency Template 1) (S) Personal white board
Note: This activity supports the make ten addition strategy as students need to fluently decompose an
addend in order to make ten.
Show an addition flashcard (e.g., 9 + 3). Students write the three-addend equation (9 + 1 + 2 = 12).
Friendly Fact Go Around: Make it Equal (5 minutes)

Materials: (T) Friendly Fact Go Around: Make it Equal (Fluency Template 2)
Note: This activity reinforces the make ten adding strategy and promotes an understanding of equality.
Project the Friendly Fact Go Around: Make it Equal (or make and display a poster). Point to a problem and
call on a student: 9 + 6 = 10 + . The student answers “five.” The class says the number sentence aloud with
the answer, “9 + 6 = 10 + 5.” If a student gives an incorrect answer, he then repeats the correct equation that
the class has given. The teacher can adapt the problem to individual children, pointing to easier problems for
children who are less fluent.

Date: 7/19/14 2.A.68

Take Out 2: Addition Sentences (3 minutes)

Note: This activity supports the make ten addition strategy when one addend is 8, since 8 needs 2 to make
ten.
Say a number between 2 and 10 (e.g., 3). Students say an addition sentence beginning with 2 (e.g., 2 + 1 = 3).
Stacy made 6 drawings. Matthew made 2 drawings. Tim made 4

drawings. How many drawings did they make altogether? Use a
drawing, a number sentence, and a statement to match the story.
Note: Some students may actually create detailed drawings.
Continue discussing how simple shapes, such as squares or circles,
can be used to efficiently represent the story’s drawings rather than
spending time and thought on elaborate pictures.

NOTES ON
Materials: (T) 10 blue and 10 yellow linking cubes, a ten-frame MULTIPLE MEANS
border (S) 10 blue and 10 yellow linking cubes, OF REPRESENTATION:
personal white board When using colors in lessons, be
sensitive to those students who have
Have students sit at their seats with materials. difficulty seeing certain colors. If you
T: (Project and read aloud.) Peter has 8 books and Willie have these students in your classroom,
has 5. How many books do they have altogether? use primary colors and typically sharp
T: What is the expression to solve this problem? contrast, like green (or red) and yellow
that can be distinguished by these
S: 8 + 5. students. Be sure to adjust the color
T: On your personal white boards, use your blue linking names to align when implementing the
cubes in 5-groups to show how many books Peter has. Concept Development.
S: (Organize 8 blue linking cubes.)
T: Use your yellow cubes to show how many books Willie has. Put them in a line of five next to your
board.
S: (Organize 5 yellow linking cubes.)
T: What are the different ways we can solve 8 + 5?
S: Count on!  Make ten with 5!  Make ten with 8!
T: (Call on students to demonstrate each of these strategies, saving making 10 with 8 for the end. As a
MP.7 student volunteer makes ten, use the ten-frame border to physically group the ten.)
T: Let’s use the last strategy to solve 8 + 5. Everyone, make ten with 8!
S: (Move 2 yellow cubes to the blue pile.)
T: With your marker, draw a frame around your 10 cubes.

Date: 7/19/14 2.A.69

S: (Frame 10 cubes.)
T: We have 10 here. (Gesture to the 10.) What do we have left here? (Point to the other pile.)
S: 3.
T: Look at your new groups. What is our new number sentence?
S: 10 + 3 = 13!
T: (Write 10 + 3 = 13 on the board.) Did we change the
MP.7 number of linking cubes we have?
S: No.
T: So, 8 + 5 is the same as what addition expression?
S: 10 + 3.
T: (Write 8 + 5 = 10 + 3.)
T: What is 10 + 3?
S: 13.
T: What is 8 + 5? Say the number sentence.
S: 8 + 5 = 13.
T: How many books do Peter and Willie have?
S: 13 books.
Repeat the process with the following suggested sequence: 8 + 3, 8 + 6, 4 + 8, 8 + 7, 8 + 8, etc. Be sure to
have students make ten with 8, reinforcing the concept of commutativity for efficient problem solving. Write
both number sentences (8 + 6 = 14, 10 + 4 = 14) and a number sentence equating the equivalent expressions
(8 + 6 = 10 + 4).


Date: 7/19/14 2.A.70


Note: Distribute the student Problem Set from Lesson 3
or Lesson 4 for comparing with today’s Problem Set.
lesson.
 Look at Problem 1. What are the two number
sentences that match the statements? (Repeat
with other problems as necessary.)
 (Write 8 + 5 = 13 and 10 + 3 = 13 on the board.) How can you make one true number sentence from
the two number sentences on the board? (8 + 5 = 10 + 3)
 When you had 8 as an addend, how many objects did you circle from the other addend?
 Look at your Problem Set from Lesson 3 or Lesson 4. How are these problems similar to today’s
Problem Set? How are they different? What do you notice about the answers when you have 9 as
an addend compared to 8 as an addend? Why do you think this is?
 Look at the Application Problem. What did you add first? Why? (Some students may have added
6 + 4 because it is an efficient way to make ten. Some students may still be adding the numbers in
order. If students added 6 + 2 first, ask them to use today’s lesson to show making ten to solve.)


Date: 7/19/14 2.A.71

Name Date
Circle to show how you made ten to help you solve.
1. John has 8 tennis balls. Toni has 5. How many tennis balls do they have in all?
John Toni
8 and ______ make ______.
10 and ______ make ______.
John and Toni have ______ tennis balls in all.
2. Bob has 8 raisins and Jenny has 4. How many raisins do they have altogether?
8 and ______ make ______.
10 and ______ make ______.
Bob and Jenny have ______ raisins altogether.

Date: 7/19/14 2.A.72

3. There are 3 chairs on the right side of the classroom and 8 on the left side. How
many total chairs are in the classroom?
8 and ______ make ______.
10 and ______ make ______.
There are ______ total chairs.
4. There are 7 children sitting on the rug and 8 children standing. How many children
are there in all?
8 and ______ make ______.
10 and ______ make ______.
There are ______ children in all.

Date: 7/19/14 2.A.73

Name Date
Draw, label, and circle to show how you made ten to help you solve.
Write the number sentences you used to solve.
1. Nick picks some peppers. He picks 5 green peppers and 8 red peppers. How many
peppers does he pick in all?
8 and ______ make ______.
10 and ______ make ______.
Nick picks ____ peppers.

Date: 7/19/14 2.A.74

Name Date
Draw, label, and circle to show how you made ten to help you
solve.
Write the number sentences you used to solve.
1. Meg gets 8 toy animals and 4 toy cars at a party.

How many toys does Meg get in all?
8 + 4 = ____
10 + ____ = ____ Meg gets _____ toys.
2. John makes 6 baskets in his first basketball game and 8 baskets in his second.
How many baskets does he make altogether?
____ + ____ = ____
____ + ____ = ____ John makes _____ baskets.

Date: 7/19/14 2.A.75

3. May has a party. She invites 7 girls and 8 boys. How many friends does she invite in
all?
____ + ____ = ____
____ + ____ = ____ May invites _____ friends.
4. Alec collects baseball hats. He has 9 Mets hats and 8 Yankee hats. How many hats
are in his collection?
____ + ____ = ____
____ + ____ = ____ Alec has _____ hats.

Date: 7/19/14 2.A.76

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Fluency Template 1 1•2

9 +2= 3+9=
9+4= 5+9=
9+6= 7+9=
9+8= 9+9=

9 + n addition cards, print on cardstock and cut

Date: 7/19/14 2.A.77

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Fluency Template 2 1•2
Friendly Fact Go Around: Make it Equal
9 + 1 = 10 + ☐ 9 + 3 = 10 + ☐ 9 + 5 = 10 + ☐
9 + 4 = 10 + ☐ 9 + 7 = 10 + ☐ 9 + 6 = 10 + ☐
3 + 9 = 10 + ☐ 2 + 9 = 10 + ☐ 8 + 9 = 10 + ☐
5 + 9 = 10 + ☐ 4 + 9 = 10 + ☐ 9 + 9 = 10 + ☐
9 + 4 = ☐ + 10 9 + 6 = ☐ + 10 9 + 5 = ☐ + 10
9 + 2 = ☐ + 10 9 + 7 = ☐ + 10 9 + 9 = ☐ + 10
9 + ☐ = 10 + 5 9 + ☐ = 10 + 7 9 + ☐ = 10 + 8

9 + ☐ = 10 + 3 9 + ☐ = 10 + 4 9 + ☐ = 10 + 6

friendly fact go around: make it equal

Date: 7/19/14 2.A.78

Lesson 8




 Sprint: 9 + n 1.OA.6 (10 minutes)

 Happy Counting by Twos 1.OA.5 (2 minutes)
 Take Out 2: Addition Sentences 1.OA.6 (3 minutes)
Sprint: 9 + n (10 minutes)

Materials: (S) 9 + n Sprint
Note: This Sprint provides practice with the make ten addition strategy, when one addend is 9.
Happy Counting by Twos (2 minutes)

Note: This reviewing of counting on allows students to maintain fluency with adding and subtracting 2.
Repeat the Happy Counting activity from Lesson 4, counting by twos from 0 to 20 and back (this range may be
adjusted to meet the needs of students). As students strengthen their skills, start with other numbers such as
1, 7, 11, or 8.
Take Out 2: Addition Sentences (3 minutes)

Note: This activity supports the make ten addition strategy when one addend is 8 since 8 needs 2 to make
ten.
Say a number between 2 and 10 (e.g., 3). Students say an addition sentence beginning with 2 (e.g., 2 + 1 = 3).

Date: 7/19/14 2.A.79

A tree lost 8 leaves one day and 4 leaves the next. How many
leaves did the tree lose at the end of the two days? Use a
number bond, a number sentence, and a statement to match the
story.
Extension: On the third day, the tree lost 6 leaves. How many
leaves did it lose by the end of the third day?
Note: This problem revisits the idea of making ten when one
addend is 8. It also challenges students to use addition, although
the leaves are being lost.
Materials: (T) 10 blue and 10 yellow linking cubes, ten-frame border (S) Personal white board
Have students come to the meeting area with their personal white boards.
T: (Project and read aloud.) Amy wrote 8 letters to her friends. Peter wrote 3 to his friends. How
many letters did they write? (Pause.) What is the expression to solve this story?
S: 8 + 3.
T: How many blue cubes do I need to represent the number of letters Amy wrote? How should I
arrange it?
S: 8 cubes. Put them in a 5-group.
T: Why should I organize them in 5-group?
S: It’s easy for everyone to see that there are 8 instead of counting the cubes.
T: With your partner, figure out how many letters Amy and Peter wrote. Use your personal white
boards to record your work.
S: (Discuss and solve problem while teacher circulates and listens.)
T: How many letters did Amy and Peter write?
S: 11 letters!
T: How did you solve the problem?
S: I counted on from 8. Eiiight, 9, 10, 11.  I put 2 cubes with the 8 blue ones and had 1 cube left.
That made 11.  I broke apart the 3 into 2 and 1 to make 10 and 1.
T: Let’s all try using this last strategy of making ten to solve this problem.
T: (Lay out 8 blue cubes.) How many yellow cubes do I need to represent the number of letters Peter
wrote?
S: 3 cubes.

Date: 7/19/14 2.A.80

T: (Lay out 3 yellow cubes as a separate pile.) What should we do to add 8 and 3 efficiently?
S: Make ten!
T: How many does 8 need to make ten?
S: 2.
T: (Place 2 yellow cubes into 5-group arrangement.)
T: Now that we have 10 here, we can put a frame around NOTES ON
it. (Frame it.) Look at the new piles. What expression MULTIPLE MEANS
is 8 + 3 equal to? OF ENGAGEMENT:
S: 10 + 1. Adjust lesson structure to suit specific
T: Let’s write a true number sentence using these learning needs remembering that some
students may need to keep practicing
expressions. (Write 8 + 3 = 10 + 1.)
with their linking cubes as they
T: What’s 10 + 1? complete problems.
S: 11.
T: (Write 10 + 1 = 11). So, what is 8 + 3? Say the number
sentence.
S: 8 + 3 = 11.
T: (Write 8 + 3 = 11.) How many letters did Amy and Peter write?
S: 11 letters.
T: Show me on your board how we solved 8 + 3. Remember, it’s easy to show
how we are solving 8 + 3 if we organize our math drawings just like the way we
organized the cubes. Use empty circles to represent 8 and dark circles to
represent 3. Don’t forget to put a frame around the 10 cubes!
S: (Draw.)
T: Where is the 3 in your picture?
S: (Point to 2 and 1.)
T: You are pointing to two different places. Why?
S: We broke 3 apart into 2 and 1.
T: Let’s use a number bond to show how we broke apart
3.
T: Just like we framed the ten in our picture, we’ll frame NOTES ON
the numbers that make ten. (Ring 8 and 2.) MULTIPLE MEANS
T: 8 and 2 make? OF ENGAGEMENT:
S: 10. Offer opportunities for student
leadership as “teacher.” Have students
T: 10 and 1 make?
demonstrate for the class how they are
S: 11. breaking apart and joining their linking
T: So, 8 plus 3 equals? cubes. Listen for accurate use of math
vocabulary in their descriptions. Math
S: 11!
language in this lesson includes
expression, organize, join, break apart,
and frame.

Date: 7/19/14 2.A.81

Repeat the process adding the numbers 4–9 in order as time allows, alternating 8 as the first and the second
addend. For the first example, use linking cubes to illustrate what the math drawings should look like. For
the remainder of the examples, move towards having students draw without the visual aid. Before students
add dark circles to their math drawing, ask them, "How many does 8 need to make ten?" and "How many do
you have when you take away 2 from [the other addend]?" to guide how they can decompose the addend
when drawing.
Be sure to have students make ten with 8, reinforcing the concept of commutativity for efficient problem
solving. Be sure that they also write two number sentences (8 + 6 = 14, 10 + 4 = 14) and the equivalent
expression (8 + 6 = 10 + 4).


Note: Distribute student Problem Set from Lesson 4 for
comparing with today’s Problem Set.
lesson.
 Look at Problem 1 and Problem 6. How are your
drawings different? Which drawing shows how
you solved 8 + 5 more easily?
 What did you notice about having 8 as an addend? What happens to the other addend when it gets
broken apart?
 How did Problem 6 help you solve Problem 7?
 Look at your Problem Set from a few days ago. What do you notice about the answers when you
have 9 as an addend compared to 8 as an addend? Why do you think this is?

Date: 7/19/14 2.A.82

 How would you solve 8 + 9? Turn and talk to

your partner. Explain your strategy.
 Why is it important to make our math drawings in
an organized way?
 Look at your Application Problem. Draw an
organized picture to show how you can solve this
problem.

the students.

Date: 7/19/14 2.A.83

A Number correct:
Name Date
*Write the missing number.
1 9+1=☐ 16 9+5=☐
2 10 + 1 = ☐ 17 9+6=☐
3 9+2=☐ 18 6+9=☐
4 9+1=☐ 19 9+4=☐
5 10 + 2 = ☐ 20 4+9=☐
6 9+3=☐ 21 9+8 =☐
7 9+1=☐ 22 9+9=☐
8 10 + 4 = ☐ 23 9 + ☐ = 18
9 9+5=☐ 24 ☐ + 6 = 15
10 9+1=☐ 25 ☐ + 6 = 16
11 10 + 6 = ☐ 26 13 = 9 + ☐
12 9+7=☐ 27 17 = 8 + ☐
13 9+1=☐ 28 10 + 2 = 9 + ☐
14 10 + 8 = ☐ 29 9 + 5 = 10 + ☐
15 9+9=☐ 30 ☐+7=8+9

Date: 7/19/14 2.A.84

B Number correct:
Name Date
1 9+1=☐ 16 5+9=☐
2 10 + 2 = ☐ 17 6+9=☐
3 9+3=☐ 18 9+6=☐
4 9+1=☐ 19 9+7=☐
5 10 + 1 = ☐ 20 7+9=☐
6 9+2=☐ 21 9+8 =☐
7 9+1=☐ 22 9+9=☐
8 10 + 3 = ☐ 23 9 + ☐ = 17
9 9+4=☐ 24 ☐ + 5 = 14
10 9+1=☐ 25 ☐ + 4 = 14
11 10 + 5 = ☐ 26 15 = 9 + ☐
12 9+6=☐ 27 16 = 7 + ☐
13 9+1=☐ 28 10 + 4 = 9 + ☐
14 10 + 4 = ☐ 29 9 + 6 = 10 + ☐
15 9+5=☐ 30 ☐+6=7+9

Date: 7/19/14 2.A.85

Name Date
Circle to make ten. Write the 10+ number sentence and solve.
1. Tom only has 8 goldfish and 5 angelfish. How many fish does Tom have in all?
Goldfish Angelfish
8 + 5 = _____
10 fish + ____ fish = _____ fish
Make ten by circling and solve.
2. 8 + 3 = ___ 3. 4 + 8 = ___
10 + ____ = _____ 10 + ____ = _____

Date: 7/19/14 2.A.86

8 + 3 = 11 10 + 1 = 11
Solve. Make math drawings using the ten-frame to show how
2 1
you made ten to solve.
4. 8 + 4 = ___ ____ + ____ = _____
5. 6 + 8 = ___ ____ + ____ = _____
6. 8 + 5 = ___ ____ + ____ = _____
Solve. Use a number bond to show how you made a ten.
7. 5+8 =____ 8. _____ = 8 + 7

Date: 7/19/14 2.A.87

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Exit Ticket 1 2
Name Date
Make math drawings using the ten-frame to solve. Rewrite as a 10+ number sentence.
1. 6 + 8 = ___ 2. ___ = 4 + 8
10 + ___ = ___ ___ + ___ = ___

Date: 7/19/14 2.A.88

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Homework 1 2
Name Date
Solve. Make math drawings using the ten-frame to show how

8 + 3 = 11 10 + 1 = 11
you made ten to solve.
2 1
1. 8 + 4 = ___ ____ + ____ = _____
2. 8 + 6 = ___ ____ + ____ = _____
3. 7 + 8 = ___ ____ + ____ = _____

Date: 7/19/14 2.A.89

4. Make math drawings using ten-frames to solve. Circle the true number sentences.
Write an X to show number sentences that are not true.
a. 8 + 4 = 10 + 2 b. 10 + 6 = 8 + 8 c. 7 + 8 = 10 + 6
d. 5 + 10 = 5 + 8 e. 2 + 10 = 8 + 3 f. 8 + 9 = 10 + 7

Date: 7/19/14 2.A.90

Lesson 9
Objective: Compare efficiency of counting on and making ten when one
addend is 8.





 Decompose Addition Sentences into Three Parts 1.OA.6 (5 minutes)

 Cold Call: Break Apart Numbers 1.OA.6 (2 minutes)
 Make It Equal 1.OA.6 (5 minutes)
Decompose Addition Sentences into Three Parts (5 minutes)

Note: This fluency activity reviews adding three numbers and making ten when one addend is 8.
Decompose addition sentences into three addends that are more efficient to add.
T: (Write 8 + 3.) How many do we need from 3 to make ten?
S: 2.
T: Say 3 as an addition expression, starting with 2.
S: 2 + 1.
T: (Write 2 + 1 below the 3, showing the decomposition of 3.) Say 8 + 3 as a three-part addition
sentence.
S: 8 + 2 + 1 = 11.
Repeat process for other problems.
is 8. 2.A.91
Date: 7/19/14
Cold Call: Break Apart Numbers (2 minutes)

Note: This is an anticipatory fluency for making ten when one addend is 7 since 7 needs 3 to make ten.
Say a number between 3 and 10. Tell students you will cold call them to say the number bond with 3 as a
part. Alternate between calling on individual students, the whole class, and groups of students (e.g., only
boys, only girls). Use the example below as a reference.
T: 4. (Pause to provide thinking time.) Everybody.
S: 3 and 1.
T: 6. (Pause.) Boys.
S: (Only boys.) 3 and 3.
Repeat with numbers 3 through 10.
Make It Equal (5 minutes)

Materials: (S) 5-group cards, one = card, and two + cards (Lesson 1 Fluency Template) per set of partners
Note: This activity reinforces the make ten addition strategy as students relate 10 + n addition sentences to
an equivalent sentence with an addend of 8 or 9. Students ready to use the numeral side of the 5-group
cards should be encouraged to do so.
Assign students partners of equal ability. Students arrange 5-group cards from 0 to 10, including the extra 5,
and place the "=″ card between them.
Write four numbers on the board (e.g., 10, 9, 1, and 2). Partners take the 5-group cards that match the
numbers written to make two equivalent expressions (e.g., 10 + 1 = 9 + 2).
Suggested sequence: 10, 9, 1, 2; 10, 3, 9, 2; 10, 4, 5, 9; 10, 8, 1, 3; 10, 8, 4, 2; etc.
A squirrel found 8 nuts in the morning, 5 nuts in the afternoon,

and 2 nuts in the evening. How many nuts did the squirrel find in
all?
Extension: The next day, the squirrel found 3 more nuts in the
morning, 1 more in the afternoon, and 1 more in the evening.
How many did he collect over the two days?
Note: This problem uses three addends, revisiting the associative
and commutative properties from earlier in this topic. During the
Debrief, students who used making ten as a strategy to solve
share their work, supporting students’ development toward
independent use of the strategy.
is 8. 2.A.92
Date: 7/19/14
Have students sit at their desks or the meeting area with their personal white boards.
T: (Project or write the two number bonds shown

here.) Which number bond are you able to solve
faster? 8 10
S: 10 and 4!
T: (Write 10 + 4 = ___.) 10 + 4 is?
S: 14! 6 4
T: (Record the solution.) How did you know that so
quickly?
S: Because we know our 10+ facts.  Because 10 is a friendly number.
T: (Write 8 + 6 = ___.) Let’s count on to solve 8 + 6.
T/S: Eeeiiiight, 9, 10, 11, 12, 13, 14. 14!
T: (Record the solution.)
T: (On another line, write 8 + 6 = ___.) What expression
is equal to 8 + 6?
S: 10 + 4! NOTES ON
T: (Record this to make the true number sentence MULTIPLE MEANS
8 + 6 = 10 + 4.) Use your personal white board to show FOR ENGAGEMENT:
how you can solve 8 + 6 by making ten to be sure that Students enjoy the use of interactive
this is a true number sentence. technology in the classroom. Do an
S: (Solve by making ten with 8, taking apart 6 into 2 and Internet search of make ten or
4, etc.) something similar. This provides some
websites for use during independent
T: (Read aloud.) Our friends Sergio and Lila are back time or if you have the means to use
again! They were getting ready to go to P.E. They both the website with the entire class.
had to solve 8 + 7. The first one to solve it got to go to
P.E. first! Sergio decided he was going to count on to
solve it again. (Pause.) Was there another way to 15
solve 8 + 7 that Sergio could have used?
S: (Discuss, as teacher circulates and listens.) Make ten!  Take 2 from 7 to make
ten with 8. 8 7
T: Some of you said that you would make ten. Well, that is just what Lila decided
to do again. (Assign partners.) Partner A, explain to your partner how Sergio 15
solved 8 + 7 by counting on. Partner B, explain to your partner how Lila solved
8 + 7 by making ten. Use your personal white board if it helps you share your
thoughts.
10 5
is 8. 2.A.93
Date: 7/19/14
S: (Discuss, as teacher circulates and listens.)

T: Help me make a number bond to show what Sergio
NOTES ON
did. What were the parts that Sergio used?
MULTIPLE MEANS
S: 8 and 7! (Write the bond.) OF ACTION AND
T: What was the whole? EXPRESSION:
S: 15. (Complete the bond.) While encouraging students to use the
T: Help me make a number bond to show what Lila did. most efficient strategy when solving
What were the parts that Lila used? number sentences, some may be able
to use different number combinations
S: 10 and 5! (Write the bond.) as efficiently. For example, some might
T: What was the whole? see 7 + 8 as 7 + 7 + 1 or 8 + 8 – 1, and
S: 15. (Complete the bond.) some may already know 7 + 8 but
benefit from the strategy discussion.
T: Which number bond will help you solve more Use this opportunity to show students
efficiently? how we all think differently. Have the
S: 10 and 5. students communicate their
T: So, based on these number bonds, and the work you mathematical thinking to the class.
and your partner just did, who do you think got to go
to P.E. first?
S: Lila!
T: Again, you’re right! Since Lila really knows how to use the make ten strategy, she was able to solve
for the unknown very quickly or efficiently. Sometimes it takes practice before we can use a
strategy quickly. When a strategy is new to us, it can take longer for us to use it until we get better
at it. Let’s keep practicing.
Continue with partners solving each problem, showing
how to solve using counting on and making ten. The
following is a suggested sequence of problems: 8 + 5, 8 +
4, 8 + 8, 8 + 3 (counting on may actually be more efficient
here), and 8 + 9.

is 8. 2.A.94
Date: 7/19/14

Note: Distribute student Problem Set from Lesson 5 for
comparing with today’s Problem Set.
lesson.
 Look at Problem 1 and Problem 2. How are your
bonds different? How can Problem 1 help you
solve Problem 2?
 Look at Problems 8–10. What do you notice about the number bonds? How does knowing your 10+
facts help you with your 8+ facts?
 Look at Problem 5 and Problem 8. Do you think counting on or making ten was more efficient to
solve these? Why?
 Look at your Problem Set from a few days ago. What do you notice about the answers when you
have 9 as an addend compared to 8 as an addend? Why do you think this is?
 Look at your Application Problem. Would counting on or making ten help you solve this problem
most efficiently? If you used making ten to solve this, share your work and explain your thinking.
 One first grader I know makes ten for some of her 8+ facts and counts on to solve others.
Sometimes she just knows the solution. Is that true for any of you? Which 8+ facts do you use a
particular strategy to help you solve? Why?

is 8. 2.A.95
Date: 7/19/14
Name Date
Make ten to solve. Use a number bond to show how you took 2 out to make ten.
1. Ben has 8 green grapes and 3 purple grapes. How many grapes does he have?
8 + 3 = ____ 10 + ____ = ____
Ben has ___ grapes.
2. 8 + 4 = ____ 10 + ____ = ____
3. 8 + 5 = ____ ____ + ____ = ____
4. 8 + 7 = ____ ____ + ____ = ____
5. 4 + 8 = ____ ____ + ____ = ____
6. 7 + 8 = ____ ____ + ____ = ____
7. 8 + ____ = 17 ____ + ____ = ____
is 8. 2.A.96
Date: 7/19/14
8. a. 10 + 1 = ___ 11 b. 8 + 3 = ___ 11
9. a. 10 + 5 = ___ b. 8 + 7 = ___
15 15
10. a. 10 + 6 = ___ b. 8 + 8 = ___
11. a. 2 + 10 = ___ b. 4 + 8 = ___
12. a. 4 + 10 = ___ b. 6 + 8 = ___
is 8. 2.A.97
Date: 7/19/14
Name Date
1. Seyla has 3 stamps in her collection. Her father gives her 8 more stamps. How
many stamps does she have now? Show how you make ten and write the 10+ fact.
3 + 8 = ____ 10 + ____ = ____
2. Complete the addition sentences and the number bonds.
a. 8 + 6 = ___ b. 10 + ___ = 14
is 8. 2.A.98
Date: 7/19/14
Name Date
1. 8 + 3 = ____ 10 + ____ = ____
2. 6 + 8 = ____ ____ + 10 = ____
3. ____ = 8 + 8 ____ = 10 + ____
4. ____ = 5 + 8 ____ = 10 + ____
5. a. 7 + 8 = ___ b. 10 + 5 = ___
15
6. a. 16 = ___ + 8 b. 10 + 6 = ___
is 8. 2.A.99
Date: 7/19/14
7. a. ___ = 9 + 8 b. 10 + 7 = ___
Draw a line to the matching number sentence. You may use a number bond or 5-group
drawing to help you.
8. 11 = 8 + 3
8 + 6 = 14
9. Lisa had 5 red rocks and 8 white rocks. 10 + 1 = 11

How many rocks did she have?
13 = 10 + 3
10.
10
14
4
is 8. 2.A.100
Date: 7/19/14
Lesson 10
Objective: Solve problems with addends of 7, 8, and 9.




 1, 2, and 3 Less 1.OA.6 (3 minutes)

 Decomposing Addition Sentences 1.OA.6 (5 minutes)
 Happy Counting by Threes 1.OA.5 (2 minutes)
1, 2, and 3 Less (3 minutes)

Note: This fluency activity prepares students for today’s lesson as students decompose numbers to make ten
with addends of 7, 8, and 9.
T: On my signal, say the number that is 1 less.
T: 3.
S: 2.
Continue with all numbers within 10. Then repeat with 2 less and 3 less.
Decomposing Addition Sentences (5 minutes)

Note: This activity reviews how to decompose numbers to make ten, creating equivalent but easier number
sentences.
Write number sentences on the board to model how to decompose number
sentences into three addends.
T: (Write 9 + 5 = ___ on the board.) What does 9 need to make ten?
S: 1.
T: (Write 9 + 1 below 9 + 5 = ___.)
T: (Point to the 5.) If we take 1 from 5 to make ten, what part is left?

Date: 7/19/14 2.A.101

S: 4.
T: (Add + 4 after 9 + 1.) Say the number sentence with the answer.
S: 9 + 1 + 4 = 14.
T: (Write 14 to complete 9 + 1 + 4 = ___.) 9 + 1 + 4 = 14. 9 + 5 is…?
S: 14.
T: (Write 14 to complete 9 + 5 = ___.)
Continue with other 9 + n and 8 + n addition sentences. If
students are ready, have them use their boards to NOTES ON
independently decompose addition sentences into three parts. MULTIPLE MEANS
OF ENGAGEMENT:
Happy Counting by Threes (2 minutes) Maintain student attention with short
fluency games that are energetically
Note: Review of counting on and back allows students to presented.
maintain fluency with adding and subtracting 3.
Repeat the Happy Counting activity from Lesson 4, counting by
threes from 0 to 12 and back.
There were 4 boots by the classroom door, 8 boots in the hallway, and 6
boots by the teacher’s desk. How many boots were there altogether?
Extension: How many pairs of boots were there in all?
Note: In this problem, the numbers 4, 8, and 6 are used as addends. To
solve, students may choose to make ten by adding (4 + 6) + 8, or they may
choose to decompose either the 4 or 6 to make ten with 8. During the
Debrief, students have the opportunity to share work and notice how peers
are using Level 3 strategies such as making ten to solve.
Materials: (S) Personal white board, numeral cards or 5-group cards, one + card for each student, and
one "=″ card for each pair of students (Lesson 1 Fluency Template)
Have students come to the meeting area with their personal white boards and sit in a semi-circle.
T: (Write 9 + 6 = ___ on the board.) Using an organized math drawing or a number bond, solve 9 + 6.
Think about the equal 10+ fact, and write a true number sentence using two expressions.
S: (Solve by drawing or using a number bond as teacher circulates.)

Date: 7/19/14 2.A.102

T: (Choose one student to share the use of counting on and another student to share the use of making
ten.) When there is a 9 as an addend, what could you do to the other addend?
S: Get the 1 out! Break apart 6 into 1 and 5 as parts.
Repeat the process with 4 + 8. Begin by asking students which number they should make ten with to solve
more efficiently.
T: (Write 7 + 6 = ___ on the board.) Turn and talk to your
partner. How might you solve this problem using what
you already know about the make ten strategy? NOTES ON
T: Which number should we make ten with? Why? MULTIPLE MEANS
OF ACTION AND
S: Make ten with 7 because it’s only 3 away from 10.
EXPRESSION:
 6 is 4 away from 10.  It’s easier for me to get the
missing part from 7 than 6. Before sharing as a class, have students
share their strategies with a partner.
T: With your partner, use a number bond to solve this Hearing how problems were solved
problem. more than once helps those students
T: Look at your picture. What expression is 7 + 6 the who are still learning the process and
same as? your English language learners.
S: 10 + 3!
T: Write that as a true number sentence.
S: (Write 7 + 6 = 10 + 3 or 10 + 3 = 7 + 6.)
T: What is 10 + 3?
S: 13.
T: So, what is 7 + 6? Say the number sentence.
S: 7 + 6 = 13.
Repeat the process with 4 + 7, 7 + 5, and 7 + 7.
T: When 7 is the bigger addend, what could you do to the other addend?
S: Get the 3 out!  Make 3 as a part.
T: Now, we are going to play Simple Strategies! (Assign partners. Instruct each pair to combine their
numeral cards and make two piles: digits 1–6 and digits 7–9, placing the 9 card on top of the second
pile.) Here’s how you play:
1. Partner A picks a card from the first pile (digits 1–6).
MP.8 2. Using the 9 card from the second pile and the card picked by Partner A, Partner B writes an
addition expression (e.g., 6 + 9).
3. Partners use counting on and then use making ten to solve the expression.
4. After using the make ten strategy, Partner A writes down the equal 10 + ___ fact.
5. Partners place the equal sign card between the boards to make a true number sentence.
6. Switch roles. Keep the 9 card up each time you begin a new expression.
As students play, the teacher circulates and moves students to replacing the 9 card with the 8 card and then
the 7 card, as appropriate.

Date: 7/19/14 2.A.103


Lesson Objective: Solve problems with addends of 7, 8,

and 9.
lesson.
 Look at Problems 8–10. Can you find number
sentences that have the same total? What are
the number sentences? How are they related?
 Why is it efficient to start with a larger addend
when you add? Give an example.
 Solve 9 + 6 = ___, 8 + 6 = ___, 7 + 6 = ___. What
patterns do you notice? Look at how you broke
apart the second addend. What patterns do you
see there? How did this breaking apart affect
your totals? (When you take out 1 more from the
second addend, your total is 1 less.)
 Which is easiest for you to use? Counting on,
making ten, or just knowing? Why?

Date: 7/19/14 2.A.104



Date: 7/19/14 2.A.105

Name Date
Solve. Use number bonds or 5-group drawings if needed. Write the equal 10+ number
sentence.
1. 4 + 9 = ___ 2. 6 + 8 = ___ 3. 7 + 4 = ___
10 + ___ = ___ 10 + ___ = ___ 10 + ___ = ___
a. 9 + 3 10 + 1
b. 5 + 8 10 + 4
c. 9 + 6 10 + 2
d. 8 + 9 10 + 5
e. 4 + 7 10 + 7
f. 6 + 8 10 + 3

Date: 7/19/14 2.A.106

Complete the addition sentences to make them true.
(A) (B) (C)
5. 9 + 2 = ___ 8 + 4 = ___ 7 + 5 = ___
6. 9 + 5 = ___ 8 + 3 = ___ 7 + 6 = ___
7. 6 + 9 = ___ 6 + 8 = ___ 4 + 7 = ___
8. 7 + 9 = ___ 5 + 8 = ___ 7 + 7 = ___
9. 9 + ___ = 17 8 + ___ = 16 7 + ___ = 16
10. ___ + 9 = 15 ___ + 8 = 15 ___ + 7 = 17

Date: 7/19/14 2.A.107

Name Date
Solve. Use number bonds or 5-group drawings if needed. Write the equal 10+ number
sentence.
a. b. c.
9 + 5 = ___ 8 + 4 = ___ 7 + 6 = ___
10 + ___ = ___ 10 + ___ = ___ 10 + ___ = ___

Date: 7/19/14 2.A.108

Name Date
Solve. Match the number sentence to the 10+

9 + 3 = ___
number bond that helped you solve the problem.
1 2
Write the 10+ number sentence.
__ + __ = ___
10
1. 8 + 6 = ___ 11 ___ + ___ = ____
1
10
2. 7 + 5 = ___ 15 ___ + ___ = ____
5
10
3. 5 + 8 = ___ 12 ___ + ___ = ____
2
10
4. 4 + 7 = ___ ___ + ___ = ____
14
4
5. 6 + 9 = ___ 10 ___ + ___ = ____

13
3

Date: 7/19/14 2.A.109

Complete the number sentences so they equal the given number bond.
6. 7. 8.
10 10 10
13 14
2 3 4
9 + ___ = 12 9 + ___ = 13 9 + ___ = 14
8 + ___ = 12 8 + ___ = 13 8 + ___ = 14
7 + ___ = 12 7 + ___ = 13 7 + ___ = 14
9. 10. 11.
10 10 10
16
5 6 7
15 = 9 + ___ 16 = 9 + ___ ___ = 9 + 8
___ = 8 + ___ ___ = 8 + ___ ___ = 8 + ___
___ = 7 + ___ 7 + ___ = ___ ___ = 7 + ___

Date: 7/19/14 2.A.110

Lesson 11
Objective: Share and critique peer solution strategies for put together with
total unknown word problems.





 Sprint: Adding Across Ten 1.OA.6 (10 minutes)

 Rekenrek: Ten Less 1.NBT.5 (3 minutes)
Sprint: Adding Across Ten (10 minutes)

Materials: (S) Sprint: Adding Across Ten
Note: This Sprint reviews the make ten addition strategy.
Rekenrek: Ten Less (3 minutes)

Materials: (T) Rekenrek
Note: This is an anticipatory fluency for the take from ten subtraction strategy in Topic B where students
need to decompose numbers by taking out a ten.
T: (Show 14 on the Rekenrek). Say the number.
S: 14.
T: Say it the Say Ten way.
S: Ten 4.
T: What will my number be if I take out ten ones?
S: 4.
T: Let’s check. (Take out ten.) Yes!
Continue with other teen numbers.
Lesson 11: Share and critique peer solutions strategies for put together with total
unknown word problems. 2.A.111
Date: 7/19/14
Nicholas bought 9 green apples and 7 red apples. Sofia

bought 10 red apples and 6 green apples. Sofia thinks she
has more apples than Nicholas. Is she right? Choose a
strategy you have learned to show your work. Then, write
number sentences to show how many apples Nicholas and
Sofia each have.
Note: This problem allows students to revisit equivalent
expressions as they work with 9 + 7 and 10 + 6. The teacher
can extend this thinking by either showing 9 + 7 = 10 + 6 or
having students write the true number sentence
themselves, then asking students to explain how they know.
Materials: (T) Student work samples- make ten strategies (Template) (S) Personal white board
Have students come to the meeting area and sit in a semi-circle.
T: (Project and read.) Louie made 7 puppets out of paper bags. Roberto made 6 puppets out of socks.
How many puppets did the boys make? (Pause.) Turn and talk to your partner about how you would
solve this problem.
S: (Discuss as teacher circulates and listens.)
T: (Project Student A sample.) How did Student A
solve this problem? Explain to your partner
what this student was thinking.
S: She counted all the circles starting with 1.
 Maybe she used counting on. Seeeven, 8, 9,
10, 11, 12, 13.
T: (Project Student B sample.) How did Student B
solve this problem? Can you explain his
thinking? Turn and talk to your partner.
S: He drew his shapes in 5-groups. When he
made ten starting with 7, he drew a frame around it so you can see 10 and 3. His strategy was to
make ten from 7 by breaking 6 into 3 and 3.
T: (Project Student C sample.) How did Student C solve this problem? How is it similar and different
from Student B’s work?
S: She didn’t need to make a picture. She used the make ten strategy. But instead of making ten with
7, she made ten with 6 and broke apart 7 into 4 and 3.
T: (Project Student D sample.) How did Student D solve the problem?
Date: 7/19/14
S: He drew a picture, but it’s a little hard to count because the shapes are not organized. He probably
had to count all of them, starting with 1. Or maybe he counted on from 7. Seeeven, 8, 9, 10, 11, 12,
13.
T: Do these all show ways to solve the problem? Which way seems like it’s a better shortcut? Turn and
talk to your partner.
T: Oh, I found one more! Actually, I did this one. Ta-dah!
Pretend you are my teacher and take a look at my
work. What are your thoughts? (Project teacher
work.)
S: Your picture is organized. I like the way you drew your
circles in a 5-group. But you didn’t solve it right. The
picture doesn’t make sense.
T: What do you mean? With your partner, draw a picture that will help me see how I can make this
better.
T: How can you help me get the correct answer? What
did I do wrong? NOTES ON
MULTIPLE MEANS
S: You need to make ten by taking apart 3 from 6. You
OF ENGAGEMENT:
just added 10 and 6 here. Not 10 and 3.
Make sure to validate the different
T: Good work! Let’s try another problem! strategies students are using to solve
T: (Project and read aloud.) Louie glued on 5 pieces of so no one feels they have completed
brown yarn for his puppet’s hair. He then glued on 8 the work incorrectly. Be sensitive to
pieces of red yarn for more hair. How many pieces of students thinking in different ways and
yarn did Louie use? (Pause.) Solve this problem by encourage and cultivate healthy
competition in your classroom.
showing your work clearly on your personal white
board.
S: (Solve.)
Have students swap personal white boards with their partners
and discuss the following:
 Study what strategy your partner used.
NOTES ON
 Did you get the same answer?
MULTIPLE MEANS
 Take turns to explain your partner’s strategy.
OF ENGAGEMENT:
 Are your strategies similar? How? Are they different? As students compare their strategies,
How? be sure to listen to their conversations.
 What did your partner do well? By having these discussions with one
another, you are facilitating students’
 Which strategy is more efficient?
reflection and ability to actively process
If time allows, repeat partner work following the suggested what they are learning.
sequence: 9 + 7, 8 + 6, and 7 + 7.
Date: 7/19/14

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.
Lesson Objective: Share and critique peer solution

strategies for put together with total unknown word
problems.
misconceptions or misunderstandings that can be addressed
in the Debrief. Guide students in a conversation to debrief
the Problem Set and process the lesson. You may choose to
use any combination of the questions below to lead the
discussion.
 Compare Problem 3 to Problem 4 with your
partner. How are your strategies similar and
different?
 Look at Problem 1(b). How did this student solve
his problem? How is it similar and different from
the way we use the make ten strategy?
 Which samples use similar strategies? Explain your
thinking.
 Which sample seems like it could be the most
efficient strategy once you became an expert with
it?

After the Student Debrief, instruct students to complete the
Exit Ticket. A review of their work will help you assess the
students’ understanding of the concepts that were presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to the students.
Date: 7/19/14
A Number correct:
Name Date
1 9+2=☐ 16 4+8=☐
2 9+3=☐ 17 8+4=☐
3 9+5=☐ 18 7+4=☐
4 9+4=☐ 19 7+5=☐
5 8+2=☐ 20 7+6=☐
6 8+3=☐ 21 6+7 =☐
7 8+5=☐ 22 9+9=☐
8 8+4=☐ 23 9 + ☐ = 18
9 9+4=☐ 24 ☐ + 4 = 13
10 8+5=☐ 25 ☐ + 4 = 12
11 9+5=☐ 26 12 = 3 + ☐
12 8+6=☐ 27 16 = 8 + ☐
13 9+6=☐ 28 9+4=8+☐
14 6+9=☐ 29 9+3=5+☐
15 9+6=☐ 30 ☐+7=8+6
Date: 7/19/14
B Number correct:
Name Date
1 9+1=☐ 16 3+8=☐
2 9+2=☐ 17 8+3=☐
3 9+4=☐ 18 7+3=☐
4 9+3=☐ 19 7+4=☐
5 8+2=☐ 20 7+5=☐
6 8+3=☐ 21 5+7 =☐
7 8+5=☐ 22 8+8=☐
8 8+4=☐ 23 8 + ☐ = 16
9 9+4=☐ 24 ☐ + 3 = 12
10 8+5=☐ 25 ☐ + 4 = 12
11 9+5=☐ 26 12 = 3 + ☐
12 8+7=☐ 27 14 = 7 + ☐
13 9+7=☐ 28 9+3=8+☐
14 7+9=☐ 29 9+3=5+☐
15 9+7=☐ 30 ☐+7=8+5
Date: 7/19/14
Name Date
Jeremy had 7 big rocks and 8 little rocks in his pocket.
How many rocks does Jeremy have?
1. Circle all student work that correctly matches the story.
a. b. c.
7 + 8 = 15 7 + 8 = 15 7 + 8 = 15
d. e. f.
7 + 8 = 15 7 + 8 = 15 7 + 8 = 15
2. Fix the work that was incorrect by making a new drawing in the space below with
the matching number sentence.
Date: 7/19/14
Solve on your own. Show your thinking by drawing or writing. Write a statement to
answer the question.
3. There are 4 vanilla cupcakes and 8 chocolate cupcakes for the party. How many
cupcakes were made for the party?
_________________________________________________________________
4. There are 5 girls and 7 boys on the playground. How many students are on the
playground?
_________________________________________________________________
When you are done, share your solutions with a partner. How did your partner solve
each problem? Be ready to share how your partner solved the problems.
Date: 7/19/14
Name Date
John thinks the problem below should be solved using 5-group drawings, and Sue thinks
it should be solved using a number bond. Solve both ways and circle the strategy you
think is the more efficient.
1. Kim scores 5 goals in her soccer game and 8 runs in her softball game. How many
points does she score altogether?
John’s work Sue’s work
Date: 7/19/14
Name Date
Look at the student work. Correct the work. If the answer is incorrect, show a
correct solution in the space below the student work.
1. Todd has 9 red cars and 7 blue cars. How many cars does he have altogether?
Mary’s work Joe’s work Len’s work
9 + 7 = 16 9 + 7 = 15 9 + 7 = 16
2. Jill has 8 beta fish and 5 goldfish. How many fish does she have in total?
Frank’s work Lori’s work Mike’s work
8 + 5 = 13 8 + 5 = 14 8 + 5 = 13
Date: 7/19/14
3. Dad baked 7 chocolate and 6 vanilla cupcakes. How many cupcakes did he bake in
all?
Mary’s work Joe’s work Lori’s work
13 = 7 + 6 10 + 3 = 13 7 + 6= 13
13
4. Mom caught 9 fireflies and Sue caught 8 fireflies. How many fireflies did they
catch altogether?
Mike’s work Len’s work Frank’s work
10 + 7 = 17 17 = 9 + 8 18 = 9 + 8
Date: 7/19/14
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Template 1•2

student work samples- make ten strategies
Date: 7/19/14
1
GRADE
Topic B
Counting On or Taking from Ten to
Solve Result Unknown and Total
Unknown Problems
1.OA.1, 1.OA.3, 1.OA.4, 1.OA.6, 1.OA.5, 1.OA.7
addition.)
1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8
by finding the number that makes 10 when added to 8.
Topic B focuses on the take from ten Level 3 strategy (1.OA.6). Students begin with word problems calling on
them to subtract 9 from 10 in Lessons 12 and 13, first with concrete objects, then with drawings, and then
with number bonds. The problems students solve are similar to this one: “Mary has two plates of cookies,
one with 10 and one with 2. At the party, 9 cookies were eaten from the plate with 10 cookies. How many
cookies were left after the party?” (1.OA.1) 10 – 9 = 1 and 1 + 2 = 3. This allows students to use this take
from ten strategy when the ten is already separated for them and in a variety of contexts (concrete, pictorial,
Unknown Problems 2.B.1
Date: 7/18/14
NYS COMMON CORE MATHEMATICS CURRICULUM Topic B 1•2
and abstract), which sets them up for the work of the later lessons of the topic where they must decompose
teen numbers on their own to take from ten.
Lessons 14, 15, and 16 focus students on modeling subtraction of 9 from teen numbers, first with
manipulatives, then 5-groups drawings, and finally number bonds. Students relate counting on to subtraction
in a couple of ways (pictured below) (1.OA.4). Students begin to realize that there is both simplicity and
efficiency when they decompose the teen number into 10 and some ones, subtract the 9 from 10, and finally
add the 1 left over with some ones; this is key in Lesson 16 as students share their thinking and compare
efficiency.
S: To solve 12 – 9, I count on from 9 to 12, niiiine, 10, 11, 12, three counts.  To solve 12 – 9, I make
12 into 10 and 2 and subtract 9 from ten. 1 + 2 = 3.
Level 2: Count on Level 3: Decompose ten and compose with the ones
This same progression that occurred with subtracting 9 from teen numbers repeats itself in Lessons 17, 18,
and 19 as students subtract 8 from teen numbers in concrete, pictorial, and abstract contexts. Students
practice a pattern of action, take from ten and add the ones, as they face different contexts in word problems
(MP.8), e.g., “Maria has 12 snowballs. She threw 8 of them. How many does she have left?” (1.OA.3).
Lesson 20 both broadens and solidifies students’ strategy use as they are faced with a combination of 7, 8,
and 9 as subtrahends being taken away from teen numbers in both story problems and abstract equations.
Lesson 21 closes Topic B with student-centered discussion about solution strategies as they solve both action-
oriented (take from with result unknown) and relationship (take apart with addend unknown) problems.
Students ask each other, “How and why did you solve it this way?” and then discuss which strategies are the
most efficient.
Date: 7/18/14
NYS COMMON CORE MATHEMATICS CURRICULUM Topic B 1•2
A Teaching Sequence Towards Mastery of Counting On or Taking from Ten to Solve Result Unknown and
Total Unknown Problems
Objective 1: Solve word problems with subtraction of 9 from 10.
(Lessons 12–13)
Objective 2: Model subtraction of 9 from teen numbers.

(Lessons 14–15)
Objective 3: Relate counting on to making ten and taking from ten.

(Lesson 16)
Objective 4: Model subtraction of 8 from teen numbers.

(Lessons 17–18)
Objective 5: Compare efficiency of counting on and taking from ten.

(Lesson 19)
Objective 6: Subtract 7, 8, and 9 from teen numbers.

(Lesson 20)
Objective 7: Share and critique peer solution strategies for take from with result unknown and take
apart with addend unknown word problems from the teens.
(Lesson 21)
Date: 7/18/14
Lesson 12
Objective: Solve word problems with subtraction of 9 from 10.




 Rewrite Expressions as 10+ Sentences 1.OA.6 (5 minutes)

 Teen Number Bonds 1.NBT.2 (4 minutes)
Rewrite Expressions as 10+ Sentences (5 minutes)

Note: This review fluency reinforces the make ten addition strategy where students mentally decompose
numbers to create equivalent but easier number sentences.
Write addition sentences with 9, 8, or 7 as an addend. Tell students to rewrite the sentence with 10 as an
addend (e.g., write 9 + 2 and students write 10 + 1 = 11). Suggested sequence: 9 + 1, 9 + 2, 9 + 3, 9 + 5, 9 + 6,
8 + 2, 8 + 3, 8 + 5, 8 + 6, 7 + 3, etc.

NOTES ON
Materials: (T) 5-group row cards (Fluency Template 1)
MULTIPLE MEANS
Note: This activity supports Grade 1’s core fluency standard of OF ENGAGEMENT:
adding and subtracting within 10. Notice the shift in visual Certain fluency games that you play in
representation of ten which transitions students into seeing ten class are good to play at home. Send
home directions to the games so that
as a single unit by the module’s end.
parents can play with their child.
This fluency activity focuses on the partners to ten. Suggest ways parents can use different
numbers to challenge their child and
Flash a card for two to three seconds. Snap. Students say the extend their learning during the games.
number. Snap again. Students say the partner to ten.
Lesson 12: Solve word problems with subtraction of 9 from 10.

Date: 7/19/14 2.B.4

Teen Number Bonds (4 minutes)

Materials: (S) Personal white board with 5-group row insert (Fluency Template 2)
Note: Composing teen numbers as 10 ones and some more ones prepares students for the take from ten
subtraction strategy.
T: Draw more circles to show a total of 12.
S: (Draw 2 more circles.)
T: Say 12 as a number bond with 10 as a part.
S: 10 and 2 make 12.
T: Draw lines to show the total of 12 from your circles.
S: (Draw lines to make a number bond with the numeral 12 on top.)
Continue with other numbers between 11 and 20.
Claudia bought 8 red apples and 9 green apples. How many

apples does Claudia have altogether? Make a math drawing,
number sentence, and statement to show your thinking.
Extension: Claudia ate 3 red apples and her friend ate 4 green
apples. How many apples does Claudia have now?
Note: This problem revisits the make ten strategy introduced in
Topic A. It provides a foundation for today’s work of solving
word problems with subtraction of 9 from 10 using the same
numbers and story problem character.
Materials: (T) Chart paper (S) Personal white board
Have students sit at their tables with the personal white boards.
T: (Project and read aloud.) When Claudia brought home her 17 apples, she put 10 in a bowl and 7 on
the table. Then, she decided to give 9 apples to her babysitter. How many apples did Claudia have
left? (Pause.) Solve the problem on your personal board, and talk with your partner about how you
solved it.
S: (Solve the problem and discuss strategies as the teacher circulates.)
T: What strategies did you use?
S: I drew all of the apples and then crossed off the ones on the table and 2 more. I counted the ones
that were left. 8!  I drew 10 circles for the bowl and 7 for the table. Then I took 9 from the 10 in

Date: 7/19/14 2.B.5

the bowl. 7 and 1 is 8!

T: Let’s all try another. (Project and read aloud, “Bailey Bunny had 10 carrots in a basket and 5 on a
plate. She ate 9 carrots from the basket. How many carrots were left?”)
T: On your personal white board, draw how many carrots Bailey Bunny had in the basket and label it.
S: (Draw 10 circles and write B or basket.)
T: In the next row, draw the carrots that were on the plate and label it.
S: (Draw 5 circles and write P or plate.)
T: The problem says that she ate 9 carrots from the basket. What should we do?
S: Cross off 9!
T: From where?
NOTES ON
S: From the basket, from 10. MULTIPLE MEANS
T: Show on your personal white board. OF EXPRESSION:
S: (Cross off 9 circles from 10.) At this time, students may be working
T: How many carrots are left in the basket? at varying stages of subtracting, as
depicted in the image below. As we
S: 1 carrot! praise students for accurate solutions,
T: How many are left on the plate? we want to encourage them to move
S: 5 carrots. to the next level strategy. If they are
counting all, they should be
T: Then how many carrots are left in all? encouraged to make the connection to
S: 6 carrots. counting on. If students are counting
on, they should be encouraged towards
Repeat the process using the suggested sequence:
taking from ten.
11 – 9, 12 – 9, and 14 – 9, recording the work on a
chart paper for the Debrief.
T: Let’s record how we solved our story problem
with a number bond. (Read the story again.)
Draw a number bond to show Bailey Bunny’s
total number of carrots, the part in the basket,
and
the part on the plate.
S: (Draw.)
T: Draw circles to show the different parts.
S: (Draw.)
T: What did we do next? Show in your picture.
S: (Cross off 9 circles.) We took away 9 carrots from the basket.  We took away 9 from 10.
T: Turn and talk to your partner about how you can find how many carrots are left.
S: I counted 1, 2, 3, 4, 5, 6.  I didn’t use the picture. I counted on, niiine, 10, 11, 12, 13, 14, 15. That
is 6 counts.  I added 1 and 5. That’s 6 carrots.
Repeat the process using the following suggested sequence: 16 – 9, 17 – 9, and 18 – 9, recording the work on
chart paper for the Debrief.

Date: 7/19/14 2.B.6


Lesson Objective: Solve word problems with subtraction of

9 from 10.
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.

Look at your drawings on your Problem Set.
What did you notice when we took away 9 for
each problem?
 Look at the chart of work from the Concept
Development. What do you notice about the
answers to each of these questions?
(The answer is always 1 more than the second
part of the number bond.) Why do you think this
is?
How can solving Problem 3 help you solve Problem 4?
 After taking 9 from 10, how did you find the total
amount left over? Which is the most efficient
way to find out how many are left? Explain your
thinking.
 Look at your Application Problem and think about
what Claudia did with the apples once she got
home (model this problem again). How are these problems similar? How are they different?

Date: 7/19/14 2.B.7



Date: 7/19/14 2.B.8

Name Date
Make a simple math drawing. Cross out from the 10 ones or the other part,
in order to show what happens in the stories.
1. Bill has 16 grapes. 10 are on one vine and 6 are on the ground.
Bill eats 9 grapes from the vine. How many grapes does Bill have left?
10
16
6
Bill has ____ grapes now.
2. 12 frogs are in the pond. 10 are on a lily pad and 2 are in the water. 9 frogs hop off
the lily pad and out of the pond. How many frogs are in the pond?
10
12
2
There are ____ frogs still in the pond.
3. Kim has 14 stickers. 10 stickers are on the first page and 4 stickers are on the
second page. Kim loses 9 stickers from the first page. How many stickers are still
in her book?
10
14
4 Kim has ____ stickers in her book.

Date: 7/19/14 2.B.9

4. 10 eggs are in a carton and 5 eggs are in a bowl. Joe’s father cooks 9 eggs from the
carton. How many eggs are left?
10
There are ___ eggs left.
5. Jana had 10 wrapped gifts on the table and 7 wrapped gifts on the floor.
She unwrapped 9 gifts from the table. How many gifts are still wrapped?
Jana has ___ gifts still wrapped.
6. There are 10 cupcakes on a tray and 8 on the table. On the tray, there are 9 vanilla
cupcakes. The rest of the cupcakes are chocolate. How many cupcakes are
chocolate?
There are ___ chocolate cupcakes.

Date: 7/19/14 2.B.10

Name Date
Make a simple math drawing. Cross out from the 10 ones to show what happens in the
story.
There were 16 books on the table. 10 books were about dinosaurs. 6 books were about
fish. A student took 9 of the dinosaur books. How many books were left on the table?
There were ____ books left on the table.

Date: 7/19/14 2.B.11

Name Date
Make a simple math drawing. Cross out from I had 16 grapes.

the 10 ones to show what happens in the I ate 9 grapes.
How many grapes
stories.
do I have now?
Now I have 7 grapes.
1. There were 15 squirrels by a tree. 10 of them were eating nuts. 5 squirrels were
playing. A loud noise scared away 9 of the squirrels eating nuts. How many squirrels
were left by the tree?
There were ___ squirrels left by the tree.
2. There are 17 ladybugs on the plant. 10 of them are on a leaf, and 7 of them are on
the stem. 9 of the ladybugs on the leaf crawled away. How many ladybugs are still on
the plant?
There are ___ ladybugs on the plant.

Date: 7/19/14 2.B.12

3. Use the number bond to fill in the math story. Make a simple math drawing.
Cross out from 10 ones or some ones to show what happens in the stories.
There were ____ ants in the ant hill.

10
10 of the ants are sleeping and ____ of them are awake.
13
9 of the sleeping ants woke up.
3
How many ants are awake now?
Math drawing:
There are ____ ants awake now.
4. Use the number bond below to come up with your own math story. Include a simple
math drawing. Cross out from 10 ones to show what happens.
Math drawing:
10
14
4
Number sentences:
Statement:

Date: 7/19/14 2.B.13

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Template 1 1•2

5-group row cards

Date: 7/19/14 2.B.14
© 2014 Common Core, Inc. Some rights reserved. commoncore.org This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Date: 7/19/14 2.B.15

Date: 7/19/14 2.B.16

Date: 7/19/14 2.B.17
ooooo ooooo


5-group row insert

Date: 7/19/14 2.B.18

Lesson 13
Objective: Solve word problems with subtraction of 9 from 10.




 2, 3, 5 Less 1.OA.6 (3 minutes)

 Subtraction with Cards 1.OA.6 (5 minutes)
 5-Group Flash: Take from Ten 1.OA.6 (5 minutes)
2, 3, 5 Less (3 minutes)
Note: This activity supports Grade 1’s core fluency standard of adding and subtracting within 10.
T: On my signal, say the number that is 2 less.
T: 5.
S: 3.
Continue with numbers between 4 and 10. Then review 3 less and 5 less.
Subtraction with Cards (5 minutes)

Materials: (S) 1 deck of numeral cards with 2 extra tens for each pair of students (Lesson 1 Fluency
Template, numeral side only), counters (if needed)
Note: Reviewing subtraction facts supports Grade 1’s core fluency standard of adding and subtracting within
10. Provide number bond template for students who need extra support. Students can place the larger
number as the whole and the smaller as a part to figure out the missing part.
Students place the deck of cards face down between them. Each partner flips over two cards and subtracts
the smaller number from the larger number. The partner with the smaller difference keeps the cards played
by both players that round. The player with the most cards at the end of the game wins.

Date: 7/20/14 2.B.19

5-Group Flash: Take From Ten (5 minutes)

Materials: (T) 5-group row cards (Lesson 12 Fluency Template 1) (S) Personal white board with 5-group row
insert (Lesson 12 Fluency Template 2)
Note: This maintenance fluency with partners to ten facilitates the take from
ten subtraction strategy that students are learning.
Flash a card (e.g., 9) for one to three seconds. Students cross off the number
flashed from the 5-group row insert and write the corresponding subtraction
sentence.
Ten snowflakes fell on Sam’s mitten and 6 fell on his coat. Nine of
the snowflakes on Sam’s mitten melted. How many snowflakes
are left? Write a subtraction sentence to show how many
snowflakes are left.
Note: This problem continues the work started in Lesson 12,
asking students to subtract 9 from 10.
Materials: (T) Image of 5-group rows (Lesson 12 Fluency Template 1) (S) Personal white board with 5-group
rows insert (Lesson 12 Fluency Template 2)
Have students come to the meeting area with their personal boards and sit in a semi-circle.
T: (Project and read aloud.) There were 10 ants on the picnic blanket and 4 ants on the grass. Nine
ants from the picnic blanket went into the anthill with a breadcrumb. How many ants are not in the
anthill?
T: Show me a number bond that shows how many ants were around at the beginning of the story.
S: (Write 14, 10, and 4.)
T: Using the picture from our fluency activity, I’ll make a
math drawing to show the parts. (Model drawing a NOTES ON
5-group row of 10 that is framed and labeled as 10 and MULTIPLE MEANS
4 dark circles to the right, labeled as 4.)
OF REPRESENTATION:
T: Talk with a partner. If 9 ants left the blanket to go into Reading aloud word problems
the anthill, how many ants are not in the anthill? facilitates problem solving for those
S: (Discuss with a partner and solve.) students who have difficulty reading
T: How many ants are not in the anthill? the text within the problems. Hearing
the word problem also helps students
S: 5! who are auditory learners.
T: Use my math drawing to show me how you know.

Date: 7/20/14 2.B.20

S: These 10 circles are the ants from the blanket. If I cross off 9 of them, I have 1 here (point to framed
5-group row) and 4 more here (point to 4 dark circles next to frame).  If we start from the 9 we
had, we can count up. (Point to 5-group picture, starting at last circle in framed 5-group row.)
1 more to get to 10, and then 4 more to get to 14.  I knew that we had 4 black circles and I added
1 more. That’s 5.
T: Which strategy is more efficient?
S: Adding 1 to the other part.
NOTES ON
T: Turn and talk to you partner and write the number
sentence that shows how we solved this problem. MULTIPLE MEANS
Explain your thinking. OF ACTION AND
EXPRESSION:
S: We took away 9 ants from the 10 ants on the blanket.
There was 1 ant left, plus there were 4 ants still on the In this lesson, students are
transitioning from drawing 5-groups to
grass. So, 10 – 9 = 1 and then 4 + 1 = 5.  I can write
drawing 5-group rows. Some students
14 – 9 = 5. In the beginning, there were 14 ants.
may need some time to make the
Then 9 ants went into the anthill, so I took 9 away. transition and complete the drawings
There are 5 ants left. the new way.
T: Let’s take a look at the math drawing. Do these 10
open circles remind you of any other drawings?
S: They look like 5-groups, except they are all in a line. We used to make them with 5 on top and 5 on
the bottom.
T: You are right! Since these are all in a row, we’ll call them a 5-group row. There is a space to
separate 5 circles from the other 5.
Repeat the process by having students write the number
bond, draw the picture, and write the number sentence
using the following suggested sequence: 13 – 9, 15 – 9,
16 – 9, 17 – 9, and 18 – 9. For the first few problems, use
the 5-group rows template (with the group of 10 framed),
revisiting the fluency activities from yesterday and today’s
lessons. Then leave the last couple of problems for
students to draw their 5-group rows (with or without
frames) independently.


Date: 7/20/14 2.B.21

Lesson Objective: Solve word problems with subtraction

of 9 from 10.
lesson.
 What pattern did you notice about how we
solved –9 problems? (We always took away 9
from 10. The answer is always the other part
plus 1 because taking away 9 from 10 always
leaves you with 1.)
 How can Problem 2 help you solve Problem 4?
 Look at Problem 6. Which part did you take the 9 from? Why? Explain your thinking.
 What new math drawing did we use today to solve subtraction problems? (5-group rows.)
How is this drawing helpful?
 Look at your Application Problem. Where did you take your 9 from? Share your strategy.
 How can we use what we learned today to solve the Application Problem?


Date: 7/20/14 2.B.22

Name Date
Solve. Use 5-group rows and cross out to show your work.
1. Mike has 10 cookies on a plate and 3 cookies in a box. He eats 9 cookies from the
plate. How many cookies are left?
1
3
10 3
Mike has ___ cookies left.
2. Fran has 10 crayons in a box and 5 crayons on the desk. Fran lends Bob 9 crayons
from the box. How many crayons does Fran have to use?
15
Fran has ___ crayons to use.
3. 10 ducks are in the pond, and 7 ducks are on the land. 9 of the ducks in the pond
are babies and all the rest of the ducks are adults. How many adult ducks are
there?
There are ___ adult ducks.

Date: 7/20/14 2.B.23

With a partner, create your own stories to match and solve the number sentences.
Make a number bond to show the whole as 10 and some ones. Draw 5-group rows to
match your story. Write the complete number sentence on the line.
4. 16 – 9 =
5. 12 – 9 =
6. 19 – 9 =

Date: 7/20/14 2.B.24

Name Date
Solve. Fill in the number bond. Use 5-group rows and cross out to show your work.
Gabriela has 4 hair clips in her hair and 10 hair clips in her bedroom. She gives 9 of the
hair clips in her room to her sister. How many hair clips does Gabriela have now?
Gabriela has ___ hair clips.

Date: 7/20/14 2.B.25

Name Date
Solve. Use 5-group rows and cross out to show

your work. Write number sentences.
1. In a park, 10 dogs are running on the grass and 1 dog is sleeping under the tree.
9 of the running dogs leave the park. How many dogs are left in the park?
10 1
There are ___ dogs left in the park.
2. Alejandro had 9 rocks in his yard and 10 rocks in his room. 9 of the rocks in his
room are gray rocks and the rest of the rocks are white. How many white rocks
does Alejandro have?
Alejandro has ___ white rocks.

Date: 7/20/14 2.B.26

3. Sophia has 8 toy cars in the kitchen and 10 toy cars in her bedroom. 9 of the toy
cars in the bedroom are blue. The rest of her cars are red. How many red cars
does Sophia have?
Sophia has ___ red cars.
4. Complete the number bond, and fill in the math story. Use 5-group rows and cross
out to show your work. Write number sentences.
10
There were ____ birds splashing in a puddle and ____ birds walking on the dry grass.
9 of the splashing birds flew away. How many birds are left?
There are ___ birds left.

Date: 7/20/14 2.B.27

Lesson 14
Objective: Model subtraction of 9 from teen numbers.





 Sprint: Subtraction Within 10 1.OA.6 (10 minutes)

Materials: (T) 5-group row cards (Lesson 12 Fluency Template 1)
Note: This activity supports Grade 1’s core fluency standard of adding and subtracting within 10.
Flash a card for two to three seconds. Signal students to say the number. Signal again for students to say the
partner to ten.
Sprint: Subtraction Within 10 (10 minutes)

Materials: (S) Subtraction Within 10 Sprint
Note: This Sprint reviews subtracting from ten, along with other subtraction facts within the Grade 1 core
fluency objective of adding and subtracting within 10.
Sarah has 6 blue beads in her bag and 4 green beads in her pocket.
She gives away the 6 blue beads and 3 green beads. How many
beads does she have left?
Lesson 14: Model subtraction of 9 from teen numbers.

Date: 7/20/14 2.B.28

Note: This problem again asks students to subtract 9 from 10, but from two different places: some from the
green bead group and some from the blue bead group. Using numbers within 10, students can explore how it
is sometimes more efficient to take from a particular group(s) when subtracting. During the Student Debrief,
students have the opportunity to share their strategies.

NOTES ON
MULTIPLE MEANS
Materials: (T) Linking cubes (S) Personal white board, linking
OF ENGAGEMENT:
cubes (optional)
Be aware of the different learning
Students sit in a semi-circle in the meeting area with their needs in your class and adjust the
lesson as necessary. Since some
personal white boards.
students may need to work at the
T: (Project and read aloud.) Shayan has 12 eggs. concrete level for a longer period of
He uses nine of them to make breakfast for his family. time, allow access to manipulatives.
How many eggs are left? Other students may grasp the take
from ten strategy quickly and be able
T: How would you solve this problem? Use your personal
to do mental math for some number
white board to show your work. sentences.
S: (Solve as teacher circulates.)
T: How did you solve this problem?
S: I drew 12 eggs. I crossed off 9 and I had 3 eggs left.  I counted on from 9 (9, 10, 11, 12). I have 3
fingers up, too.  I used the strategy from yesterday. I saw that I can take apart 12 as 10 and 2.
I took away 9 from 10 and did 1 + 2 = 3. Three eggs.
T: No matter which strategies these students used, did they get the same answer?
S: Yes!
T: Here is a stick of 12 linking cubes to show how many eggs Shayan had in the beginning. Just like
what we practiced yesterday, let’s break it off into 10 and 2. (Break off and separate into two sticks.)
We need to take away…
S: 9 eggs.
T: Where should I take 9 from? Turn and talk to your
partner. NOTES ON
S: Take from 2 and then more from 10.  Take 9 from MULTIPLE MEANS
10. OF ACTION AND
T: (Model taking away from 2.) Do I have enough? EXPRESSION:
I need to take away more from 10. Help me count until It is important to guide students to
we take away 9. (Count and take away 7 more.) evaluate their thinking, as well as their
MP.7
How many do we have left? partner’s, during the turn and talks.
S: 3. This provides students an opportunity
to evaluate their process and analyze
T: (Model taking away from 10.) Taking away 9 from 10 errors.
will first leave us with…?
(Break off 9 and show 1.)
S: 1.

Date: 7/20/14 2.B.29

T: 1 and 2 make…?
S: 3.
T: Turn and talk to your partner. Which was more efficient, simpler? Taking 9 from 10 or taking away
the 2 and then some more from 10?
S: Taking 9 from 10.
MP.7 T: I agree. Let’s try more.
Repeat the process using the following suggested sequence: 11 – 9, 14 – 9, and 17 – 9. For each story
problem, ask students which number 9 should be taken from.
T: Most of these are examples of 10 being a friendly number. When we take a number away from 10,
we’ll call it the take from ten strategy.
T: On your personal white board, draw a picture to show how we took 9 away from 10 to solve 17 – 9.
S: (Draw as teacher circulates and supports students.)
T: Let’s do just a few more. This time, you can use drawings or the linking cubes to show how we use
the take from ten strategy to solve.
Repeat with 15 – 9, 18 – 9, and 19 – 9.

Lesson Objective: Model subtraction of 9 from teen

numbers.
conversation to debrief the Problem Set and process the lesson.

Date: 7/20/14 2.B.30

 Look at Problems 8–10. What is happening with
the difference in each of these problems? If the
pattern continued, what would be the next
problem? What problem would come before the
first problem?
 When solving 19 – 9, where can you take 9 from?
Explain your answer.
 A student says, “Taking away 9 is like adding 1 to
the part that is not 10 from the number bond. To
solve 17 – 9, you can do 1 + 7.” Is she correct?
Explain your answer.
 What new strategy did we learn to solve our
problems today? (Take from ten strategy.)
Explain to your partner why it’s an efficient
strategy.
 Look at your Application Problem. How did you
solve it? Do you have to add the blue beads and
the green beads together to solve this problem?
Why or why not? How is it like our lesson today?
How is it different?


Date: 7/20/14 2.B.31

A Number correct:
Name Date
1 10 - 9 = ☐ 16 10 - ☐ = 5
2 10 - 8 = ☐ 17 9 - ☐= 5
3 10 - 6 = ☐ 18 8 - ☐= 5
4 10 - 7 = ☐ 19 10 - ☐ = 3
5 10 - 6 = ☐ 20 9 - ☐= 3
6 10 - 5 = ☐ 21 8 - ☐= 3
7 10 - 6 = ☐ 22 ☐- 6 = 4
8 10 - 4 = ☐ 23 ☐- 6 = 3
9 10 - 3 = ☐ 24 ☐- 6 = 2
10 10 - 7 = ☐ 25 10 - 4 = 9 - ☐
11 10 - 8 = ☐ 26 8 - 2 = 10 - ☐
12 10 - 2 = ☐ 27 8 - ☐ = 10 - 3
13 10 - 1 = ☐ 28 9 - ☐ = 10 - 3
14 10 - 9 = ☐ 29 10 - 4 = 9 - ☐
15 10 - 10 = ☐ 30 ☐ - 2 = 10 - 4

Date: 7/20/14 2.B.32

B Number correct:
Name Date
1 10 - 8 = ☐ 16 10 - ☐ = 0
2 10 - 9 = ☐ 17 9 - ☐= 0
3 10 - 8 = ☐ 18 8 - ☐= 0
4 10 - 9 = ☐ 19 10 - ☐ = 1
5 10 - 7 = ☐ 20 9 - ☐= 1
6 10 - 9 = ☐ 21 8 - ☐= 1
7 10 - 8 = ☐ 22 ☐- 5 = 5
8 10 - 7 = ☐ 23 ☐- 5 = 4
9 10 - 3 = ☐ 24 ☐- 5 = 3
10 10 - 7 = ☐ 25 10 - 8 = 9 - ☐
11 10 - 6 = ☐ 26 8 - 6 = 10 - ☐
12 10 - 4 = ☐ 27 8 - ☐ = 10 - 2
13 10 - 3 = ☐ 28 9 - ☐ = 10 - 2
14 10 - 7 = ☐ 29 10 - 3 = 9 - ☐
15 10 - 5 = ☐ 30 ☐ - 1 = 10 - 3

Date: 7/20/14 2.B.33

Name Date
1. Match the pictures with the number sentences.
a. 11 – 9 = 2
b. 14 – 9 = 5
c. 16 – 9 = 7
d. 18 – 9 = 9
e. 17 – 9 = 8
Circle 10 and subtract.
2. 12 - 9 = ____ 3. 14 - 9 = ____

Date: 7/20/14 2.B.34

4. 15 - 9 = ____ 5. 13 - 9 = ____
6. 16 - 9 = ____ 7. 17 - 9 = ____
Draw and circle 10. Then subtract.
8. 12 – 9 = ___ 9. 13 – 9 = ___
10. 14 – 9 = ___ 11. 15 – 9 = ___

Date: 7/20/14 2.B.35

Name Date
Draw and circle 10. Solve and make a number bond.
1. 17 – 9 = ____ 2. 14 – 9 = ____
3. 15 – 9 = ___ 4. 18 – 9 = ___

Date: 7/20/14 2.B.36

Name Date
Circle 10 and subtract. Make a number bond. 9

12
1. 15 – 9 = ___
Draw and circle 10. Subtract and make a number bond.
2. 14 – 9 = ___ 3. 12 – 9 = ___
4. 13 – 9 = ___ 5. 16 – 9 = ___

Date: 7/20/14 2.B.37

6. Complete the number bond and write the number 9

sentence that helped you. 12
9
a. 13
________________________________
b. 14
9 ________________________________
15
c.
________________________________
9
9
16
d.
________________________________
7. Make the number bond that would come next and write a number sentence that
matches.

Date: 7/20/14 2.B.38

Lesson 15




 5-Group Flash: 5 Less and 4 Less 1.OA.6 (2 minutes)

 Make It Equal: Subtraction Expressions 1.OA.6 (5 minutes)
 Partners to Ten 1.OA.6 (3 minutes)
5-Group Flash: 5 Less and 4 Less (2 minutes)

Note: This activity supports Grade 1’s core fluency standard of adding and subtracting within 10 and helps
students to see the relationship with 5 less (easy, one 5-group less) to 4 less (take out the five except for 1).
For struggling students, lead them to visualize 5 less by hiding a 5-group. Make the connection to seeing the
number on their fingers and hiding one hand.
Flash a card for two to three seconds. Students say the number that is 5 less and then 4 less.
Make It Equal: Subtraction Expressions (5 minutes)

Materials: (S) 5-group cards (Lesson 1 Fluency Template), minus and equal symbol cards, one = card and
two – cards per set of partners (Fluency Template)
Note: This activity builds fluency for subtraction within 10 and promotes an understanding of equality.
Assign students partners of similar skill level. Students arrange 5-group cards from 0 to 10, including the
extra 5, and place the "=″ card between them. Write four numbers on the board (e.g., 10, 9, 2, 1). Partners
take the 5-group cards that match the numbers written to make two equivalent subtraction expressions (e.g.,
10 – 9 = 2 – 1). Students can be encouraged to make another sentence of equivalent expressions for the
same set of cards as well.
Suggested sequence: 10, 9, 2, 1 10, 3, 9, 2 10, 4, 5, 9 10, 8, 7, 9 10, 7, 9, 6 10, 8, 4, 2

Date: 7/20/14 2.B.39

Partners to Ten (3 minutes)

Materials: (S) Personal white board with 5-group row insert
(Lesson 12 Fluency Template 1)
Note: This maintenance fluency with partners to ten facilitates the take
from ten subtraction strategy.
Say a number between 0 and 10 (e.g., 9). Students cross off the number
from the 5-group row insert and write the corresponding subtraction
sentence.
Julian has 7 markers. His mother gives him 8 more. He loses 9 markers.
How many does he have left?
Note: In the Student Debrief, students can discuss their drawings and
number sentences and share various strategies, one of which may be
decomposing 15 into 10 and 5 and taking 9 from 10. Though it is
covered formally in a later lesson, teachers might also choose to
encourage students to see that the expressions 15 – 9 and 1 + 5 are
equivalent.
T: (Project 15 – 9 = ___.) With a partner, solve this on

your personal white board. Use words or a drawing to
show how you know. NOTES ON
MULTIPLE MEANS
S: (Discuss and solve with partner as teacher circulates
OF ACTION AND
and notices the solution strategies students are using
independently.) EXPRESSION:
Some students may have trouble
T: What is the unknown number in this number
organizing their dots in a row with
sentence? spaces in the correct places. Be sure to
S: 6! accommodate these students and set
T: How did you solve that? up a way for them to be successful
with their drawings. Avoiding a
S: I started at 9 and counted on until I got to 15. That frustration like drawing keeps students
took 6 fingers.  I took 9 away from 15 and had 6 left. focused on the math or task at hand.
 I know 15 is made of 10 and 5, so I took 9 from 10
and then saw that I had 6 left.

Date: 7/20/14 2.B.40

T: I noticed that many of you used drawings on your personal white boards. How can we draw 15 so
that we can tell how many we have when we look quickly?
S: Use 5-group pictures!
T: Let’s use 5-groups in one long row, like we did during
Fluency today. (On the board, draw a 5-group row to show
15. Leave extra space between the first 10 circles and the
last 5 circles.)
T: Let’s frame the 10 circles we have so we can see 10 and 5
more easily. (Draw a rectangle around the first 10 circles.)
T: Now we can see 15 as 10 and 5. (Add the number 15 and the bond lines above as shown.)
T: If we want to take 9 out of 15, how can this drawing help us find a quick and easy place to take the 9
from?
S: The group of 10 inside the frame!
T: Hmm, if I take 9 out of 10, how much would that leave me in the frame?
S: Just one!
T: How much do we have when we take 9 out of 15?
S: 6! There is 1 left in the frame and 5 left on the other
side, so that’s 6. NOTES ON
T: (Project 14 – 9 = ___.) Let’s all make 5-group drawings MULTIPLE MEANS
like that last one as we solve for the unknown number. OF ENGAGEMENT:
For those students that can fluently
Repeat the process above with the following sequence: 16 – 9, solve math facts within 20, cultivate
13 – 9, 17 – 9, etc. Support students in drawing 5-group rows so excitement by connecting on-level
that they can see the ten and the additional circles easily. math to higher math, presenting
Circulate and encourage students to share where they can find numbers to 100. If they can solve
9 quickly and easily. 15 – 9 with ease present problems
such as 25 – 9 or 35 – 9.
Suggest students cover the 9 to help them move away from
counting all and move towards visualizing and mental math.
After two problems, ask students to close their eyes and see if they can visualize or see in their mind’s eye
what is happening in the story when they subtract 9.
Have students draw the problem using 5-group drawings. Before they cross out the 9, ask them to visualize
what the picture will look like once it is crossed out and determine how many will not be crossed out. Then
have students cross out the 9 and see if their picture matches what they visualized.

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

Date: 7/20/14 2.B.41


numbers.
lesson.
 Look at your Problem Set. How did you find an
easy way to take 9 out of the teen numbers?
 Look at Problems 6–8. What do you notice is
similar about the pictures in these problems?
What do you notice about the numbers in these
problems? If this pattern continued, what
problem would come next? How can the
problems help us solve 11 – 9?
 Look at Problem 10. How are the two number
sentences related? What was the same or
different about your drawings?
 Look at your Application Problem. How does the
problem connect to today’s lesson? How would
you change or add to your work?

the students.

Date: 7/20/14 2.B.42

Name Date
a. 13 – 9 = 4
b. 14 – 9 = 5
c. 17 – 9 = 8
d. 18 – 9 = 9
e. 16 – 9 = 7
Draw 5-group rows. Visualize and then cross out to solve. Complete the number
sentences.
2. 11 - 9 = ____ 3. 13 - 9 = ____
4. 16 - 9 = ____ 5. 17 - 9 = ____

Date: 7/20/14 2.B.43

6. 14 – 9 = ____ 7. 13 – 9 = ____
8. 12 – 9 = ____ 9. 15 – 9 = ____
10. Show making 10 and taking from 10 to complete the two number sentences.
a. 5 + 9 = ___ b. 14 – 9 = ___
11. Make a number bond for Problem 10. Write two additional number sentences that
use this number bond.
_________________ _________________

Date: 7/20/14 2.B.44

Name Date
Draw 5-group rows and cross out to solve. Complete the number sentences.
1. 17 – 9 = ___ 2. 19 – 9 = ___

Date: 7/20/14 2.B.45

Name Date
Write the number sentence for each 5-group row drawing.
1.
13 – 9 = 4
________________
________________
________________
________________
________________
________________
Draw 5-groups to complete the number bond and write the 9– number sentence.
2.
15
3. 17

Date: 7/20/14 2.B.46

4.
9
16
Draw 5-groups to show making ten and taking from ten to solve the two number
sentences. Make a number bond and write two additional number sentences that would
have this number bond.
5. 8 + 9 = ___ 6. 17 – 9 = ___
_________________ _________________
_________________ _________________

Date: 7/20/14 2.B.47

= - -
= - -
= - -

= - -

minus and equal symbol cards

Date: 7/20/14 2.B.48

Lesson 16
Objective: Relate counting on to making ten and taking from ten.




 Subtract 9 1.OA.6 (10 minutes)

 5 and 4 Less 1.OA.6 (2 minutes)
 Happy Counting by Twos: Odd Numbers 1.OA.5 (2 minutes)
Subtract 9 (10 minutes)

Materials: (S) Personal white board, 5-group row insert (Lesson 12 Fluency Template 2)
Note: This fluency activity reviews the take from ten subtraction strategy. The goal is for students to be able
to use this strategy as mental math. For the first two problems, have students cross off the circles to show
their subtraction. Then, have students cover the circles and imagine subtracting them.
T: Look at your 5-group row insert. Draw more circles to the right of your 5-group to show a total of
12.
S: (Draw 2 more circles).
T: Say 12 as a number bond, with 10 as a part.
T: Turn your circles into a number bond.
S/T: (Draw lines to make a number bond with the
numeral 12 on top.)
T: Show me 12 – 9. Think about whether you
should subtract from the part with ten or the
part with two.
S/T: (Write – 9 after 12 and cross out 9 circles.)
T: Below your circles, write an addition sentence to show what is left.
Lesson 16: Relate counting on to making ten and taking from ten.
Date: 7/20/14 2.B.49

S: (Write 1 + 2 = 3.)
T: What is 12 – 9?
S: 3.
Continue with other numbers between 11 and 20. As soon as possible, reduce the number of steps (e.g.,
show me 14 ─ 9).
5 and 4 Less (2 minutes)

Note: This activity supports Grade 1’s core fluency standard of adding and subtracting within 10 and helps
students to see 4 less as related to 5 less (take out the five except for 1). Lead struggling students to visualize
5 less by hiding a 5-group. Make the connection to seeing the number on their fingers and hiding one hand.
Flash a card for two to three seconds. Students say the number that is 5 less and then 4 less.
Happy Counting by Twos: Odd Numbers (2 minutes)

Note: Review of counting on allows students to maintain fluency with adding and subtracting 2.
Repeat the Happy Counting activity from Lesson 4, counting by twos from 1 to 19 and back. This range may
be adjusted to meet the needs of students.
There were 16 coats on the rack. Nine students took their

coats to go outside. How many coats were still on the rack?
Extension: If 4 more students take their coat to go outside,
how many coats will still be hanging?
Note: In this problem, students may use the take from ten
strategy or count on strategy. While circulating, look for
students who used these strategies and ask them to share
during the Debrief.
Date: 7/20/14 2.B.50

Have students sit in a semi-circle in the meeting area with their personal white boards.
T: (Write 11 – 9 = ___.) Solve 11 – 9 on your personal white board.
S: (Solve on personal white board as the teacher circulates and selects two students, one who is using
the count on strategy and another using the take from ten strategy.)
S: I started with 9 and counted on. Niiiine, 10, 11. Two fingers are up.
T: Let’s all try counting on.
T/S: Niiiine, 10, 11. (Put up a finger for each count after 9.)
T: (Ask the second student.) How did you solve 11 – 9?
S: I took 9 from 10 and did 1 + 1 and got 2.
T: Let’s all use the take from ten strategy to solve on our personal white boards.
S: (Show a number bond to break apart 11 to solve.)
T: What did you do?
S: 10 – 9 is 1; 1 + 1 is 2.
T: Everyone, let’s use the take from ten strategy using our fingers to check! Start by showing 11
fingers.
S: We can’t! We only have 10 fingers!
T: Oh boy, we can’t quite do that, can we? We’ll just have to
use our imagination. First, put up your 10 fingers.
S: (Show 10 fingers.)
MP.4
T: How many more fingers do we need to imagine?
S: 1. real fingers imaginary finger
T: Visualize, or picture in your mind, 1 more finger next to your
10. Now, take away 9, all at once.
S: (Hold 1 finger up.)
T: How many fingers do you have up? NOTES ON
S: 1. MULTIPLE MEANS
OF REPRESENTATION:
T: How many imaginary fingers are still up?
Sharing strategies is important for
S: 1. students to articulate the way they
T: So, how many fingers are there altogether, real and chose to solve a problem. Other
imaginary? Let’s count. Nod your head when you students hear how their classmates are
count your imaginary fingers so we are sure we thinking and this may guide them in
counted them. understanding the strategies at a
deeper level. As the teacher, you can
S/T: Ooone, 2. (Nod head while saying 2.)
see who is using Level 1, Level 2, or
T: What is 11 – 9? Level 3 strategies in your classroom.
Date: 7/20/14 2.B.51

S: 2.
T: Which strategy was easier for you? Turn and talk to your partner.
S: (Discuss.)
T: I heard many students say that they were all easy. They took about the same amount of time. Let’s
try another problem to see if one strategy is a better shortcut than the other.
Invite all students to solve 17 – 9 using the two strategies (take from ten, modeled with a number bond and
with imaginary fingers, and counting on). This allows students to experience that the take from ten strategy
is more efficient. Generate a discussion about the difficulty of trying to count 7 imaginary fingers since they
are hard to keep track of. Repeat the process subtracting 9 from 12 to 18 out of sequence so that students
have a chance to practice the take from ten strategy. A suggested sequence is 13 – 9, 17 – 9, 15 – 9, 12 – 9,
etc. Discuss the increased efficiency of taking from ten as the minuend, or total, gets bigger when subtracting
9, gradually abandoning the counting on strategy and exclusively using the take from ten strategy.
For 14 – 9 and on, use the following paradigm to demonstrate a more efficient way to count on when using
imaginary fingers. Students find that trying to keep track of more than 3 imaginary fingers through head
nodding becomes difficult.
T: Let’s try 14 – 9. Show 10 fingers and imagine 4 more.
T: Now, take away 9, all at once. How many fingers do you have up?
S: 1.
T: How many imaginary fingers are still up?
S: 4.
T: Instead of nodding our heads 4 times to count on, can you see how many fingers there are
altogether?
S: Yes. We can just add 1 and 4. That’s 5.
As the strategy becomes more familiar, invite students to visualize the entire process instead of using their
fingers.
Note: Although using the take from ten strategy is more
efficient than counting on one at a time, starting with 13 – 9,
NOTES ON
some students may find counting on by keeping track on their
fingers easier (e.g., niiine, 10, 11, 12, 13, as they put up a finger MULTIPLE MEANS
for each number) because they have not yet mastered the take OF REPRESENTATION:
from ten strategy. It is not wrong for students to say counting When using word problems in class or
on is easier, but with continued practice, they may embrace the sending them home as homework, be
Level 3 strategy of taking from ten. sure to provide help for your non-
readers. Tell parents they can read the
problems to their child since you want
to focus on the students’ problem
solving skills and not their reading
ability.
Date: 7/20/14 2.B.52


Lesson Objective: Relate counting on to making ten and

taking from ten.
lesson.
 In Problem 3, how is the take from ten strategy
similar to counting on?
 We found that counting on from 9 took different
amounts of time, depending on what number we
were subtracting from. Is this also true when
using the take from ten strategy? Does it take
longer to take from ten when the starting
number is larger? Explain your reasoning.
 We used our imaginary fingers to show the take
from ten strategy. (Model 12 – 9.) How is this
like counting on? What did we do to make our
count on strategy more efficient? Look at
Problem 5. Which strategy did you choose for
each problem? Explain your reasoning.
 Guide students to see that counting on one at a
time becomes less efficient as the difference
becomes larger.
Date: 7/20/14 2.B.53

 As time allows, expand the discussion to point out that the modifications to counting on (mentioned
in the previous bullet) do make it more efficient and on par with the take from ten strategy.
 What new math strategy did we use today to solve subtraction problems more efficiently? (Taking
from ten using fingers.)
 Look at your Application Problem. How did you choose to solve it? Explain your thinking. How could
the strategies discussed today be used to solve this problem?

Date: 7/20/14 2.B.54

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Problem Set 1 2
Name Date
Solve the problem by counting on (a) and using a number bond to take from ten (b).
1. Lucy had 12 balloons at her birthday party. She gave 9 balloons to her friends. How
many balloons did she have left?
a. 12 - 9 = ____
b. 12 – 9 = ____
Lucy had ___ balloons left.
2. Justin had 15 blueberries on his plate. He ate 9 of them. How many does he have
left to eat?
a. 15 - 9 = ____
b. 15 – 9 = ____
Justin has ___ blueberries left to eat.
Date: 7/20/14 2.B.55

Complete the subtraction sentences by using the take from ten strategy and counting
on. Tell which strategy you would prefer to use for Problems 3 and 4.
3. a. 11 - 9 = ___ b. 11 - 9 = ___ take from ten
count on
4. a. 18 - 9 = ___ b. 18 - 9 = ___ take from ten
count on
5. Think about how to solve the following subtraction problems:
16 – 9 12 – 9 18 – 9
11 – 9 15 – 9 14 – 9
13 – 9 19 – 9 17 – 9
Choose which problems you think are easier to count on from 9 and which are easier to
use the take from ten strategy for. Write the problems in the boxes below.
Problems to use the count on Problems to use the take from ten
strategy with: strategy with:
Were there any problems that were just as easy using either method? Did you use a
different method for any problems?
Date: 7/20/14 2.B.56

Name Date
Complete the subtraction sentences by using both the count on and take from ten
strategies.
1. a. 13 - 9 = ___ b. 13 - 9 = ___
2. a. 17 - 9 = ___ b. 17 - 9 = ___
Date: 7/20/14 2.B.57

Name Date
Complete the subtraction sentences by using either the count on or take from ten
strategy. Tell which strategy you used.
1. 17 - 9 = ___ take from ten
count on
2. 12 - 9 = ___ take from ten
count on
3. 16 - 9 = ___ take from ten
count on
4. 11 - 9 = ___ take from ten
count on
5. Nicholas collected 14 leaves. He pasted 9 into his notebook. How many of his leaves
were not pasted into his notebook? Choose the count on or take from ten strategy
to solve.
I chose this strategy:
take from ten
count on
Date: 7/20/14 2.B.58

6. Sheila had 17 oranges. She gave 9 oranges to her friends. How many oranges does
Sheila have left? Choose the count on or take from ten strategy to solve.
I chose this strategy:
take from ten
count on
7. Paul has 12 marbles. Lisa has 18 marbles. They each rolled 9 marbles down a hill.
How many marbles did each student have left? Tell which strategy you chose for
each student.
Paul has ____ marbles left. Lisa has ____ marbles left.
8. Just as you did today in class, think about how to solve the following problems and
talk to your parent or caregiver about your ideas.
15 – 9 13 – 9 17 – 9
18 – 9 19 – 9 12 – 9
11 – 9 14 – 9 16 – 9
Circle the problems you think are easier to solve by counting on from 9. Put a rectangle
around those that are easier to solve using the take from ten strategy. Remember,
some might be just as easy using either method.
Date: 7/20/14 2.B.59

Lesson 17




 Subtract 9 1.OA.6 (4 minutes)

 Sprint: Subtract 9 1.OA.6 (10 minutes)
Subtract 9 (4 minutes)
Materials: (T) Subtract 9 flashcards (Fluency Template)
Note: This fluency activity reviews the take from ten subtraction strategy when the subtrahend is 9.
Show a subtract 9 flashcard (e.g., 12 – 9).
T: Say 12 the Say Ten way.
S: Ten 2.
T: 10 – 9 is…?
S: 1.
T: 1 + 2 is…? (Point to the 2.)
S: 3.
T: 12 – 9 is…?
S: 3.
Sprint: Subtract 9 (10 minutes)

Materials: (S) Subtract 9 Sprint
Note: This Sprint reviews the take from ten subtraction strategy when the subtrahend is 9.

Date: 7/20/14 2.B.60

Gisella had 13 markers in her bag. Eight markers fell out of

the bag. How many markers does Gisella have now?
Note: While circulating, notice which students already
recognize the application of the take from ten strategy,
previously applied only to subtracting 9. Notice which
students are crossing off one at a time instead of crossing
off 8 quickly. Student strategy choices are discussed in the
Debrief.
Materials: (T) Linking cubes of different colors (S) Personal white board
Note: Using different color linking cubes helps students realize that not all objects need to be identical in a
given set.
Have students sit in a semi-circle in the meeting area with their personal white boards.
T: (Project and read aloud.) Ayan had 15 building blocks. He used 8 of them to make a car. How many
blocks were left?
T: How would you solve this problem? Use your personal white board to show your work. (Circulate
and observe student strategies as they solve.)
T: How did you solve?
S: I drew 15 squares. I crossed off 8, and I had 7 pieces left.  I counted on from 8 to 15. Eiiiight, 9,
10, 11, 12, 13, 14, 15. I have 7 fingers up, so 7 blocks.  I used the take from ten strategy. I saw
that I can take apart 15 into 10 and 5. I took away 8 from 10 and did 2 + 5 = 7. Seven blocks.
T: No matter which strategies these students used, did they get the same answer?
S: Yes!
T: (Show a stick of 15 cubes, 10 in one color and 5 in
another color.) Here is a stick of 15 linking cubes to
show how many building blocks Ayan had in the NOTES ON
beginning. To use the take from ten strategy, let’s
MULTIPLE MEANS
break this apart into…
OF ACTION AND
S: 10 and 5. EXPRESSION:
T: (Break off and separate into two sticks.) We need to It is important to guide students to
take away… evaluate their thinking, as well as their
S: 8 pieces. partner’s, during the turn and talk. This
provides students an opportunity to
T: From 10 or 5?
evaluate their process and analyze
S: 10. errors.
T: (Take away 8 from 10.) 10 minus 8 is…?

Date: 7/20/14 2.B.61

S: 2.
T: 2 and 5 make…?
S: 7.
T: Let’s check by using our fingers. Show me 15 fingers. How many imaginary fingers are up?
S: (Show 10 fingers.) 5.
T: Take away 8, all at once.
NOTES ON
MULITPLE MEANS
T: How many fingers are up? OF ACTION AND
S: 2. EXPRESSION:
T: How many imaginary fingers are there? Adapt what you expect of certain
S: 5. students depending on their level of
understanding. Some students may be
T: How many fingers, real and imaginary, are there
ready to move away from draw and
altogether? circle 10 to just break apart the teen
S: 7. number with a number bond in their
T: What addition sentence helped you solve 15 – 8? work.
S: 2 + 5 = 7.
Repeat the process following the suggested sequence: 11 – 8, 12 – 8, 14 – 8, 15 – 8, 17 – 8, 18 – 8 (take
8 from 8 rather than 10), and 19 – 8 (take 8 from 9). You may want to use linking cubes to aid student
understanding for the first few problems, but then move towards using fingers. At 18 – 8 and 19 – 8,
reintroduce the linking cubes, as they provide a more clear visual representation for determining from where
to quickly subtract 8. If time allows, have students work with a partner to practice subtracting 8 using the
take from ten strategy with fingers and writing the
addition sentence to help solve.


numbers.

Date: 7/20/14 2.B.62


lesson.
 Look at Problem 5. Where did you take 8 from?
Why is it wiser to take 8 from 9 than 10?
 Look at the way a student solved Problem 6.
How is her solution similar to and different from
yours?
 How can knowing 15 – 9 = 6 help you solve

15 – 8? Explain your thinking.
 When we take from ten to solve these two problems, what is different about how we get our
solution? (In 15 – 9, we add 1 to 5. In 15 – 8, we add 2 to 5.)
 How is 15 – 9 different from 15 – 8? How much less are we taking away? How would that
change the answer? (We took away 1 less, so the answer will have 1 more.)
 Following this pattern, how would you solve 15 – 7?
 Look at the Application Problem. How did you choose to solve it? Explain your thinking. How could
the strategy discussed today be used to solve this problem?


Date: 7/20/14 2.B.63

Number correct:
A
Name Date
*Write the missing number. Pay attention to the addition or subtraction sign.
1 10 - 9 = ☐ 16 10 – 9 = ☐
2 1+2=☐ 17 11 - 9 = ☐
3 10 - 9 = ☐ 18 12 – 9 = ☐
4 1+3=☐ 19 15 - 9 = ☐
5 10 - 9 = ☐ 20 14 - 9 = ☐
6 1+1=☐ 21 13 - 9 = ☐
7 10 - 9 = ☐ 22 17 - 9 = ☐
8 1+2=☐ 23 18 - 9 = ☐
9 12 - 9 = ☐ 24 9 + ☐= 13
10 10 - 9 = ☐ 25 9 + ☐= 14
11 1+3=☐ 26 9 + ☐= 16
12 13 - 9 = ☐ 27 9 + ☐= 15
13 10 - 9 = ☐ 28 9 + ☐= 17
14 1+5=☐ 29 9 + ☐= 18
15 15 - 9 = ☐ 30 9 + ☐= 19

Date: 7/20/14 2.B.64

Number correct:
B
Name Date
1 10 - 9 = ☐ 16 10 - 9 = ☐
2 1+1=☐ 17 11 - 9 = ☐
3 10 - 9 = ☐ 18 13 – 9 = ☐
4 1+2=☐ 19 14 - 9 = ☐
5 10 - 9 = ☐ 20 13 - 9 = ☐
6 1+3=☐ 21 12 - 9 = ☐
7 10 - 9 = ☐ 22 15 - 9 = ☐
8 1+4=☐ 23 16 - 9 = ☐
9 14 - 9 = ☐ 24 9 + ☐= 12
10 10 - 9 = ☐ 25 9 + ☐= 13
11 1+3=☐ 26 9 + ☐= 15
12 13 - 9 = ☐ 27 9 + ☐= 14
13 10 - 9 = ☐ 28 9 + ☐= 15
14 1+2=☐ 29 9 + ☐= 17
15 12 - 9 = ☐ 30 9 + ☐= 16

Date: 7/20/14 2.B.65

Name Date
a. 12 – 8 = 4
b. 17 – 8 = 9
c. 16 – 8 = 8
d. 18 – 8 = 10
e. 14 – 8 = 6
Circle 10 and subtract.
2. 13 – 8 = ____ 3. 11 – 8 = ____

Date: 7/20/14 2.B.66

4. 5.
15 – 8 = ____ 19 – 8 = ____
6. 16 – 8 = ____ 7. 17 – 8 = ____
Draw and circle 10, or break apart the teen number with a number bond. Then,
subtract.
8. 12 – 8 = ___ 9. 13 – 8 = ___
10. 14 – 8 = ___ 11. 15 – 8 = ___

Date: 7/20/14 2.B.67

Name Date
1. Draw and circle 10. Then, subtract.
a. 12 – 8 = _____ b. 14 – 8 = _____
2. Use a number bond to break apart the teen number. Then, subtract.
15 – 8 = _____

Date: 7/20/14 2.B.68

Name Date
1. Match the number sentence to the picture or to the number bond.
13 10 – 7 = 3
a. 13 – 7 = ____
10 3 3+3=6
b. 16 – 8 = ____
c. 11 – 8 = ____ 13 10 – 8 = 2
10 3 2+3=5
d. 13 – 8 = ____
2. Show how you would solve 14 – 8, either with a number bond or a drawing.
Circle 10. Then subtract.
3. Milo has 17 rocks. He throws 8 of them into a pond. How many does he have left?
Milo has _____ rocks left.

Date: 7/20/14 2.B.69

Draw and circle 10. Then, subtract.
4. Lucy has $12. She spends $8. How much money does she have now?
Lucy has $_____ now.
Draw and circle 10, or use a number bond to break apart the teen number and subtract.
5. Sean has 15 dinosaurs. He gives 8 to his sister. How many dinosaurs does he keep?
Sean keeps _____ dinosaurs.
6. Use the picture to fill in the math story. Show a number sentence.
Olivia saw _____ clouds in the sky. Try it! Can you show how to solve
____ clouds went away. How many this problem with a number bond?
clouds are left?

Date: 7/20/14 2.B.70


10 - 9 11 - 9
12 - 9 13 - 9
14 - 9 15 - 9
16 - 9 17 - 9
18 - 9 19 - 9

subtract 9 flashcards

Date: 7/20/14 2.B.71

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 1 2
Lesson 18




 Cold Call: Subtract 9 1.OA.6 (4 minutes)

 Hide Zero Number Sentences 1.NBT.2 (2 minutes)
 Number Path 1.OA.6 (6 minutes)
Cold Call: Subtract 9 (4 minutes)

Materials: (T) Subtract 9 flashcards (Lesson 17 Fluency Template)
Note: This fluency activity reviews the take from ten subtraction strategy when the subtrahend is 9.
Show a subtract 9 flashcard (e.g., 12 – 9). Play Cold Call, where you flash a card and then call on a student or
group of students to answer. Students do not raise their hands to be chosen. If students continue to need
help subtracting 9, use the following vignette.
S: Ten 2.
T: 10 – 9 is…?
S: 1.
T: 1 + 2 is…? (Point to the 2.)
S: 3.
T: So, 12 – 9 is?
S: 3.

Date: 7/20/14 2.B.72

Hide Zero Number Sentences (2 minutes)

Materials: (S) Hide Zero cards (Fluency Template 1)
Note: This fluency activity strengthens the understanding of place value and prepares students to understand
ten as a unit by the module’s end.
Show students numbers from 10 to 19 with Hide Zero cards (e.g., 15). Students say an addition sentence with
10 as an addend (e.g., 10 + 5 = 15). As students say the sentence, break apart the Hide Zero cards to model
the equation. Students can also say the numbers the Say Ten way and the regular way.
Number Path (6 minutes)

Materials: (T/S) Personal white board, number path 1–20 (Fluency Template 2), counter
Note: Using a number path to get to and from 10 prepares students to relate counting on and taking from
ten in Lesson 19.
T: Put your counter on 8.
S: (Place counter on 8.)
T: How many spaces do you need to move to land on 10? (Pause to provide thinking time.)
S: 2.
T: Let’s check. Move your counter to 10.
S (Move counter to 10.)
T: Were you right?
S: Yes!
T: Write an equation to show what you did.
S: (Write 8 + 2 = 10.)
Continue moving to and from 10 within 10. Next, start at 10 and move counters to and from teen numbers.
Ask questions about how students determined the number of spaces they moved. Did they count each space,
or did they “just know”?
Juliana rolls 8 cars down a ramp. If she started with 15 cars at

the top of the ramp, how many cars does Juliana still have at
the top of the ramp?
Note: This Application Problem provides another context for
students to subtract 8 from a teen number. While it is still a
take from with result unknown problem type, the problem is
somewhat more complex based on the order of the sentences
within the story. In this story, the quantity being subtracted is
given first.

Date: 7/20/14 2.B.73

Have students gather in the meeting area with their personal white boards.
T: (Project 15 – 8 = ___.) Show me 15 fingers. How many imaginary fingers are up?
S: (Show 10 fingers.) 5.
T: Take away 8 all at once. How many fingers, real and imaginary, are there now?
S: 7.
T: What addition sentence helped you solve 15 – 8?
S: 2 + 5 = 7.
T: Let’s use 5-group drawings to show how we used our fingers. How did we show 15 with our fingers?
S: We used 10 real fingers and 5 imaginary fingers.
T: (Decompose 15 by drawing a 5-group row on the board. Leave extra space between the first 10
circles and the last 5 circles.)
T: (Draw a frame around 10 circles.) This is so everyone can see 10 and 5 more easily, just like how
we’ve framed 10 objects together in the past.
T: How did you take away 8 all at once using your fingers? How can we show that in our drawing?
S: We took down 8 real fingers, so cross off 8 from the ten.  We can just hide 8 circles from the ten.
T: If we cross off or hide 8 circles from 10, how many circles would that leave us in the frame?
S: 2.
T: Great. (Hide 8 circles.) How many circles do you see
now? NOTES ON
MP.4 S: 7. MULTIPLE MEANS
OF ENGAGEMENT:
T: What addition sentence do you see in your picture?
Having students work in partners
S: 2 + 5 = 7. frequently develops their cooperative
Repeat the process above with the following sequence: 11 – 8, learning skills. Some students have
16 – 8, 13 – 8, 17 – 8, 12 – 8, 14 – 8, 18 – 8, and 19 – 8. Invite trouble working together with a
partner while others shine through as
students to draw 5-group rows on their personal white boards.
leaders. Be sure to talk about how to
After solving a few problems using both strategies as a whole
work well in a team if you see any
class, have students work with their partners. Alternate having problems develop.
Student A solve the problem using real and imaginary fingers
while Student B shows her work with 5-group row drawings.
When it seems appropriate, ask students to close their eyes to see if they can visualize what is happening
when they subtract 8, encouraging them to move away from using their fingers or drawings and work instead
towards using mental math. Encourage students to share what they are picturing in their minds as they are
solving.

Date: 7/20/14 2.B.74



numbers.
lesson.
 What pattern did you notice every time we took
away 8 from a teen number?
 How did you solve 18 – 8 and 19 – 8? How is
solving these problems different than solving the
other – 8 problems?
 How did solving Problem 7 help you solve
Problem 8?
 Look at Problem 9. How are (a) and (b) related?
Using these examples, explain how the make ten
strategy is related to the take from ten strategy.
 How can we use what we learned about taking
away 8 from a teen number to solve a – 7
problem?
 What tools did we use today to help us subtract 8
from a teen number? (Our fingers and 5-group
drawings.) How did they help us?
 How is the way you subtract 8 from a teen number different from the way you subtract 9?

Date: 7/20/14 2.B.75

 Look at the Application Problem. How did you choose to solve it? Explain your thinking. How could
the strategies discussed today be used to solve this problem?


Date: 7/20/14 2.B.76

Name Date
a. 13 – 8 = 5
b. 14 – 8 = 6
c. 17 – 8 = 9
d. 18 – 8 = 10
e. 16 – 8 = 8
Make a math drawing of a 5-group row and some ones to solve the following problems.
Write the addition sentence that shows how to add the parts after subtracting 8 or 9.
2. 11 – 8 = ____ ____________________
3. 12 – 8 = ____ ____________________
4. 15 – 8 = ____ ____________________

Date: 7/20/14 2.B.77

5. 19 – 8 = ____ ____________________
6. 16 – 8 = ____ ____________________
7. 16 – 9 = ____ ____________________
8. 14 – 9 = ____ ____________________
9. Show how to make ten and take from ten to solve the two number sentences.
a. 6 + 8 = ____ b. 14 – 8 = ____

Date: 7/20/14 2.B.78

Name Date
Draw 5-group rows and cross out to solve. Complete the number sentences. Write the
2+ addition sentence that helped you add the two parts.
1. 14 – 8 = ____
2 + ____ = ____
2. 17 – 8 = ____
2 + ____ = ____

Date: 7/20/14 2.B.79

Name Date
Draw 5-group rows and cross out to solve. Write the 2+ addition sentence that helped
you add the two parts.
1. Annabelle had 13 goldfish. Eight goldfish ate fish food. How many goldfish did not
eat fish food?
____ goldfish did not eat fish food.
2. Sam collected 15 buckets of rain water. He used 8 buckets to water his plants.
How many buckets of rain water does Sam have left?
Sam has ____ buckets of rain water left.

3. There were 19 turtles swimming in the pond. Some turtles climbed up onto the dry
rocks, and now there are only 8 turtles swimming. How many turtles are on the dry
rocks?
There are ____ turtles on the dry rocks.

Date: 7/20/14 2.B.80

Show making ten or taking from ten to solve the number sentences.
4. 7 + 8 = _____ 5. 15 – 8 = _____
Find the missing number by drawing 5-group rows.
6. 11 – 9 = _____ 7. 14 – 9 = _____
8. Draw 5-group rows to show the story. Cross out or use number bonds to solve.
Write a number sentence to show how you solved the problem.
There were 14 people at home. Ten people were watching a football game. Four
people were playing a board game. Eight people left. How many people stayed?
______ people stayed at home.

Date: 7/20/14 2.B.81

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 Fluency Template 1 1 2
1 0 2 0
0 1 2 3
4 5 6 7
8 9

hide zero cards, numeral side (copy double-sided with next page)

Date: 7/20/14 2.B.82


hide zero cards, dot side (copy double-sided with previous page)

Date: 7/20/14 2.B.83


number path 1–20

Date: 7/20/14 2.B.84

Lesson 19
Objective: Compare efficiency of counting on and taking from ten.




 Subtract 9 and 8 and Relate to Addition 1.OA.6 (6 minutes)

 Say Ten Counting 1.NBT.5 (4 minutes)
 Get to 10 1.OA.6 (2 minutes)
Subtract 9 and 8 and Relate to Addition (6 minutes)

Materials: (S) Personal white board, 5-group row insert (Lesson 12 Fluency Template 2)
Note: When reviewing the take from ten subtraction strategy, remember that the goal is for students to
eventually be able to solve these problems mentally. Therefore, for the first two problems, have students
cross off the circles. Then, challenge those who are ready to imagine subtracting the circles to solve with
their eyes closed.
T: Draw more circles to show 12.
T: Say 12 as a number bond, with 10 as a part.
T: Turn your circles into a number bond.
S/T: (Draw lines to make a number bond with the
numeral 12 on top.)
T: Show me 12 – 9. Think about whether you
should subtract from the part with ten or the
part with two.
S/T: (Write – 9 after 12, and cross out 9.)
T: Below your circles, write an addition sentence to show what is left.
S: (Write 1 + 2 = 3.)

Date: 8/4/14 2.B.85

T: What is 12 – 9?
S: 3.
T: Say 12 – 9 = 3 as a related addition sentence. (Call on a student.)
S: 9 + 3 = 12.
Continue with other numbers between 11 and 20, alternating between subtracting 9 and subtracting 8. As
soon as possible, reduce steps (e.g., show me 11 ─ 8).
Say Ten Counting (4 minutes)

Note: Say Ten counting strengthens understanding of place value. It is used throughout Grade 1 Fluency
Practice, beginning in Module 1, Lesson 4. A description of Say Ten counting, as shared with children in
Kindergarten, can be found in GK–M5–Lesson 4.
Practice Say Ten counting from 0 to 40 and back. Count for two minutes. Then, have students see how many
numbers they can write from 10 to 40 in two minutes.
Get to 10 (2 minutes)
Materials: (T) 20-bead Rekenrek
Note: Practice with getting to 10 from single-digit and teen numbers prepares students for today’s lesson as
they are encouraged to count on or back strategically, stopping at 10 and continuing to the desired number.
T: (Show 8 on the Rekenrek.) What number do you see?
S: 8.
T: How can I get to 10?
S: Add 2.
T: (Move 2 beads to make ten.) Good.
T: (Show 12.) What number do you see?
S: 12.
Continue with other numbers within 20.

Date: 8/4/14 2.B.86

Carla, Jose, and Yannis each have 8 cherries. They all get
more cherries to put in their bowls. Now, Carla has 12
cherries, Jose has 14 cherries, and Yannis has 16 cherries.
How many more cherries did each child put in his or her
bowl? Write a number sentence for each answer.
Note: This Application Problem enables students to consider three different missing addends all starting from
8. Consider adjusting the story to include only Carla or only Carla and Jose, depending on student need.
During the Debrief, students connect their solutions to one child’s quantity of cherries as a possible stepping
stone for solving the other children’s quantity of cherries.
Materials: (T) Number path 1─20 (Lesson 18 Fluency Template 2) (S) Personal white board, number path
1─20 (Lesson 18 Fluency Template 2)
Have students come to the meeting area and sit in a semi-circle with their materials.
T: (Write 13 – 8 = ___.) Let’s count on by tracking on our fingers to solve 13 – 8.
S: Eiiight, 9, 10, 11, 12, 13. (Put up a finger for each number starting with 9.)
T: What is 13 – 8?
S: 5.
T: Let’s count on using a more efficient strategy. You are an expert at making ten, so let’s count on
from 8 to 13, this time by making ten. Show me 8 fingers.
S: (Extend 8 fingers.)
T: How many fingers do we need to pop up to make ten? Show me.
S: 2. (Extend the rest of the fingers.)
T: We need to now imagine more fingers popping up. How many more imaginary fingers do we need
to get to 13?
S: 3.
T: How many more fingers, real and imaginary, did we need to get from 8 to 13?
S: 5.
T: Let’s use the number path to show what we did with our fingers.

Date: 8/4/14 2.B.87

T: (Project number path.) Let’s see what counting up by making ten looks like on the number path.
How many do we need to get from 8 to 10?
S: 2.
T: I can just jump 2 squares to get to 10 from 8. (Draw a curved arrow from 8 to 10, and write +2.)
T: I need to get to 13. What is 13 the Say Ten way?
S: Ten 3.
T: How many do we need to get from 10 to 13?
S: 3.
T: I don’t need to count on tennnn, 11, 12, 13. I can just jump 3 squares to get to 13 from 10. (Draw a
curved arrow from 10 to 13, and write + 3.)
T: How many squares did we jump in all from 8 to 13?
How many do we need to get from 8 to 13?
S: 5. NOTES ON
MULTIPLE MEANS
T: How did you know so quickly?
OF REPRESENTATION:
S: 2 and 3 is 5.  2 + 3 = 5.
Teachers feel a sense of pride as their
T: Great job counting on to make ten first. students use strategies to make math
T: Let’s check this work using the take from ten strategy easy. It is exciting when students are
using our fingers and a number bond. Put up 13 able to explain how they are thinking
fingers. How many real and imaginary fingers are up? and relate counting on to make ten
and take from ten. Use these students
MP.4 S: 10 fingers and 3 imaginary ones. to show others who may want or need
T: (Write the number bond for 13.) Subtract 8 fingers all some extra help.
at once.
T: Where did you take away the 8 from?
S: From the 10 fingers.
T: What is 10 – 8? (Point to 10 in the number bond and 8 in the expression.)
S: 2.
T: How many more imaginary fingers do you have?
S: 3.
T: (Point to 3 in the number bond.) What is 2 and 3?
S: 5.
T: So, what is 13 – 8? Say the number sentence.
S: 13 – 8 = 5.
Repeat the process using the number path and the take from ten strategy following the suggested sequence:
11 – 8, 14 – 8, 15 – 8, 12 – 8, 17 – 8, and 16 – 8. When it seems appropriate, encourage students to imagine
using their fingers and move towards using only the number bond to solve. This is an opportunity for partner
work. After a few modeled problems, allow students to work in partnerships with Partner A solving and
Partner B checking, then changing roles.

Date: 8/4/14 2.B.88


Note: If needed, allow students to use their personal
white boards with the number path insert to help them
complete the Problem Set.

taking from ten.
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
 Look at Problems 6 through 9. Which strategy do
you prefer, counting on or the take from ten
strategy? (It is important to emphasize that they
are both good shortcuts rather than discussing
which strategy is more efficient.) Why?
 How are these two strategies, counting on to
make ten and take from ten, similar to each
other? Use 15 – 8 and turn and talk to your
partner. (For both of them, we do 2 + 5. For
counting on, we are adding 2 to 8 to get to 10 and
then adding 5 to get to 15. In the take from ten
strategy, you take 8 from 10 and get 2. You add 2
to 5 that’s still left and get 7.)
 Explain to your partner how counting on to make ten is related to taking from ten.

Date: 8/4/14 2.B.89

 What new math tool did we use today to show counting on to make ten? (Using the number path to
count on by using 2 hops to get to 10 and then adding the hops used to get to the teen number.)
 Look at the Application Problem. How did you solve it? How could we use today’s strategies to
solve the problem? How could knowing how many cherries Carla took help you solve how many
cherries the other children took?


Date: 8/4/14 2.B.90

Name Date
Use a number bond to show how you used the take from ten strategy to solve the
problem.
1. Kevin had 14 crayons. Eight of the crayons were broken. How many of his crayons
were not broken?
14 - 8 = ____
Kevin had ___ crayons that were not broken.
Use number bonds to show your thinking.
2. 17 - 8 = ____
3. 18 - 8 = ____
Count on to solve.
4. 13 - 8 = ____
5. 15 - 8 = ____

Date: 8/4/14 2.B.91

Complete the subtraction sentences by using the take from ten and count on
strategies. Check the strategy that seemed easiest to you.
6. a. 12 - 8 = ___ b. 8 + ___ = 12 take from ten
count on
7. a. 11 - 8 = ___ b. 8 + ___ = 11 take from ten
count on
8. a. 16 - 8 = ___ b. 8 + ___ = 16 take from ten
count on
Did you use a different strategy?
9. a. 19 - 8 = ___ b. 8 + ___ = 19 take from ten
count on
Did you use a different strategy?

Date: 8/4/14 2.B.92

Name Date
Complete the subtraction sentences by using the take from ten strategy and count on.
1. a. 11 - 8 = ___ b. 8 + ___ = 11
2. a. 15 - 8 = ___ b. 8 + ___ = 15

Date: 8/4/14 2.B.93

Name Date
Complete the subtraction sentences by using the take from ten strategy and count on.
1. a. 12 - 8 = ___ b. 8 + ___ = 12
2. a. 15 - 8 = ___ b. 8 + ___ = 15
Choose the count on strategy or the take from ten strategy to solve.
3. 11 - 8 = ___
4. 17 - 8 = ___

Date: 8/4/14 2.B.94

Use a number bond to show how you solved using the take from ten strategy.
5. Elise counted 16 worms on the pavement.

Eight worms crawled into the dirt. How
many worms did Elise still see on the
pavement?
16 - 8 = ____
Elise still saw ____ worms on the pavement.
6. John ate 8 orange slices. If he started with 13, how many orange slices does he
have left?
John has ____ orange slices left.
7. Match the addition number sentence to the subtraction number sentence. Fill in the
missing numbers.
a. 12 – 8 = _____ 8 + _____ = 11
b. 15 – 8 = _____
8 + _____ = 18
c. 18 - 8 = _____
8 + _____ = 12
d. 11 – 8 =_____
8 + _____ = 15

Date: 8/4/14 2.B.95

Lesson 20
Objective: Subtract 7, 8, and 9 from teen numbers.


Application Problems (5 minutes)


 Number Path: Get to 10 1.OA.6 (8 minutes)

 Sprint: Subtract 8 1.OA.6 (10 minutes)
Number Path: Get to 10 (8 minutes)

Materials: (T) Subtract 9 flashcards (Lesson 17 Fluency Template), subtract 8 flashcards (Fluency Template)
(S) Personal white board, number path 1─20 (Lesson 18 Fluency Template 2)
Note: Using a number path to get to and from 10 reviews Lesson 19, when students were encouraged to
relate taking from ten to counting on.
T: (Show the flashcard 15 – 8.)
T: Write 15 ─ 8 as an addition sentence. Use a box for the number we don’t know.
S: (Write 8 + ☐= 15.)
T: How many spaces do you need to move to land on 10?
S: 2.
T: Hop from 8 to 10. Use your finger if you need help. Were you right?
S: Yes!
T: Now, hop to 15. How many spaces did you move?
S: 5.
T: 2+5= ?
S: 7.
T: So, what is the missing number in your addition sentence?
S: 7.
T: Say the subtraction sentence.

Date: 7/20/14 2.B.96

S: 15 – 8 = 7.
Repeat sequence with other flash cards.
Sprint: Subtract 8 (10 minutes)

Materials: (S) Subtract 8 Sprint
Note: This Sprint reviews the take from ten subtraction strategy when the subtrahend is 8.
Imran has 8 crayons in his pencil box and 7 crayons in his

desk. How many crayons does Imran have in total?
Note: Because students have been focusing on subtraction,
some students may try to subtract 7 from 8 to solve. Look for
such misunderstandings that can be addressed through
discussion during the Student Debrief or individual support.
Materials: (S) Personal white board, number path 1–20 (Lesson 18 Fluency Template 2), numeral cards 7–19
and subtraction symbol (Template)
Have students come to the meeting area and sit in a semi-circle with their personal white boards.
T: (Write 13 – 9 = ___.) Solve and share with your partner
what you did to get your answer.
S: (Discuss solution and strategies.) NOTES ON
MULTIPLE MEANS
T: Explain what you did to get your answer.
OF ACTION AND
S: We made a 5-group drawing.  We used the take
EXPRESSION:
from ten strategy using fingers.  We made a picture
To support students who need extra
in our minds. We just took away 9 from 10 and did
pictorial support, draw a number bond
1 + 3. That’s 4.
(e.g., 13 decomposed to 10 and 3
T: Everyone, use the number path to show how you can circles in 5-group rows) along with the
count on to make ten first. Don’t forget to use two number bond.
arrows to show your thinking.
S: (Solve by starting from 9. Arrows land on 10 and 13.)
T: What addition number sentence helped you to solve 13 – 9?
S: 1 + 3 = 4.
T: How is counting on the number path similar to using our real and imaginary fingers?

Date: 7/20/14 2.B.97

S: After we drop 9 fingers, we have 1 more finger left from 10 fingers. We then add 1 to 3 imaginary
fingers. This is just like hopping 1 square to get to 10 and 3 more to get to 13. We had to add 1 and
3 both times.
Continue by following the suggested sequence: 13 – 7, 13 – 8, 15 – 9, and 15 – 7. Have Partner A and Partner
B alternate between using the number path and their fingers to show their work.
T: (Write 12 – 7 = ___.) Let’s use a number bond to solve 12 – 7. Visualize 5-group rows showing 12.
What two parts do you see?
S: 10 and 2.
T: (Make a number bond for 12. Point to – 7.) Where would you take 7 away from?
S: Take 7 away from 10.
T: (Point to 10, then 7 on the board.) Take 7 away in your mind. What is 10 – 7?
S: 3.
T: How many circles are there altogether? What two parts can you picture?
S: There are 5 circles. 2 and 3 make 5.
Continue the process and invite students to solve using a number bond by following the suggested sequence:
11 – 7, 11 – 8, 13 – 9, 12 – 8, 17 – 8, 16 – 7, 19 – 7, and 19 – 8.
T: Now, we are going to play Simple Strategies! (Assign partners based on readiness levels. Instruct
each pair to combine their numeral cards and make two piles: digits 11─19 and digits 7─9.) Here’s
how you play:
1. Partner A picks a card from the teen numbers pile.
2. Partners use the 9 card and the subtraction sign to make a subtraction fact. (Put 8 and 7
cards aside for later use.)
3. Partner A solves by using any of the strategies from today’s lesson.
4. Partner B writes down the addition fact that helped to solve the problem (e.g., for 13 – 9,
write 1 + 3).
5. Switch roles. Keep the 9 card up each time the partners begin a new expression using a new
teen number card.
As students play, the teacher circulates and moves students to working with – 8, then – 7, as appropriate.

Note: Students may use drawings that reflect the strategies they learned from the past few days. For
example, they may use 5-group drawings, arrows on a number path, or number bonds.

Date: 7/20/14 2.B.98

Lesson Objective: Subtract 7, 8, and 9 from teen

numbers.
lesson.
 Look at your work from Simple Strategies! What
did you notice about the addition facts for – 9
problems? – 8 problems? – 7 problems?
 Look at Problem 8 on your Problem Set. What is
happening to the solution as you move from Part
(a) to Part (c)? Explain why this is happening.
 Look at Problem 8 and 9. What do you notice?
Explain how Problem 8(a) and (b) relate to
Problem 9(a) and (b).
 Look at Problems 9 and 10. What do you notice?
Explain how the rows are related. If there were a
Column (d) here, what might the number
sentences be?
 Look at Problem 12. What did you do to solve
these? Explain your thinking.
 How could knowing Problem 11(a) help you solve
Problem 11(b)?
 Share your Application Problem with a partner.
How did you solve it?

Date: 7/20/14 2.B.99



Date: 7/20/14 2.B.100

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Sprint 1 2
A Number correct:
Name Date
1 10 - 8 = ☐ 16 10 - 8 = ☐
2 2+2=☐ 17 11 - 8 = ☐
3 10 - 8 = ☐ 18 12 – 8 = ☐
4 2+3=☐ 19 15 - 8 = ☐
5 10 - 8 = ☐ 20 14 - 8 = ☐
6 2+4=☐ 21 13 - 8 = ☐
7 10 - 8 = ☐ 22 17 - 8 = ☐
8 2+1=☐ 23 18 - 8 = ☐
9 11 - 8 = ☐ 24 8 + ☐ = 11
10 10 - 8 = ☐ 25 8 + ☐ = 12
11 2+2=☐ 26 8 + ☐ = 15
12 12 - 8 = ☐ 27 8 + ☐ = 14
13 10 - 8 = ☐ 28 8 + ☐ = 16
14 2+5=☐ 29 8 + ☐ = 17
15 15 - 8 = ☐ 30 8 + ☐ = 18

Date: 7/20/14 2.B.101

B Number correct:
Name Date
1 10 - 8 = ☐ 16 10 - 8 = ☐
2 2+1=☐ 17 11 - 8 = ☐
3 10 - 8 = ☐ 18 13 – 8 = ☐
4 2+2=☐ 19 14 - 8 = ☐
5 10 - 8 = ☐ 20 13 - 8 = ☐
6 2+3=☐ 21 12 - 8 = ☐
7 10 - 8 = ☐ 22 15 - 8 = ☐
8 2+2=☐ 23 16 - 8 = ☐
9 12 - 8 = ☐ 24 8 + ☐ = 10
10 10 - 8 = ☐ 25 8 + ☐ = 11
11 2+3=☐ 26 8 + ☐ = 13
12 13 - 8 = ☐ 27 8 + ☐ = 12
13 10 - 8 = ☐ 28 8 + ☐ = 13
14 2+2=☐ 29 8 + ☐ = 15
15 12 - 8 = ☐ 30 8 + ☐ = 16

Date: 7/20/14 2.B.102

1
Name Date
Solve the problems below. Use drawings or number bonds.
1. 11 - 9 = ____ 2. 11 – 8 = ____
3. 13 - 9 = ____ 4. 13 – 8 = ____
5. 6.
13 - 7 = ____ 12 – 7 = ____
a. 16 - 7 13 - 9
b. 17 - 7 18 - 9
c. 12 - 8 15 - 9
d. 14 - 8 18 - 8

Date: 7/20/14 2.B.103

1
Complete the subtraction sentences to make them true.
a. b. c.
8. 12 - 9 = ___ 13 - 9 = ___ 14 - 9 = ___
9. 12 - 8 = ___ 13 - 8 = ___ 14 – 8 = ___
10. 11 - 7 = ___ 12 – 7 = ___ 13 – 7 = ___
11. 16 – 9 = ___ 18 – 9 = ___ 17 – 9 = ___
12. 16 - ___ = 9 15 - ___ = 9 15 - ___ = 7
13. 15 - ___ = 6 11 - ___ = 3 16 - ___ = 7

Date: 7/20/14 2.B.104

Name Date
1. Solve the problems below. Use drawings or number bonds.
a. 14 - 9 = ____ b. 14 – 7 = ____ c. 14 – 8 = ____
d. 16 – 7 = ____ e. 16 – 9 = ____ f. 16 – 8 = ____

Date: 7/20/14 2.B.105

Name Date
Complete the number sentences to make them true.
1. 15 – 9 = ____ 2. 15 – 8 = ____ 3. 15 – 7 = ____
4. 17 – 9 = ____ 5. 17 – 8 = ____ 6. 17 – 7 = ____
7. 16 – 9 = ____ 8. 16 – 8 = ____ 9. 16 – 7 = ____
10. 19 – 9 = ____ 11. 19 – 8 = ____ 12. 19 – 7 = ____
13. Match equal expressions.
a. 19 – 9 12 - 7
b. 13 – 8 18 – 8

Date: 7/20/14 2.B.106

14. Read the math story. Use a drawing or a number bond to show how you know who
is right.
a. Elsie says that the expressions 17 – 8 and 18 – 9 are equal. John says they are
not equal. Who is right?
b. John says that the expressions 11 – 8 and 12 – 8 are not equal. Elsie says they
are. Who is right?
c. Elsie says that to solve 17 – 9, I can take one from 17 and give it to 9 to make
10. So, 17 – 9 is equal to 16 – 10. John thinks Elsie made a mistake. Who is
correct?
d. John and Elsie are trying to find several subtraction number sentences that
start with numbers larger than 10 and have an answer of 7. Help them figure
out number sentences. They started the first one.
16 – 9 = ____

Date: 7/20/14 2.B.107

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Template 1 2
10 - 8 = 11 - 8 =
12 - 8 = 13 - 8 =
14 - 8 = 15 - 8 =
16 - 8 = 17 - 8 =
18 - 8 =
_________________________
numeral cards 7─19 and subtraction symbol

Date: 7/20/14 2.B.108

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Template 1 2
7 8 9 10
11 12 13 14
15 16 17 18
19 -

numeral cards 7─19 and subtraction symbol

Date: 7/20/14 2.B.109

Lesson 21
Objective: Share and critique peer solution strategies for take from with
result unknown and take apart with addend unknown word problems from
the teens.
 Fluency Practice (13 minutes)

 Application Problem (5 minutes)
 Concept Development (32 minutes)
 Student Debrief (10 minutes)
 Subtraction with Hide Zero Cards 1.OA.6 (3 minutes)

 Sprint: Subtract 7, 8, 9 1.OA.6 (10 minutes)
Subtraction with Hide Zero Cards (3 minutes)

Materials: (T) Hide Zero cards (Lesson 18 Fluency Template 1)
Note: This fluency activity reviews subtracting 7, 8, and 9 using the Hide Zero cards, which helps prepare
students to understand ten as a unit by the module’s end.
T: (Show 15.) Say 15 the Say Ten way.
S: Ten 5.
T: (Break apart the cards to show 10 and 5. Hold up 10.) 10 – 9 = ?
S: 1.
T: (Hold up 5.) 1 + 5 = ?
S: 6.
T: (Put the cards back together to show 15.) So, 15 – 9 = ?
S: 6.
Continue subtracting 9, 8, and then 7, from teen numbers.
Lesson 21: Share and critique peer solution strategies for take from with result
unknown and take apart with addend unknown word problems from
the teens.
2.B.110
Date: 7/20/14
Sprint: Subtract 7, 8, 9 (10 minutes)

Materials: (S) Subtract 7, 8, 9 Sprint
Note: Subtracting 7, 8, and 9 from teen numbers allows students to practice the take from ten subtraction
strategy.
There are 16 reading mats in the classroom. If 9 reading mats

are being used, how many reading mats are still available?
Note: While the Application Problem provides the
opportunity to continue exploring subtracting 9 from a teen
number, it also directly connects with students’ work during
today’s Problem Set. By using the same quantities as the
upcoming Problem Set, students have a context for comparing
and analyzing other student samples.
Materials: (T) Student work sample—take from ten strategies (Template) (S) Personal white board
Have students come to the meeting area and sit in a semi-circle.

T: (Project and read.) Colby is reading a book that is 14 pages long. She has already read 8 pages.
How many more pages does Colby need to read to finish the book? Turn and talk to your partner
about how you would solve this problem.
T: (Project Student A’s sample.) How did Student A solve this problem?
Explain to your partner what this student was thinking. What strategy
did Student A use?
S: She drew 14 fingers as 10 and 4. She took away 8 fingers from 10 and
got 2. She then added 2 and 4 to get 6. She used the take from ten
strategy! That’s the right answer!
T: (Label Student A’s work sample Take from Ten Strategy.)
T: Can you think of another good way to make a math drawing?
S: Use a 5-group row drawing. That’s another easy way to see the take
from ten strategy.
T: (Project Student B’s sample.) How did Student B solve the problem?
S: He drew a picture, but it’s a little hard to see because the shapes are
not organized. He drew 14 circles and took away 8 and circled the left
overs. He counted the left overs, 1, 2, 3, 4, 5, 6.
the teens.
2.B.111
Date: 7/20/14
T: (Label Student B’s sample Draw a Picture.)

T: (Project Student C’s sample.) Take a look at Student C’s work. Her
answer is 14. Is that correct? Did she do her work correctly? Turn and
talk to your partner.
S: No.
T: What do you mean? What did she do wrong here? Well, did she do
anything right?
S: She broke apart 14 into 10 and 4. That’s correct. But look at her
number sentence. She says 4 – 8 = 4. This is not correct.
T: (Use fingers or the number path to show students her mistake. If she
were to take 8 from 4 the answer is less than 0).
S: Her answer is 14. That doesn’t make sense. We
started with 14 and took away 8. Her answer has to be NOTES ON
8 less than 14. MULTIPLE MEANS
T: I love the way you looked at her work so carefully. OF ACTION AND
How can you help her get the correct answer? How EXPRESSION:
would you teach her? What strategy did she try to Direct students to analyze errors so
use? Turn and talk to your partner. they understand why they made a
S: I would tell her that you should always check what mistake. Being able to articulate the
number you are taking away. In this problem, you mistake helps develop their math
have to take away 8. You need to subtract 8 from 10. comprehension at a deeper level.
T: (Label Student C’s sample work Take from 10.)

Repeat the process and analyze the work samples for Students D and E. Ask students to compare the
strategies in these last two samples. Be sure to label the strategy used for each student’s sample work.
NOTES ON
MULTIPLE MEANS
T: Except for Student C’s work, do these all show ways to OF ENGAGEMENT:
solve the problem correctly? Which way seems like it’s
Make sure to validate different
a better shortcut? Turn and talk to your partner.
accurate and efficient strategies
MP.2 S: (Discuss while teacher circulates.) students are using or attempting to
T: (Project and read aloud.) Antalya collected 15 leaves. use. Be aware that students think in
Nine are yellow. The rest are red. How many leaves different ways. Encourage and
are red? Solve this problem by showing your work cultivate strategic competence in your
classroom by allowing students to
clearly on your personal white board.
explain their thinking. Help them
understand their missteps.
the teens.
2.B.112
Date: 7/20/14
Have student swap boards with their partners and discuss the following:
 Study what strategy your partner used.
 Did you get the same answer?
 Take turns to explain your partner’s strategy.
MP.2  Are your strategies similar? How? Are they different? How?
 What did your partner do well?
 Was one strategy a better shortcut than the other? Explain.
If time allows, repeat partner work following the suggested sequence: 12 – 7, 18 – 7 (What did you take 7
away from?), and 15 – 9.

Lesson Objective: Share and critique peer solution strategies for take from with result unknown and take
apart with addend unknown word problems from the teens.
lesson.
 Compare your solution to Problems 2 and 3 with
your partner. How is your work similar or
different from your partner’s?
 Explain how your partner solved Problem 3.
 Study the ways 16 – 7 was solved. Which
solutions seem to be the longest way to solve the
problem? Which seem to be the best shortcut?
the teens.
2.B.113
Date: 7/20/14
 (Project Sample C and Problem 1(d).) What have

you learned from studying the mistakes from
these students’ work?
 Look at your Application Problem with a partner.
Did you solve it the same way or a different way?
Is your strategy or your partner’s strategy similar
to one of the samples in our Problem Set? If so,
explain how it is similar. Is your strategy or your
partner’s strategy different from all of the
samples in the Problem Set? If so, explain your
strategy.

the students.
the teens.
2.B.114
Date: 7/20/14
A Number correct:
Name Date
1
10 - 9 = ☐ 16
12 - 7 = ☐
2 11 – 9 = ☐ 17
13 - 7 = ☐
3 13 - 9 = ☐ 18
14 – 7 = ☐
4 10 - 8 = ☐ 19
15 - 9 = ☐
5 11 – 8 = ☐ 20
15 - 8 = ☐
6 13 - 8 = ☐ 21
15 - 7 = ☐
7 10 - 7 = ☐ 22
17 - 7 = ☐
8
11 – 7 = ☐ 23
16 - 7 = ☐
9 13 - 7 = ☐ 24
17 - 7 = ☐
10 12 - 9 = ☐ 25
16 -☐= 9
11
13 - 9 = ☐ 26
16 - ☐= 8
12 14 - 9 = ☐ 27 17 - ☐= 8
13 12 - 8 = ☐ 28 17 - ☐= 9
14 13 – 8 = ☐ 29
17 - ☐= 16 - 8
15 14 - 8 = ☐ 30
☐- 7 = 17 - 8
the teens.
2.B.115
Date: 7/20/14
B Number correct:
Name Date
1
10 - 9 = ☐ 16
11 - 7 = ☐
2
11 – 9 = ☐ 17
12 - 7 = ☐
3
12 - 9 = ☐ 18
15 – 7 = ☐
4
10 - 8 = ☐ 19
15 - 9 = ☐
5
11 – 8 = ☐ 20
15 - 8 = ☐
6
12 - 8 = ☐ 21
15 - 7 = ☐
7
10 - 7 = ☐ 22
15 - 8 = ☐
8
11 – 7 = ☐ 23
16 - 8 = ☐
9
12 - 7 = ☐ 24
16 - 7 = ☐
10
11 - 9 = ☐ 25
16 - ☐= 9
11
12 - 9 = ☐ 26
16 - ☐= 8
12
15 - 9 = ☐ 27
16 - ☐= 7
13
11 - 8 = ☐ 28
16 - ☐= 9
14
12 – 8 = ☐ 29
16 - ☐= 15 - 8
15
15 - 8 = ☐ 30
☐- 8 = 15 - 7
the teens.
2.B.116
Date: 7/20/14
Name Date
There were 16 dogs playing at the park. Seven of the dogs went home.
How many of the dogs are still at the park?
1. Circle all student work that correctly matches the story.
a. b. c.
d. e. f.
2. Fix the work that was incorrect by making a new drawing in the space below with
the matching number sentence.
the teens.
2.B.117
Date: 7/20/14
Solve on your own. Show your thinking by drawing or writing.

Write a statement to answer the question.
3. There were 12 sugar cookies in the box. My friend and I ate 5 of them. How many
cookies are left in the box?
4. Megan checked out 17 books from the library. She read 9 of them. How many does
she have left to read?
When you are done, share your solutions with a partner. How did your partner solve
each problem? Be ready to share how your partner solved the problem.
the teens.
2.B.118
Date: 7/20/14
Name Date
Meg thinks using the take from ten strategy is the best way to Strategies:
solve the following word problem. Bill thinks that solving the
problem using the count on strategy is a better way. Solve both  Take from 10
 Make 10
ways and explain which strategy you think is best.  Count on
 I just knew
Mike and Sally have 6 cats. They have 14 pets in all. How
many pets do they have that are not cats?
Meg’s strategy Bill’s strategy
I think strategy is best because
the teens.
2.B.119
Date: 7/20/14
Name Date
Olivia and Jake both solved the word problems. Strategies:

Write the strategy used under their work.
Check their work. If incorrect, solve correctly.  Take from 10
 Make 10
If solved correctly, solve using a different strategy.  Count on
 I just knew
1. A fruit bowl had 13 apples. Mike ate 6 apples from the fruit bowl. How many apples were
left?
Olivia’s work Jake’s work
a. Strategy: ______________________ b. Strategy: ____________________
c. Explain your strategy choice below.
the teens.
2.B.120
Date: 7/20/14
2. Drew has 17 baseball cards in a box. He has 8 cards with Red Sox players, and the
rest are Yankee players. How many Yankee player cards does Drew have in his box?
Olivia’s work Jake’s work
a. Strategy: _____________________ b. Strategy: ____________________
c. Explain your strategy choice below.
the teens.
2.B.121
Date: 7/20/14
student work samples—take from ten strategies
the teens.
2.B.122
Date: 7/20/14
1
GRADE
Topic C
Strategies for Solving Change or
Addend Unknown Problems
1.OA.1, 1.OA.4, 1.OA.6, 1.OA.5, 1.OA.7, 1.OA.8
1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8
by finding the number that makes 10 when added to 8.
Topic C provides students with practice solving add to with change unknown, take from with change
unknown, put together with addend unknown, and take apart with addend unknown word problems (1.OA.1).
Drawing on the momentum gained from Topic B, Lesson 22 allows students to attack put together/take apart
with addend unknown word problems such as, “Maria has 15 baseballs. Eight of them are old, and some of
them are brand new. How many brand new baseballs does Maria have?” Students solve these problems
using both the Level 2 counting on strategy and Level 3 subtraction strategies (1.OA.4).
Lesson 23 allows students to use counting on as it relates to subtraction, take from ten strategies, or the get
to ten Level 3 strategy, as they solve add to with change unknown problems (1.OA.6). The get to ten strategy
has students solving 12 – 3 as 12 – 2 – 1, understanding that decomposing the subtrahend to easily get to the
ten yields a simpler, more manageable subtraction problem. It is the way a student can make ten when there
is an unknown addend. It is a step away from counting on, where, rather than counting on by ones, students
consider how much it takes to get to ten and then add on the rest to get to the teen number. For many
Topic C: Strategies for Solving Change or Addend Unknown Problems

Date: 9/22/14 2.C.1
NYS COMMON CORE MATHEMATICS CURRICULUM Topic C 1 2
students, the language of get to ten helps them bridge from counting on to a more efficient strategy. Up to
this point, make ten for the students has shown both addends, and they are strategic about which number to
break apart so that they can bond two numbers to make ten. This is a different, though related process.
Lesson 24 presents students with take from with change unknown problems where they continue to select
various strategies for solving. Students again relate various addition strategies to their recently acquired
subtraction strategies, but in this new word problem type, the strategies they select and discuss help them
better make sense of these problems. Students begin to recognize that although stories may be take from
with change unknown problems, they can apply many strategies such as counting on, counting back, taking
from ten, or getting to ten to accurately solve this challenging problem type.
Topic C closes with Lesson 25, where students move away from the context of story problems to find
matching expressions to create true number sentences. They work solely with equations to show and talk
about how they would re-represent a given addition or subtraction problem using a Level 2 or Level 3
strategy. For example, when given 9 + 6, students decompose the 6 into 1 and 5 and then can add using their
new number sentence, 10 + 5, (i.e., 9 + 6 = 10 + 5) (1.OA.7), using pictures and words.
A Teaching Sequence Towards Mastery of Strategies for Solving Change or Addend Unknown Problems
Objective 1: Solve put together/take apart with addend unknown word problems, and relate counting
on to the take from ten strategy.
(Lesson 22)
Objective 2: Solve add to with change unknown problems, relating varied addition and subtraction
strategies.
(Lesson 23)
Objective 3: Strategize to solve take from with change unknown problems.

(Lesson 24)
Objective 4 Strategize and apply understanding of the equal sign to solve equivalent expressions.
(Lesson 25)
Topic C: Strategies for Solving Change or Addend Unknown Problems

Date: 9/22/14 2.C.2
Lesson 22
Objective: Solve put together/take apart with addend unknown word
problems, and relate counting on to the take from ten strategy.



 Subtraction with Hide Zero Cards 1.OA.6 (3 minutes)

 Count by Fives 1.OA.5 (2 minutes)
 Sprint: Missing Addend Within 10 1.OA.6 (10 minutes)
Subtraction with Hide Zero Cards (3 minutes)

Note: This fluency activity reviews subtracting 7, 8, and 9 using the Hide Zero cards, which helps prepare
students to understand ten as a unit by the module’s end. Since this is the second time students are doing
this activity, have volunteers describe the steps necessary to apply the take from ten strategy.
T: (Show 15.) What do I need to do if I want to subtract 9?
S: Take apart 15.
T: (Break apart the cards to show 10 and 5.) Now what?
S: Take 9 from 10.
T: 10 – 9 = ?
S: 1.
T: What should I do next?
S Add 1 to the 5.
T: 1+5= ?
S: 6.
T: (Put the cards back together to show 15.) So, 15 – 9 = ?
S: 6.
Lesson 22: Solve put together/take apart with addend unknown word problems,
and relate counting on to the take from ten strategy. 2.C.3
Date: 7/20/14
Continue subtracting 9, 8, and then 7 from teen numbers.
Count by Fives (2 minutes)

Note: Counting by fives promotes fluency with adding and subtracting 5.

Use the Rekenrek to count up and down by fives within 40. Students say the numbers as you move the
beads. This time, count both forward and backward on your way up to 40 (e.g., 5, 10, 5, 10, 15, 20, 15, 20,
etc.). Alternate between counting the Say Ten and regular way.
Sprint: Missing Addend Within 10 (10 minutes)

Materials: (S) Missing Addend Within 10 Sprint
Note: This review activity is intended to strengthen students’ ability to fluently add and subtract within 10
while preparing students for the problem types that are presented in today’s lesson.
Note: The Application Problem is embedded within the Concept Development since it directly pertains to the
objective of today’s lesson.
Students may sit with a partner in the meeting area (or at their seats) with their materials.
T: (Project the following problem: Mark has 14 crayons. Eight of the crayons are on the table, and
some more crayons are in the box. How many crayons are in the box?)
S: (Solve and then share work.)
T: (Circulate, noticing students’ accuracy with creating a drawing that matches the story and taking
note of the varying ways students solved the problem.)
T: Explain your drawing to your partner, and discuss how you solved the problem.
S: (Share work.)
T: (Continue to circulate and take note of the language students are using to explain their thinking.)
T: (Point to today’s problem.) Step 1: When we want to solve a problem, we read or listen to the
problem. Let’s read it together again. (Write on the board: 1. Read.)
S/T: Mark has 14 crayons. Eight of the crayons are on the table, and some more crayons are in the box.
How many crayons are in the box?
T: Step 2: Draw as much of the math story as you can. You made some great drawings to match this
story. What did you draw? (Write on the board: 2. Draw.)
Date: 7/20/14
T: (Project work with a document camera or redraw on

the board as students explain their drawings.)
S: I drew 14 lines in a row, like the 14 crayons in the NOTES ON
problem. I circled 8 of them and labeled those with a T MULTIPLE MEANS
to show they were the ones on the table.  I started OF ACTION AND
by drawing 8 circles for the 8 crayons on the table. EXPRESSION:
Then, I started drawing dark circles until I got to 14. When students are required to draw,
T: Everyone look at your work. As I read the story, find remind them to complete math
the part of your math drawing that matches the drawings so they do not spend time
sentence. making beautiful pictures. The use of
lines or dots with labels is very
T: (Read from projection.) Mark has 14 crayons. Does efficient.
your drawing show Mark has 14 crayons? Point to
where your drawing shows the 14 crayons. Circle it
with your finger.
T: Eight of the crayons are on the table. Where does your picture show the 8 crayons that are on the
table?
T: Are these 8 more crayons, or are they a part of Mark’s 14 crayons?
S: They are a part of Mark’s crayons!
T: How can we tell these crayons from the other crayons in the story?
S: We can make those crayons circles and the other ones dots.  We can label these crayons with a T
MP.2 since they are on the table.  We can circle them.
T: If you didn’t already label them with a T or with the word table, add a label. Let’s put a box around
them too, so we can see them together clearly. (Write on the board: and label after 2. Draw.)
T: …and some more crayons are in the box. Can you find these crayons in your drawing? Point to them
and circle them with your finger.
T: What could we label this set of crayons?
S: B for box.
T: If you didn’t label these crayons, add B or the word Box to show these are the crayons in the box.
T: Now, we come to the question part of the word problem. How many crayons are in the box? Can
we find the answer to this question in our drawing?
S: Yes, 6 crayons!
T: What number sentence would match this story? (Write on the board: 3. Write a number sentence.)
S: 8 + 6 = 14.
T: Which number in the number sentence is the answer, or solution, to the question?
S: 6.
T: We have to make sure we put a rectangle around this number so we know it is the solution. If you
didn’t add a box, do that now.
T: What is the answer to our question? (Write: Write or tell a statement of the solution.)
S: There are 6 crayons in the box.
Date: 7/20/14
T: When we read the problem and draw the parts of the story, it can help us understand the problem
and help us write the number sentence and the answer, or solution, sentence. Let’s try to read,
draw, and write (RDW) (point to list of steps now listed on board) to solve more problems.
Use the steps listed on the board as you repeat the process
above with three more put together/take apart with addend
unknown problems using the suggested sequence of story NOTES ON
problems:
MULTIPLE MEANS
 There are 12 milk bottles in the crate. Nine are plain OF REPRESENTATION:
milk bottles, and the rest are chocolate milk bottles. Choose numbers and tasks
How many are chocolate milk bottles? differentiated for your learners. If
 Ani puts some pink barrettes in her hair. She already students are having difficulty
had 7 blue barrettes in her hair. If Ani now has 11 visualizing the story problems, use
barrettes in her hair, how many pink barrettes did she smaller numbers. For classes of
use? students where they are very
successful, use larger numbers within
 Laurie reads 5 books about frogs and then reads some 20.
books about toads. Laurie counts and realizes she has
just read 13 books! How many books about toads did
Laurie read?
Have students project or draw their work on the board as the class shares and discusses each part of the RDW
process. Ask students to find in the drawing where they can count on to determine the solution as well as
where they can take away, or cover, a part as a method to finding the solution.

Lesson Objective: Solve put together/take apart with

addend unknown word problems, and relate counting on
to the take from ten strategy.
Date: 7/20/14

lesson.
 Look at Problems 1 and 2. Did you use the same
or different strategy to solve? Explain why you
chose to use the strategy (or strategies) you did.
 How did drawing the parts of the story help you
solve the story problems?
 What new math strategy did we use today to
communicate precisely how we solved the story
problem? (RDW.) Explain what it is and how we
used it.

Date: 7/20/14
A Number correct:
Name Date
1 2 + ☐= 3 16 2 + ☐= 8
2 1 + ☐= 3 17 4 + ☐= 8
3 ☐+1=3 18 8 = ☐+ 6
4 ☐+2=4 19 8=3+☐
5 3 + ☐= 4 20 ☐+3=9
6 1 + ☐= 4 21 2 + ☐= 9
7 1 + ☐= 5 22 9 = ☐+ 1
8 4 + ☐= 5 23 9=4+☐
9 3 + ☐= 5 24 2 + 2 + ☐= 9
10 3 + ☐= 6 25 2 + 2 + ☐= 8
11 ☐+2=6 26 3 + ☐+ 3 = 9
12 0 + ☐= 6 27 3 + ☐+ 2 = 9
13 1 + ☐= 7 28 5 + 3 = ☐+ 4
14 ☐+5=7 29 ☐+ 4 = 1 + 5
15 ☐+4=7 30 3 + ☐= 2 + 6
Date: 7/20/14
B Number correct:
Name Date
1 1 + ☐= 3 16 3 + ☐= 8
2 0 + ☐= 3 17 2 + ☐= 8
3 ☐+3=3 18 8 = ☐+ 1
4 ☐+2=4 19 8=4+☐
5 3 + ☐= 4 20 ☐+2=9
6 4 + ☐= 4 21 4 + ☐= 9
7 4 + ☐= 5 22 9 = ☐+ 5
8 1 + ☐= 5 23 9=6+☐
9 2 + ☐= 5 24 1 + 5 + ☐= 9
10 4 + ☐= 6 25 3 + 2 + ☐= 8
11 ☐+2=6 26 2 + ☐+ 6 = 9
12 3 + ☐= 6 27 3 + ☐+ 4 = 9
13 3 + ☐= 7 28 5 + 4 = ☐+ 6
14 ☐+4=7 29 ☐+ 3 = 6 + 2
15 ☐+5=7 30 4 + ☐= 2 + 7
Date: 7/20/14
Name Date
Read the word problem.

Draw and label.
Write a number sentence and a statement that matches the story.
1. This week, Maria ate 5 yellow plums and some red plums. If she ate 11 plums in all,
how many red plums did Maria eat?
2. Tatyana counted 14 frogs. She counted 8 swimming in the pond and the rest sitting
on lily pads. How many frogs did she count sitting on lily pads?
Date: 7/20/14
3. Some children are on the playground. Eight are on the swings, and the rest are
playing tag. There are 15 children in all. How many children are playing tag?
4. Oziah read some non-fiction books. Then, he read 7 fiction books. If he read 16
books altogether, how many non-fiction books did Oziah read?
Meet with a partner, and share your drawings and sentences.

Talk with your partner about how your drawing matches the story.
Date: 7/20/14
Name Date

Draw and label.
Remember to draw a box around your solution in the number sentence.
1. Some students in Mrs. See’s class are walkers. There are 17 students in her class in
all. If 8 students ride the bus, how many students are walkers?
2. I baked 13 loaves of bread for a party. Some were burnt, so I threw them away. I
brought the remaining 8 loaves to the party. How many loaves of bread were burnt?
Date: 7/20/14
Name Date
Read the word problem. Strategies:

Draw and label.
 Take from 10
 Make 10
Remember to draw a box around your solution in the number  Count on
 I just knew
sentence.
1. Michael and Anastasia pick 14 flowers for their mom. Michael picks 6 flowers. How
many flowers does Anastasia pick?
2. Daquan bought 6 toy cars. He also bought some magazines. He bought 15 items in
all. How many magazines did Daquan buy?
3. Henry and Millie baked 18 cookies. Nine of the cookies were chocolate chip. The
rest were oatmeal. How many were oatmeal?
Date: 7/20/14
4. Felix made 8 birthday invitations with hearts. He made the rest with stars. He
made 17 invitations in all. How many invitations had stars?
5. Ben and Miguel are having a bowling contest. Ben wins 9 times. They play 17 games
in all. There are no tied games. How many times does Miguel win?
6. Kenzie went to soccer practice 16 days this month. Only 9 of her practices were on
a school day. How many times did she practice on a weekend?
Date: 7/20/14
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23
Lesson 23
Objective: Solve add to with change unknown problems, relating varied
addition and subtraction strategies.

 Subtraction with Partners 1.OA.6 (5 minutes)

 Sprint: Missing Addend Within 10 1.OA.6 (10 minutes)
Subtraction with Partners (5 minutes)

Note: This fluency activity reviews subtracting 7, 8, and 9 from teen numbers. Allow students who still
require pictorial representations to draw 5-groups to solve.
Assign partners of equal ability. Partners assign each other a number from 11 to 17 (e.g., 12). On their
personal white boards, they write number sentences with 9, 8, and 7 as the subtrahend and solve them
(e.g., 12 – 9 = 3, 12 – 8 = 4, 12 – 7 = 5). Partners then exchange boards and check each other’s work.
Sprint: Missing Addend Within 10 (10 minutes)

Materials: (S) Missing Addend Within 10 Sprint
Note: This fluency activity is intended to strengthen students’ ability to fluently add and subtract within 10
Lesson 23: Solve add to with change unknown problems, relating varied addition
and subtraction strategies. 2.C.15
Date: 7/20/14
In the morning, there were 8 leaves on the floor under the ficus
tree. During the day, more leaves fell on the floor. Now, there
are 13 leaves on the floor. How many leaves fell during the
day?
Note: In today’s lesson, students grapple with an add to with
change unknown problem. By giving students time to try this
problem type independently, teachers have the opportunity to
see how students are applying the RDW strategy without direct
instruction on a specific method to solve.
Materials: (S) Personal white board, work from the Application Problem
Students may sit next to their partners in the meeting area or at

their seats with their materials.
T: (Project today’s Application Problem.) Before we share NOTES ON
our Application Problem with a partner, let’s walk MULTIPLE MEANS
through the Read and Draw parts of the Read, Draw, OF ACTION AND
Write strategy. We call this RDW. What does RDW EXPRESSION:
stand for?
As students are using the RDW
S: Read, draw, and write. process, some may need help with
T: As I read the problem, find the part of your drawing organizing their work. Not all students
that matches the story. use the blank white space well.
Drawing lines or a grid for these
T: In the morning, there were 8 leaves on the floor. Point students to work within helps them be
to where your drawing shows these 8 leaves on the more spatially organized.
floor. Do these leaves have a label so you can find
them easily?
T: During the day, more leaves fell on the floor. Touch the part of your drawing that shows these
leaves. Label this part if you haven’t yet.
T: Now, there are 13 leaves on the floor. Can you find these leaves in your drawing? Is this a part of
your leaves or is this the total number of leaves?
S: It’s the total number of leaves. (Touch their drawings to show.)
T: How many leaves fell during the day?
S: 5 leaves!
T: Talk with your partner. How does your drawing help you see the story situation?
S: (Discuss.)
T: (Circulate and take note of students’ language use, including terms such as part, whole, and total.)
Date: 7/20/14
T: What was missing, a part or the total number of leaves?

S: A part of the leaves.
T: Now that we know we are missing a part, how could we solve this problem?
S: We can start at 8 and then count on until we get to 13. That would be 5.  We can draw all 13 and
then cover, or take away, 8. We would have 5 left.  We can draw 13 as 10 and 3, so we can
quickly cover the 8 without having to recount them. Then, it’s easy to see the 2 and 3 that are left.
That’s 5.
T: I saw many of you draw your 8 leaves first and use counting on. How can we use our friendly
number 10 to count on in bigger amounts, instead of counting by ones?
S: We can think about how many more we need to get to 10, and then add the rest all at once.
T: Let’s try that here. We have 8 leaves, so how many would we draw to get to 10 leaves?
S: 2 more leaves.
T: From 10 leaves, how many more to get to the total, 13 leaves?
S: 3 leaves!
T: So, how many more leaves did we draw altogether?
S: 5 leaves!
T: Now that it’s later in our Grade 1 year, we can go a little faster by jumping from 8 to 10 and then
jumping to the total. Counting on in this way is a little faster.
T: Once we solve the problem, we have to write our
number sentence and our statement. Which number
sentence best matches what happened in the story? NOTES ON
Talk with your partner. MULTIPLE MEANS
S: (Discuss.) OF REPRESENTATION:
S: 8 + 5 = 13 matches the story best because there were 8 If students have trouble coming up
leaves in the morning, and then 5 leaves joined the with the statement, have them re-read
pile. There were 13 leaves at the end of the story. The the question in the story problem.
part we did not know was the 5. They can use the question to help write
their answer sentence.
T: Which number needs a rectangle around it to show it is
our answer, or our solution?
S: 5.
T: What is our statement, or our word sentence that tells the answer to the question?
S: 5 leaves fell during the day.
T: Let’s try some more. Remember to think about which number sentence best matches the story.
Present three more add to with change unknown story problems such as those below:
 Eight children were playing on the playground. More children came out to join the 8 children. Now,
there are 14 children on the playground. How many children came out to join them on the
playground?
 Some new baby ducks hatched at the farm. There were 5 ducks on the farm, and now there are 12
ducks. How many new baby ducks were hatched?
Date: 7/20/14
 Thirteen cars are in the parking lot. Six were

already there in the morning. The rest of the cars
arrived after lunch. How many cars arrived after
lunch?
For each story, project the problem and read it aloud. Ask
students, “Can you draw something? Listen again and ask
yourself, ‘What can I draw?’” Read the problem again to
allow students to think about what they can draw from
the problem. Encourage the students to use the drawing
to help them consider a strategy for solving by asking
themselves, “What does my drawing show me?” Remind
them to write a number sentence that matches the story
and a word sentence, or solution statement, to answer the
question. Give students approximately three minutes to
work. Share one or two students’ work by drawing it on
the board or using a document camera. Have students
explain their drawing, share their choices of labels, and
explain how their number sentence matches the story.

Lesson Objective: Solve add to with change unknown

problems, relating varied addition and subtraction
strategies.
lesson.
Date: 7/20/14
 Compare the way you solved Problems 1 and 2. How are the strategies you used the same or
different?
 What do all of the story problems in the Problem Set have in common? (We always know the total
and one of the parts. We had to look for the missing part.)
 Look at Problem 3. How did you use counting on? What did you do? How did that help you solve?

Date: 7/20/14
A Number correct:
Name Date
1 2 + ☐= 3 16 2 + ☐= 8
2 1 + ☐= 3 17 4 + ☐= 8
3 ☐+1=3 18 8 = ☐+ 6
4 ☐+2=4 19 8=3+☐
5 3 + ☐= 4 20 ☐+3=9
6 1 + ☐= 4 21 2 + ☐= 9
7 1 + ☐= 5 22 9 = ☐+ 1
8 4 + ☐= 5 23 9=4+☐
9 3 + ☐= 5 24 2 + 2 + ☐= 9
10 3 + ☐= 6 25 2 + 2 + ☐= 8
11 ☐+2=6 26 3 + ☐+ 3 = 9
12 0 + ☐= 6 27 3 + ☐+ 2 = 9
13 1 + ☐= 7 28 5 + 3 = ☐+ 4
14 ☐+5=7 29 ☐+ 4 = 1 + 5
15 ☐+4=7 30 3 + ☐= 2 + 6
Date: 7/20/14
B Number correct:
Name Date
1 1 + ☐= 3 16 3 + ☐= 8
2 0 + ☐= 3 17 2 + ☐= 8
3 ☐+3=3 18 8 = ☐+ 1
4 ☐+2=4 19 8=4+☐
5 3 + ☐= 4 20 ☐+2=9
6 4 + ☐= 4 21 4 + ☐= 9
7 4 + ☐= 5 22 9 = ☐+ 5
8 1 + ☐= 5 23 9=6+☐
9 2 + ☐= 5 24 1 + 5 + ☐= 9
10 4 + ☐= 6 25 3 + 2 + ☐= 8
11 ☐+2=6 26 2 + ☐+ 6 = 9
12 3 + ☐= 6 27 3 + ☐+ 4 = 9
13 3 + ☐= 7 28 5 + 4 = ☐+ 6
14 ☐+4=7 29 ☐+ 3 = 6 + 2
15 ☐+5=7 30 4 + ☐= 2 + 7
Date: 7/20/14
Name Date

Draw and label.
1. Janet read 8 books during the week. She read some more books on the weekend.
She read 12 books total. How many books did Janet read on the weekend?
2. Eric scored 13 goals this season! He scored 5 goals before the playoffs. How many
goals did Eric score during the playoffs?
Date: 7/20/14
3. There were 8 ladybugs on a branch. Some more came. Then, there were 15
ladybugs on the branch. How many ladybugs came?
4. Marco’s friend gave him some baseball cards at school. If he was already given 9
baseball cards by his family, and he now has 19 cards in all, how many baseball cards
did he get in school?
Meet with a partner and share your drawings and sentences. Talk with your partner
about how your drawing matches the story.
Date: 7/20/14
Name Date

Draw and label.
Shanika ate 7 mini-pretzels in the morning. She ate the rest of her mini-pretzels in
the afternoon. She ate 13 mini-pretzels altogether that day. How many mini-pretzels
did Shanika eat in the afternoon?
Date: 7/20/14
Name Date

Draw and label.
1. Micah collected 9 pinecones on Friday and some more on Saturday. Micah collected
a total of 14 pinecones. How many pinecones did Micah collect on Saturday?
2. Giana bought 8 star stickers to add to her collection. Now, she has 17 stickers in
all. How many stickers did Giana have at first?
Date: 7/20/14
3. Samil counted 5 pigeons on the street. Some more pigeons came. There were 13
pigeons in all. How many pigeons came?
4. Claire had some eggs in the fridge. She bought 12 more eggs. Now, she has 18 eggs
in all. How many eggs did Claire have in the fridge at first?
Date: 7/20/14
Lesson 24
Objective: Strategize to solve take from with change unknown problems.





 Count by Fives 1.OA.5 (5 minutes)

 Sprint: Missing Subtrahends Within 10 1.OA.6 (10 minutes)
Count by Fives (5 minutes)

Materials: (T) Rekenrek
Note: Counting by fives promotes fluency with adding and subtracting 5.

Use the Rekenrek to count by fives to 40 and back. Students say the numbers as you move the beads.
First, have students count the Say Ten way. Then, do it again, but have students count the regular way.
Sprint: Missing Subtrahends Within 10 (10 minutes)

Materials: (S) Missing Subtrahends Within 10 Sprint
Note: This review activity is intended to strengthen students’ ability to fluently add and subtract within 10
Yesterday, I saw 11 birds on a branch. Three birds joined them on the

branch. How many birds were on the branch then?
Note: This problem is intentionally an add to with result unknown
problem. Having spent two days on change or addend unknown
situation types, students may be identifying a pattern in solving the
problem type presented.
Date: 7/20/14 2.C.27

Misconceptions may arise through this Application Problem if students are overgeneralizing. Students use
the context of this problem to transition into today’s lesson where they are working with take from with
change unknown problems. While students are completing the Application Problem, circulate and select a
student’s work in which the drawings accurately represent the story situation and are simple, labeled, and
aligned in a single row. Use this work as the sample for sharing during the lesson.
Materials: (S) Personal white board, work from Application Problem
Students may sit with their partners in the meeting area or at their seats with their materials.
T: (Project today’s Application Problem.) We have been using the RDW process to solve problems.
Before we share our Application Problem with our partners, what does RDW stand for again?
S: Read, draw, and write.
T: With your partner, share your solution, or answer. Be sure to discuss your drawings as you explain
your idea. If you realize you forgot something or have to change something, you can do so.
T: (Project or redraw chosen student work.) This student’s work uses simple shapes drawn in an
organized line which helps me see what we have. (See Application Problem image as an example.)
T: I need one volunteer to read the problem again for us and another volunteer to explain how the
picture shows each part. (Choose students other than the one whose solution is being shared.)
S1: Yesterday, I saw birds in a tree.
S2: Here are the birds. (Points to the full line of shapes.)
S1: There were 11 birds on a branch, and then 3 birds joined them.
S2: These 11 birds are the ones on the branch first. I think that’s why she wrote f under it. (Points to the
first 11 birds.) Here are the 3 birds that joined in. That’s why she wrote j under it. (Points to 3 birds
at the end.)
S1: How many birds were in the tree?
S2: There are 14 birds. She wrote 11 + 3 = 14 and, “You saw 14 birds,” because that matches the story
and the question. There were 11. Then 3 joined in, and now there are 14. (Points to the number
sentence while explaining.)
T: You all did a great job reading, drawing, and writing to solve this problem. Let’s try another
problem.
T: (Project the following problem.) Today, I was passing the same tree. There were 11 birds in the tree
when I first looked at it. I looked away. When I looked back, there were 5 birds. How many birds
flew away?
S: (Begin to solve the problem.)
T: (Reread the question two more times to support struggling readers as students work.)
T: (Remind students to think about these questions: Can you draw something? What can you draw?
What does your drawing show you? Give students approximately three minutes to RDW. Invite two
or more students to solve on the board or on chart paper in pairs.)
Date: 7/20/14 2.C.28

T: (Project student work.) Let’s look at the work these

students did. They drew to show the 11 birds in the
tree. Oh, and look at this, they drew a circle around 5 NOTES ON
birds and wrote an s to show that these 5 birds that MULTIPLE MEANS
stayed were a part of all 11 birds that were in the tree. OF ACTION AND
Let’s draw another circle around these birds, the ones EXPRESSION:
labeled f. These are the birds that flew away. (If Direct students to analyze the work
neither group has a circle around them, draw a circle their classmates have completed. As
around each group.) their teacher, you should also analyze
T: I’m going to use our lines from our number bonds to their ability to solve the problem type
show that these two parts together make the total of presented. Look for common
11 birds. misconceptions and the way in which
students explain how they got their
T: 11 – 6 = 5. How many birds flew away? Let’s put a answer to tell you how your students
rectangle around the solution. are progressing.
S: Six birds flew away.
T: What strategies could you use to solve this?
S: I knew there were two parts, so I took away the 5 to find the other part.  I looked at the picture
and counted them all.  I drew 11 in 5-group rows. It made it really easy to see 5 and then to see
the other part.  I thought of my doubles plus one fact. 5 + 5 is 10, so I needed 5 + 6 to make 11.
Repeat the process above for three more take from with change unknown story problems such as those listed
below:
 Mina had 13 ants in her ant farm. Some ants escaped. Now, there are 9 ants in the ant farm.
How many ants escaped?
 Jamal had 14 trains, but he only found 8 of his trains. How many of his trains are missing?
 June’s baby brother hid some of her blocks. She has 7 blocks now. She used to have 15 blocks.
How many blocks should June be looking for?
When sharing solutions and strategies, debrief quickly and move to the next problem. The goal is for
students to love solving problems and to begin making connections between reading, drawing, and writing as
a road to success as a problem solver!

Date: 7/20/14 2.C.29

Lesson Objective: Strategize to solve take from with

change unknown problems.
lesson.
 Look at Problems 1 and 2. How are your
drawings similar? How are they different?
 How was your drawing similar to or different
from your partner’s drawing?
 What did today’s problems have in common?
How were they the same or different from
yesterday’s problems? What was unknown in the
problem, a part or the total? Which strategies
were easier for you to use when a part is missing
instead of the total? (Note: Students might find
Problem 2 tricky since the first number given is
the part that is left and the whole is given later in
the problem.)
 Which problem was tricky for you? What did you
draw? How can we add to the drawing with
more information from the problem? What does
the drawing show you?
 How did your drawings help you with the
problems? Use a specific problem to explain your
thinking.

presented in the lesson today and plan more effectively for future lessons. You may read the questions aloud
to the students.
Date: 7/20/14 2.C.30

A Number correct:
Name Date
1 2 - ☐= 1 16 6 - ☐= 2
2 2 - ☐= 2 17 6 - ☐= 3
3 2 - ☐= 0 18 6 - ☐= 4
4 3 - ☐= 2 19 7 - ☐= 3
5 3 - ☐= 1 20 7 - ☐= 2
6 3 - ☐= 0 21 7 - ☐= 1
7 3 - ☐= 3 22 8 - ☐= 2
8 4 - ☐= 4 23 8 - ☐= 3
9 4 - ☐= 3 24 4=8-☐
10 4 - ☐= 2 25 2=9-☐
11 4 - ☐= 1 26 3=9-☐
12 5 - ☐= 0 27 4=9-☐
13 5 - ☐= 1 28 10 - 3 = 9 - ☐
14 5 - ☐= 2 29 9 - ☐ = 10 - 5
15 5 - ☐= 3 30 9 - ☐ = 10 - 6
Date: 7/20/14 2.C.31

B Number correct:
Name Date
1 2 - ☐= 2 16 6 - ☐= 3
2 2 - ☐= 1 17 6 - ☐= 4
3 2 - ☐= 0 18 6 - ☐= 5
4 3 - ☐= 3 19 7 - ☐= 4
5 3 - ☐= 2 20 7 - ☐= 3
6 3 - ☐= 1 21 7 - ☐= 2
7 3 - ☐= 0 22 8 - ☐= 3
8 4 - ☐= 4 23 8 - ☐= 4
9 4 - ☐= 3 24 5=8-☐
10 4 - ☐= 2 25 3=9-☐
11 4 - ☐= 1 26 4=9-☐
12 5 - ☐= 5 27 5=9-☐
13 5 - ☐= 4 28 10 - 4 = 9 - ☐
14 5 - ☐= 3 29 9 - ☐ = 10 - 6
15 5 - ☐= 2 30 9 - ☐ = 10 - 5
Date: 7/20/14 2.C.32

Name Date

Draw and label.
Write a number sentence and a statement that match the story.
1. Jose sees 11 frogs on the shore. Some of the frogs hop into the water. Now, there
are 8 frogs on the shore. How many frogs hopped into the water?
2. Cameron gives some of his apples to his sister. He still has 9 apples left. If he had
15 apples at first, how many apples did he give to his sister?
Date: 7/20/14 2.C.33

3. Molly had 16 books. She loaned some to Gia. How many books did Gia borrow if
Molly has 8 books left?
4. Eighteen baby goats were playing outside. Some went into the barn. Nine stayed
outside to play. How many baby goats went inside?
Meet with a partner and share your drawings and sentences. Talk with your partner
about how your drawing tells the story.
Date: 7/20/14 2.C.34

Name Date

Draw and label.
There were 18 dogs splashing in a puddle. Some dogs left. There are 9 dogs still
splashing in the puddle. How many dogs are left?
Date: 7/20/14 2.C.35

Name Date

Draw and label.
1. Toby dropped 12 crayons on the classroom floor. Toby picked up 9 crayons. Marnie
picked up the rest. How many crayons did Marnie pick up?
2. Of the students on the playground, 7 went back into the classroom. If 11 students
stayed outside, how many were on the playground at first?
Date: 7/20/14 2.C.36

3. At the play, 8 students from Mr. Frank’s room got a seat. If there were 17 children
from Room 24, how many children did not get a seat?
4. Simone had 12 bagels. She shared some with friends. Now, she has 9 bagels left.
How many did she share with friends?
Date: 7/20/14 2.C.37

Lesson 25
Objective: Strategize and apply understanding of the equal sign to solve
equivalent expressions.




 Make It Equal: Addition Expressions 1.OA.6 (5 minutes)

 Sprint: Make It Equal 1.OA.6 (10 minutes)
Make It Equal: Addition Expressions (5 minutes)

Materials: (S) Personal white board, counters
Note: This activity builds fluency with the make ten addition strategy and reinforces the meaning of the
equal sign, which prepares students for today’s lesson.
Write or project 9 + ☐= 8 + ☐ . Students find different numbers that make the equation true and check their
answers with a partner. If necessary, students can use counters in addition to drawings that they can make
on their personal white boards. During the last minute, ask for volunteers to share the equations they found.
Write them on the board and ask if anyone notices a pattern (that the numbers are always consecutive).
Sprint: Make It Equal (10 minutes)

Materials: (S) Make It Equal Sprint
Note: This Sprint uses review addition facts to strengthen students’ understanding of the equal sign.
equivalent expressions. 2.C.38
Date: 7/20/14
Micah had 16 trucks and lost 9 of them. Charles had 1 truck and
received 6 more trucks from his mother. Who has more trucks,
Micah or Charles?
Note: Students apply their prior understanding of take from with
result unknown and add to with result unknown problems as they
solve this two-part problem. This provides a context for exploring
today’s objective of further understanding the meaning of the
equal sign by pairing equivalent expressions and constructing true
number sentences.
Materials: (T) Expression cards (Template) for use in small groups during Problem Set (S) Personal white
board, work from Application Problem, linking cubes
Students may sit in the meeting area or at their seats, next to a partner, with all materials.
T: Who has more trucks, Micah or Charles? (Write Micah on the left side of the board and Charles on
the right side of the board.)
S: Neither. They have the same number of trucks!
T: Talk with a partner. Use your drawings to help you prove to your partner that Micah and Charles
have the same number of trucks.
S: (Discuss, using their drawings to explain.)
T: (Circulate and listen to ensure that all students see that Micah and Charles have the same number of
trucks.) What number sentence did you write to match Micah’s part of the story?
S: 16 – 9 = 7. (Write 16 – 9 = 7 below Micah.)
T: What number sentence did you write to match Charles’ part of the story?
S: 1 + 6 = 7. (Write 1 + 6 = 7 below Charles.)
T: So, Micah and Charles have an equal number of trucks?
NOTES ON
S: Yes! MULTIPLE MEANS
T: (Write 16 – 9 under the Micah section and 1 + 6 under OF ENGAGEMENT:
the Charles section.) We can say, then, that 16 – 9 is For those students who are able to
equal to 1 + 6. (Draw equal sign in between quickly repeat the process, cultivate
expressions.) excitement by connecting on-level
T: How does our story help us see that 16 – 9 = 1 + 6? math to higher math, presenting
(Point to each part while reading the number numbers to 40.
MP.2 sentence.) Talk with your partners. (Listen as students
explain their thinking to their partners.)
S: Since 16 – 9 is 7 and 1 + 6 is 7, they are equal. 16 – 9 equals 1 + 6.  Once I took the 9 from 10,
Date: 7/20/14
Micah and Charles both show 1 and 6. They both have 7.

T: Let’s try to make some more cool number sentences like this.
T: Work with your partner to make at least two expressions that equal 12.
S: (Work with partners.) We found 10 + 2 and 11 + 1.
T: Great. I’ll use 10 + 2. Who has another?
S: We found 6 + 6. NOTES ON
T: True or false? 10 + 2 = 6 + 6. MULTIPLE MEANS
S: True! OF ENGAGEMENT:
T: Let’s all write this cool number sentence on our Remember to challenge your advanced
personal white boards and read it together. learners. An extension activity can be
given where number sentences are
S: (Write number sentence.) 10 + 2 = 6 + 6.
false, and students have to make them
After having generated several similar number sentences, start true. If given a false statement such as
erasing some addends. 3 + 5 = 7 + 2, they could change the 5
into 6 or the 2 into 1.
T: If I erase this 6 (erase the 6 after the equal sign), what
number goes here to make this equation true?
S: 6! You would need to have two sixes to equal 12.
T: (Distribute an expression card to each student. Odd numbered classes need to pair two students
together.) Solve the expression. You may use linking cubes or another strategy. If you’re using
linking cubes, you may need to borrow extras from a neighbor. After you solve the expression,
make a linking cube stick to show your final amount.
T: There is someone in the room who has the same
answer. Find that person, and create a number
sentence together to show that your two
expressions make equal amounts.
T: What true number sentences did we make?

Date: 7/20/14
Lesson Objective: Strategize and apply understanding of

the equal sign to solve equivalent expressions.
lesson.
 (Write 14 + 2 = 10 + 6 on the board.) Show how
you know these are equal expressions. What do
you notice about the numbers when you break
apart 14?
 (Point to the number sentence written on the
board.) Which of the parts of the number
sentence are the expression? What does it mean
to use “=” between the two expressions? Explain the meaning of equal.
 Look at your Problem Set. Which expressions can you solve in your head? How can they help you
solve other expressions that might be harder for you?
 Look at the true number sentences we made during today’s partner activity. What did you notice
about the expressions that made these number sentences true?
 Which expressions were missing a part? Which expressions were missing the whole, or total?

Date: 7/20/14
A Number correct:
Name Date
1 ☐= 4 + 1 16 7+3=4+☐
2 ☐= 4 + 2 17 6+4=5+☐
3 ☐= 4 + 3 18 5+5=6+☐
4 ☐= 5 + 1 19 5 + 3 = ☐+ 1
5 ☐= 5 + 2 20 5 + 4 = ☐+ 5
6 ☐= 5 + 3 21 4 + 5 = ☐+ 5
7 ☐= 6 + 1 22 2 + ☐= 6 + 2
8 8=7+☐ 23 4 + ☐= 5 + 3
9 9=8+☐ 24 ☐+ 4 = 5 + 2
10 9 = ☐+ 1 25 ☐+ 6 = 4 + 3
11 9 = ☐+ 9 26 4+2=1+☐
12 8 = ☐+ 1 27 3 + 4 = ☐+ 2
13 ☐= 7 + 1 28 4+4=2+☐
14 10 = 8 + ☐ 29 3 + ☐= 2 + 7
15 10 = ☐ + 8 30 ☐+ 2 = 2 + 6
Date: 7/20/14
B Number correct:
Name Date
1 ☐= 3 + 1 16 5+5=4+☐
2 ☐= 3 + 2 17 6+4=7+☐
3 ☐= 3 + 3 18 3+7=8+☐
4 ☐= 4 + 1 19 5 + 2 = ☐+ 1
5 ☐= 4 + 2 20 5 + 3 = ☐+ 5
6 ☐= 4 + 3 21 4 + 4 = ☐+ 4
7 ☐= 5 + 1 22 3 + ☐= 6 + 3
8 8=1+☐ 23 4 + ☐= 5 + 4
9 9=1+☐ 24 ☐+ 4 = 2 + 5
10 8 = ☐+ 7 25 ☐+ 6 = 3 + 4
11 8 = ☐+ 8 26 4+3=1+☐
12 7 = ☐+ 1 27 4 + 4 = ☐+ 2
13 ☐= 6 + 1 28 4+5=2+☐
14 10 = 9 + ☐ 29 3 + ☐= 2 + 6
15 10 = ☐ + 9 30 ☐+ 2 = 2 + 7
Date: 7/20/14
Name Date
Use the expression cards to play Memory. Write the matching expressions to make
true number sentences.
1.
2.
3.
4.
5.
Date: 7/20/14
6. Write a true number sentence using the expressions that you have left over.
Use pictures and words to show how you know two of the expressions have the same
unknown numbers.
7. Use other facts you know to write at least two true number sentences similar to the
type above.
8. The following addition number sentences are FALSE. Change one number in each
problem to make a TRUE number sentence, and rewrite the number sentence.
a. 8 + 5 = 10 + 2 __________________________
b. 9 + 3 = 8 + 5 __________________________
c. 10 + 3 = 7 + 5 __________________________
9. The following subtraction number sentences are FALSE. Change one number in each
a. 12 - 8 = 1 + 2 __________________________
b. 13 - 9 = 1 + 4 __________________________
c. 1 + 3 = 14 - 9 __________________________
Date: 7/20/14
Name Date
You are given these new expression cards. Write matching expressions to make true
number sentences.
8+9 12 - 7 19 - 2 2 + 15
3+2 10 + 7 14 - 9 1+4
Date: 7/20/14
Name Date
1. Circle “true” or “false.”
Equation True or False?

a. 2 + 3 = 5 + 1 True / False
b. 7 + 9 = 6 + 10 True / False
c. 11 – 8 = 12 – 9 True / False
d. 15 – 4 = 14 – 5 True / False
e. 18 – 6 = 2 + 10 True / False
f. 15 - 8 = 2 + 5 True / False
2. Lola and Charlie are using expression cards to make true number sentences. Use
pictures and words to show who is right.
a. Lola picked 4 + 8, and Charlie picked 9 + 3. Lola says these expressions are equal,
but Charlie disagrees. Who is right? Explain your thinking.
Date: 7/20/14
b. Charlie picked 11 – 4, and Lola picked 6 + 1. Charlie says these expressions are
not equal, but Lola disagrees. Who is right? Use a picture to explain your
thinking.
c. Lola picked 9 + 7, and Charlie picked 15 – 8. Lola says these expressions are
equal but Charlie disagrees. Who is right? Use a picture to explain your
thinking.
3. The following addition number sentences are FALSE. Change one number in each
a. 10 + 5 = 9 + 5 __________________________
b. 10 + 3 = 8 + 4 __________________________
c. 9 + 3 = 8 + 5 __________________________
Date: 7/20/14
12 - 7 3+2
7+8 10 + 5
15 – 9 1+5
6+8 10 + 4
15 - 8 2+5
17 - 9 
1+7

expression cards
Date: 7/20/14

11 - 7 3+1
6+7 10 + 3
17 – 8 2+7
4+8 10 + 2
7+9 10 + 6
11 - 8 2+1

expression cards
Date: 7/20/14
8+9 10 + 7

9+9 10 + 8
4+8 10 + 2
17 – 5 9+3
15 – 8 13 – 6
11 – 9 1+1

expression cards
Date: 7/20/14
12 + 4 10 + 6
14 + 2 9+7


expression cards
Date: 7/20/14
1
GRADE
Topic D
Varied Problems with
Decompositions of Teen Numbers as
1 Ten and Some Ones
1.OA.1, 1.NBT.2a, 1.NBT.2b, 1.NBT.5
1.NBT.2ab 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 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.
Topic D closes the module with students renaming ten as a unit: a ten (1.NBT.2a). This is the very first time
students are introduced to this language of ten as a unit, so this is exciting! The unit of ten is the foundation
for our whole number system wherein all units are comprised of ten of the adjacent unit on the place value
chart.
In Lesson 26, students revisit representations of 10 ones that they have worked with in the past.
They rename their Rekenrek bracelet, the ten-frame, the fingers on two hands, and two 5-groups
as 1 ten. They connect teen numbers to the unit form, e.g., 1 ten and 1 one, 1 ten and 2 ones,
and represent the numbers with Hide Zero cards. They now analyze the digit 1 in the tens place
as representing both 10 ones and 1 unit of ten, further setting the foundation for later work with
place value in Module 4. Students use their very own Magic Counting Sticks (their fingers) to
help them to compose 1 ten. By bundling 1 ten, students realize that some ones are left over
which clarifies the meaning of the ones unit (1.NBT.2b).
Topic D: Varied Problems with Decompositions of Teen Numbers

as 1 Ten and Some Ones 2.D.1
Date: 7/18/14
NYS COMMON CORE MATHEMATICS CURRICULUM Topic D 1 2
In Lesson 27, students solve both abstract and contextualized result unknown problems (1.OA.1). The lesson
takes them through a progression from problems with teens decomposed or composed using 1 ten and some
ones to problems wherein they find the hidden ten, e.g., 8 + 6 or 12 – 5.
In Lesson 28, students solve familiar problems such as, “Maria had 8 snowballs on the
ground and 5 in her arms. How many snowballs did Maria have?” As students write their
solutions, they break apart an addend to make a ten with another addend and write two
equations leading to the solution (see the bond and equations to the right). This movement
forward in their ability to record the two steps allows them to own the structure of the ten
they have been using for the entire module, on a new level (MP.7).
Topic D closes with Lesson 29, where students solve add to with change unknown and take apart/put
together with addend unknown problems. As in Lesson 28, students write both equations leading to the
solution as they take from the ten (see bond and equation to the top right).
A Teaching Sequence Towards Mastery of Solving Varied Problems with Decompositions of Teen Number
as 1 Ten and Some Ones
Objective 1: Identify 1 ten as a unit by renaming representations of 10.
(Lesson 26)
Objective 2: Solve addition and subtraction problems decomposing and composing teen numbers as 1
ten and some ones.
(Lesson 27)
Objective 3: Solve addition problems using ten as a unit, and write two-step solutions.
(Lesson 28)
Objective 4: Solve subtraction problems using ten as a unit, and write two-step solutions.
(Lesson 29)
Topic D: Varied Problems with Decompositions of Teen Numbers

as 1 Ten and Some Ones 2.D.2
Date: 7/18/14
Lesson 26
Objective: Identify 1 ten as a unit by renaming representations of 10.

 Addition with Partners 1.OA.6 (6 minutes)

 Happy Counting by Fives 1.OA.5 (2 minutes)
 10 More/10 Less 1.NBT.5 (3 minutes)
Addition with Partners (6 minutes)

Note: This fluency activity reviews the make ten addition strategy with addends of 7, 8, and 9. Allow
students to draw 5-groups if they still need pictorial representations to solve.
Assign partners of equal ability. Partners assign each other a number from 1 to 10 (e.g., 5). On their personal
white boards, they write number sentences with 9, 8, and 7 as the other addend and solve them (e.g., 9 + 5 =
14, 8 + 5 = 13, 7 + 5 = 12). Partners then exchange boards and check each other’s work.
Happy Counting by Fives (2 minutes)

Note: This maintenance fluency activity reviews adding and subtracting 5.
Do the Happy Counting activity from Lesson 4, counting by fives from 0 to 40 and back. First count the Say
Ten way, and then count the regular way.
10 More/10 Less (3 minutes)

Note: This activity addresses the grade level standard of finding 10 more and 10 less than a number without
having to count and prepares students to see ten as a unit.
Lesson 26: Identify 1 ten as a unit by renaming representations of 10.

Date: 7/18/14 2.D.3

Practice identifying 10 more and 10 less on the Rekenrek.

T: (Show a number within 3 on the Rekenrek.) Say the number.
S: 3.
T: (Slide over 10 from the next row). What’s 10 more than 3, the Say Ten way?
S: Ten 3.
T: What is it the regular way?
S: 13.
Repeat a few times to practice 10 more. Next, show a teen number and have students practice identifying 10
less. Then, put the Rekenrek away, and switch to cold calling students or groups of students.
T: 10 more than 5? Boys.
S: (Boys only.) 15.
T: 10 less than 14? Girls.
S: (Girls only.) 4.
Continue playing, varying the sentences: Take 10 out of 16. Add 10 to 2. 12 is 10 more than…?
Ruben has 18 toy cars. His car carrier holds 10 toy cars. If
Ruben’s carrier is full, how many cars are in the carrier and how
many cars are outside of the carrier?
Note: This problem enables students to continue considering
situations with missing parts where the context presents a
grouping of 10. This grouping of 10 leads into today’s lesson
during which students focus on ten as a unit.
Materials: (T) Rekenrek bracelet stretched into a straight line NOTES ON

(first used in G1–M1–Lesson 8), 5-group cards MULTIPLE MEANS
(Lesson 1 Fluency Template), Hide Zero cards OF ENGAGEMENT:
(Lesson 18 Fluency Template 1), 9 Rekenrek beads
Students demonstrate an
(separated from pipe cleaner), grouping ten images
understanding of math concepts when
(Template) (S) Personal white board they can apply them in a variety of
situations. It is important for students
Students sit in a semi-circle in the meeting area, next to their to recognize the relationship between
partners. 1 ten and the tools used in this lesson.
T: (Lay materials in front of class.) We have used many They are seeing that no matter the tool
used, they still think about 1 ten.
different tools during math this year. Can you name
each of these models?

Date: 7/18/14 2.D.4

S: The Rekenrek bracelet!  A 5-group card of 10!  A ten-frame!

T: Talk with a partner. What do these models have in common?
S: (Discuss.) They all show ten!
T: We have another math tool that we carry around with us everywhere we go. Show me the math
tools you carry everywhere.
S: (Wave hands.)
T: (Wiggle your fingers.) These fingers can help us with our math in so many ways. How many fingers
do we carry around with us?
S: Ten!
T: (Pick up the Rekenrek.) We can carry around loose beads to count, but instead we use Rekenrek
bracelets. Why do we like using the bracelet?
S: It keeps the beads together.  They’re organized and we can count them quickly.  We can look
at it and see the amount right away.
T: Right! Instead of having 10 loose beads to count one by one, we can pick up this Rekenrek bracelet
and count all 10 at once. When I pick up this one bracelet, I know that I have 10 beads altogether. I
can call this 1 group of…
S: Ten!
T: We call this 1 ten.
T: Why do we frame the 10 circles when we use 5-group rows?
S: It’s easier to see ten.  We don’t have to recount them, because we know there are ten.  Then,
we can just count on the extras and quickly know how many there.
T: Just like we called our Rekenrek bracelet 1 ten, when we frame 10 circles in the 5-group rows, we
have 1 frame of ten, or…
S: 1 ten!
T: Let’s see if we can make 1 ten with our fingers. Let’s bundle them up into a set of 10. First, show me
all 10 of your fingers.
S: (Raise hands, palms out.)
T: Count with me.
S/T: (Count on fingers from left to right, starting with the pinky.) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. (As you say
10, clasp two hands together.)
T: With our hands bundled like this, we’ve taken our 10 fingers and put them together to show 1 set of
ten, or 1 ten.
T: Let’s make 12 with real and imaginary fingers now. Put out all of your fingers. How many imaginary
ones can you see to make 12?
S: 2!
T: Let’s bundle the 10 fingers on our hands. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. (Clasp hands.) We have 1 ten,
and, hmm, how many more fingers?
S: 2 more fingers!
T: Let’s make more with a partner. (Show the number 19 with Hide Zero cards.) Use your fingers to
show the number 19.

Date: 7/18/14 2.D.5

S: (Show 10 on one partner’s hands and 9 on the other partner’s hands.)

T: (Pull apart Hide Zero cards.) Right now, you are showing 10 fingers (hold up the 10 card) and 9
fingers (hold up the 9 card).
T: If you are showing 10 fingers, bundle them together to make 1 ten.
S: (One student in partnership bundles to form clasped hands, illustrating 1 ten.)
T: Do you still have 19 fingers?
S: Yes!
T: How many tens do you have?
S: 1 ten.
T: How many extra ones do you have out?
S: 9!
T: We call these 9 ones, since they are all apart and we
can count them one by one. (Touch each extended NOTES ON
finger of a student’s hand who is holding out 9 fingers.)
MULTIPLE MEANS
T: So, our 10 fingers and our 9 fingers become how many OF REPRESENTATION:
tens and how many ones? (Hold up the 10 and 9 Hide
When using the new format of drawing
Zero cards.)
5-groups as a stick and some circles, it
S: 1 ten and 9 ones! is important to be sure that students
T: (Slip the Hide Zero cards together to show 19.) grasp the meaning and are able to
connect this new representation to
Repeat the process with the following numbers: 18, 15, and 14. ways of drawing they already know.
T: (Place 1 Rekenrek bracelet and 4 separate beads in Allow for some time to transition from
drawing them horizontally to vertically.
front of the class.) How many beads are here?
S: 14!
T: How did you know that so quickly?
S: There are 10 on the Rekenrek, and I can see 4 more.
T: So, I have how many tens and how many ones?
S: 1 ten and 4 ones!
T: When we draw our 5-groups, let’s draw a stick through our circles, like the beads,
whenever it is 1 ten. (Draw a vertical line, add 10 circles to it. Then, draw 4 circles in
a vertical formation without the line.) We can call this a 5-group column. Can you
pick out the ten from the ones? Draw 14 in 5-group columns like mine.
5-group
S: (Draw the same picture.)
column
T: Put your finger on your 1 ten.
MP.4 S: (Touch 1 ten in 5-group column.)
T: Put your finger on your 4 ones.
S: (Touch 4 ones in 5-group drawing.)
Project images, one at a time. Have students draw 5-group columns as above and state the number of tens
and ones for each picture. Use the Hide Zero cards to show students the ten and ones separated as well as
together.

Date: 7/18/14 2.D.6


Lesson Objective: Identify 1 ten as a unit by renaming

representations of 10.
lesson. You may choose to use any combination of the
questions below to lead the discussion.
 Look at Problems 1–5. Which were you able to
answer most quickly? Why?
 The cards we used today are called Hide Zero cards.
Why do you think they have that name? Explain
how they work.
 Look at Problems 6 and 7. What is the same about
them? What is different?
 Talk with a partner. How do you know 9 ones
and 1 ten is the same as 1 ten and 9 ones? How
is this like other addition rules we have learned?
 (Hold up a 5-group row next to a 5-group
column.) How are these different? How are
they the same? How can the 5-group column
help us see the ten better than with the 5-group
row?
 Today, we talked about 1 ten. How is 1 ten the
same as having 10 ones? How is it different?

Date: 7/18/14 2.D.7



Date: 7/18/14 2.D.8

Name Date
Circle ten. Write the number. How many tens and ones?
1.
is the same as
____ ten and ____ ones.
2.
is the same as
3.
is the same as
____ ones and ____ ten.
4.
is the same as
5.
is the same as

Date: 7/18/14 2.D.9

Show the total and tens and ones with Hide Zero cards.
Write how many tens and ones.
6.
is the same as
7. is the same as
8.
is the same as
Draw the circles as a ten and extra ones. How many tens and ones?
9.
is the same as
10.
____ ten and ____ ones ____ ten and ____ ones

Date: 7/18/14 2.D.10

Name Date
Match the pictures of tens and ones to the Hide Zero cards. How many tens and ones?
is the same as
is the same as
is the same as

Date: 7/18/14 2.D.11

Name Date
Circle ten. Write the number. How many tens and ones?
1.
10 is the same as
2.
is the same as
10 ____ ones and ____ ten.
Use the Hide Zero pictures to draw the ten and ones shown on the cards.
3. 4.
1 ten

Date: 7/18/14 2.D.12

Draw using 5-groups columns to show the tens and ones.
5. 6.
Draw your own examples using 5-groups columns to show the tens and ones.
7. 16
16 is the same as
___ ten and ____ ones.
8. 19
19 is the same as

Date: 7/18/14 2.D.13

How many pineapples? How many beads?
How many animals? How many lunches?
How many pieces of fruit? How many cupcakes?
10 cupcakes
grouping ten images

Date: 7/18/14 2.D.14

Lesson 27
Objective: Solve addition and subtraction problems decomposing and
composing teen numbers as 1 ten and some ones.

 Say Ten: 5-Group Column 1.NBT.2 (2 minutes)

 Sprint: 10 More and 10 Less 1.NBT.5 (10 minutes)
 Magic Counting Sticks 1.NBT.2 (3 minutes)
Say Ten: 5-Group Column (2 minutes)

Materials: (T) 5-group column cards (Fluency Template)
Note: This fluency activity reviews the unit of 1 ten as a 5-group column, which was introduced
in yesterday’s lesson.
T: (Hold up the card showing 14.) Tell me how many the Say Ten way.
S: Ten 4.
T: How many tens?
S: 1 ten.
T: How many ones?
S: 4 ones.
Repeat this process and alternate between requesting that students respond the Say Ten way
and saying the number of tens and ones.
Lesson 27: Solve addition and subtraction problems decomposing and composing
teen numbers as 1 ten and some ones. 2.D.15
Date: 7/18/14
Sprint: 10 More and 10 Less (10 minutes)

Materials: (S) 10 More and 10 Less Sprint
Note: This activity addresses the grade level standard of mentally finding 10 more and 10 less than a number.
Magic Counting Sticks (3 minutes)

Note: This activity reviews the concept of ten as a unit and prepares students for today’s lesson.
Assign partners. Show a teen number with Hide Zero cards (e.g., 15).
Partner A uses his “magic counting sticks” (fingers) to show a bundle of ten
and Partner B shows 5 ones. Ask students to identify how many tens and
ones they made. Repeat with other teen numbers, alternating the roles of
Partner A and B. Extend the game by calling out a teen number and letting
one partner choose whether to show the ten or the ones. Then, ask the
other partner to show the missing part.
Ruben was putting away his 14 toy cars. He filled his car carrier and
had 4 cars left that could not fit. How many cars fit in his car carrier?
Note: This problem continues to consider contexts where 10 is
grouped together within a unit. During the Debrief, the unitization
of ten is discussed.
Materials: (T) Hide Zero cards (Lesson 18 Fluency Template 1) (S) Personal white board, Hide Zero cards
(Lesson 18 Fluency Template 1)
Students sit in a semi-circle next to their partner in the meeting area with their personal boards.
T: Get out your magic counting sticks! With your partner, show 13.
S: (One student bundles 10 fingers by clasping their hands together; the other student shows 3 fingers.)
T: Good! Now, make 13 with your Hide Zero cards. You can talk with your partner if you’re stuck.
S: (Layer 3 on top of 10 to make 13.)
T: How many tens do you have in 13?
S: 1 ten!
T: (Hold up the 10 Hide Zero card.) How many extra ones do you have in 13?
Date: 7/18/14
S: 3 ones!
T: (Hold up the 3 Hide Zero card.) Yes, 13 is made of 1 ten (hold the 10 card out) and 3 ones
(hold the 3 card out). (Layer the Hide Zero cards again to show 13.)
T: (Project 13 – 3.) How can you use your Hide Zero cards to solve this?
S: Just take away 3.
T: And, how many are left?
S: Ten!
T: We can also call that…
S: 1 ten.
Repeat this process as needed with the following suggested sequence: 15 – 5, 16 – 4, and 18 – 7 (asking,
“How many tens and ones are left?”).
T: Work with your partner to show 14 with your magic counting sticks
and your Hide Zero cards. 14 + 2
S: (One student bundles 10 fingers by clasping hands together; the

1 0 2
other student shows 4 fingers. They put 14 in front of them.) 4
T: (Project 14 + 2.) How can you do this? Will you add to the ten or the
ones? 1 0 4 2
S: Just add more to the ones!  Count 2 more!  Use your fingers to
count 2 more!
10 + 4 + 2
T: So, we don’t have to add to the ten in order to figure this out, we can
just add to the ones?
S: Yes! It’s 16!
T: How many tens and ones make up 16? NOTES ON
S: 1 ten and 6 extra ones. MULTIPLE MEANS
Project 14 + 2 and ask students to model it with their Hide Zero OF REPRESENTATION:
cards. As they take apart the 4 from 14, they add 4 ones and 2 While some students are experts at
ones together first to make 6. Now, with a ten and a 6, they solving these number sentences, others
layer these to make their total. Discuss the tens and ones that may need more support with their Hide
comprise the total each time. Repeat this process as needed Zero cards. Students should use the
Hide Zero cards as much as you see fit.
with the following suggested sequence: 15 + 3, 17 + 2, and
Remove the scaffold for students who
13 + 7 (be sure to discuss the significance of 2 tens).
are able to do more mental
T: (Project 8 + 5.) Work with your partner. Partner A, use calculations. Others can use the cards
your personal board to show how to make 1 ten. to help develop their ability to calculate
Partner B, when she’s done, use your Hide Zero cards mentally.
to show the solution.
S: (Partner A models the addition with the number sentence and number bond. Partner B shows 13
with Hide Zero cards.)
T: Point to the card that tells how many tens are in your answer, and say the number of tens. If you’re
not sure, you can check!
S: (Point to the 1 in 13.) 1 ten.
Date: 7/18/14
T: Point to the card on your Hide Zero cards that tells how many ones are in your answer, and say how
many ones.
S: 3 ones.
If students need more practice with this process, switch the partners, and repeat the same process with the
following suggested sequence: 8 + 6, 7 + 5, and 6 + 9.
T: Hmm. I wonder how we can use our Hide Zero cards and personal white boards to help us solve
13 – 4?
S: Take from the ten!  Count back!  Count on!
T: Let’s try taking from the ten, just like [Student 1] said.
Let’s make our total of 13 with our cards. NOTES ON
S: (Make 13 with Hide Zero cards.) MULTIPLE MEANS
T: How can we take from the ten here? OF ENGAGEMENT:
S: Take apart the 10 and take 4 away from the ten! Remember to challenge advanced
learners. Students enjoy working with
T: (Draw a matching illustration on the board, showing 10
larger numbers, so extend their
and 3 separated. Touch the 10.) And, how many are knowledge of place value. Give them a
left? larger two-digit number, and they can
MP.7 S: 6. articulate how many ones and tens are
T: (Write 10 – 4 = 6 on the board.) How many do we have in that number. Find interactive games
online by searching with the keywords
altogether? (Touch the 6 and the remaining 3.)
place value games. These games can
S: 9. (Write 6 + 3 = 9 on the board when students be played with numbers appropriate
answer.) for the students in class.
T: 9 tens or 9 ones?
S: 9 ones!
T: How many tens are left?
S: 0 tens!
Repeat this process as needed with the following suggested sequence: 12 – 5, 14 – 8, and 15 – 7.

Date: 7/18/14
Lesson Objective: Solve addition and subtraction

problems decomposing and composing teen numbers as
1 ten and some ones.
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
lesson.
 How did you use what we learned during the
lesson to help you solve the word problems in the
Problem Set?
 How was Problem 3 helpful in solving Problem 4?
 Look at Problem 4. How many tens are there
altogether? Explain how you solved this.
 What do you notice about the problems that
have 0 tens in the answer? What is similar about
them?
 What do you notice about the problems that
have 1 ten in the answer? How are they similar
and different?
 Look at your work from the Application Problem.
What’s another way to say the answer using tens
and ones? If Ruben and his friend played with a
total of 6 cars, how many tens and ones would be
left in the carrier?

the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that
were presented in the lesson today and plan more
effectively for future lessons. You may read the questions
aloud to the students.
Date: 7/18/14
A Number correct:
Name Date
1 10 + 3 = ☐ 16 10 + ☐ = 11
2 10 + 2 = ☐ 17 10 + ☐ = 12
3 10 + 1 = ☐ 18 5 + ☐ = 15
4 1 + 10 = ☐ 19 4 + ☐ = 14
5 4 + 10 = ☐ 20 ☐ + 10 = 17
6 6 + 10 = ☐ 21 17 - ☐ = 7
7 10 + 7 = ☐ 22 16 - ☐ = 6
8 8 + 10 = ☐ 23 18 - ☐ = 8
9 12 - 10 = ☐ 24 ☐ - 10 = 8
10 11 - 10 = ☐ 25 ☐ - 10 = 9
11 10 - 10 = ☐ 26 1 + 1 + 10 = ☐
12 13 - 10 = ☐ 27 2 + 2 + 10 = ☐
13 14 - 10 = ☐ 28 2 + 3 + 10 = ☐
14 15 - 10 = ☐ 29 4 + ☐ + 3 = 17
15 18 - 10 = ☐ 30 ☐+ 5 + 10 = 18
Date: 7/18/14
B Number correct:
Name Date
1 10 + 1 = ☐ 16 10 + ☐ = 10
2 10 + 2 = ☐ 17 10 + ☐ = 11
3 10 + 3 = ☐ 18 2 + ☐ = 12
4 4 + 10 = ☐ 19 3 + ☐ = 13
5 5 + 10 = ☐ 20 ☐ + 10 = 13
6 6 + 10 = ☐ 21 13 - ☐ = 3
7 10 + 8 = ☐ 22 14 - ☐ = 4
8 8 + 10 = ☐ 23 16 - ☐ = 6
9 10 - 10 = ☐ 24 ☐ - 10 = 6
10 11 - 10 = ☐ 25 ☐ - 10 = 8
11 12 - 10 = ☐ 26 2 + 1 + 10 = ☐
12 13 - 10 = ☐ 27 3 + 2 + 10 = ☐
13 15 - 10 = ☐ 28 2 + 3 + 10 = ☐
14 17 - 10 = ☐ 29 4 + ☐ + 4 = 18
15 19 - 10 = ☐ 30 ☐+ 6 + 10 = 19
Date: 7/18/14
Name Date
Solve the problems. Write your answers to show how many tens and ones. If there is
only 1 ten, cross off the “s.”
Add.
1. 2.
12 + 6 = 5 + 13 =
____ tens and ____ ones ____ tens and ____ ones
3. 4.
8+7= = 8 + 12
Subtract.
5. 6.
17 - 4 = 17 – 5 =
7. 8.
14 – 6 = = 16 – 7
Date: 7/18/14
Read the word problem. Draw and label. Write a number sentence and statement.
Rewrite your answer to show its tens and ones.
9. Frankie and Maya made 4 big sandcastles at the beach. If they made 10 small
sandcastles, how many total sandcastles did they make?
____ tens and ____ ones
10. Ronnie has 8 stickers that are stars. Her friend Sina gives her 7 more. How many
stickers does Ronnie have now?
11. We tied 14 balloons to the tables for a party, but 3 floated away! How many
balloons were still tied to the tables?
12. I ate 5 of the 16 strawberries that I picked. How many did I have left over?
Date: 7/18/14
Name Date
Solve the problems. Write the answers to show how many tens and ones. If there is
only one ten, cross off the “s.”
1. 2.
13 + 6 = 7+6=
Read the word problem. Draw and label. Write a number sentence and statement that
matches the story. Rewrite your answer to show its tens and ones.
3. Kendrick went bowling. He knocked down 16 pins in the first two frames. If he
knocked down 9 in the first frame, how many pins did he knock down in the second
frame?
Date: 7/18/14
Name Date
Solve the problems. Write the answers to show how many tens and ones. If there is
only one ten, cross off the “s.”
1. 2.
8+5= 12 – 4 =
3. 4.
15 - 6 = 14 + 5 =
5. 6.
13 + 5 = 17 – 8 =
Date: 7/18/14
Read the word problem. Draw and label. Write a number sentence and statement that
matches the story. Rewrite your answer to show its tens and ones.
7. Mike has some red cars and 8 blue cars. If Mike has 9 red cars, how many cars does
he have in all?
8. Yani and Han had 14 golf balls. They lost some balls. They had 8 golf balls left.
How many balls did they lose?
9. Nick rides his bike for 6 miles over the weekend. He rides 14 miles during the
week. How many total miles does Nick ride?
Date: 7/18/14
5-group column cards
Date: 7/18/14
5-group column cards
Date: 7/18/14
Lesson 28
Objective: Solve addition problems using ten as a unit, and write two-step
solutions.

 Magic Counting Sticks 1.NBT.2 (3 minutes)

 Sprint: Adding by Decomposing Teen Numbers 1.OA.6 (10 minutes)

Note: This activity reviews the concept of ten as a unit and prepares
students for today’s lesson.
T: (Divide students into partners. Show 13 with Hide Zero cards.)
Partner A, show the ones. Partner B, show the tens. How many
tens are in 13?
S: 1.
T: How many ones?
S: 3.
T: If I wanted to add 2, which partner could do it?
S: Partner A.
T: Yes. Add 2 to 13. What number do you see?
S: 15.
Alternate partners and continue with the suggested sequence: 12 + 2, 14 + 1, 15 + 3, 14 + 2, 15 + 3, 16 + 3,
etc. All sums should be between 11 and 19.
solutions. 2.D.29
Date: 7/18/14
Sprint: Adding by Decomposing Teen Numbers (10 minutes)

Materials: (S) Adding by Decomposing Teen Numbers Sprint
Note: This Sprint addresses the Grade 1 core fluency objective of adding and subtracting within 20.
Ruben has 7 blue cars and 6 red cars. If Ruben puts all of the blue cars in his car carrier that carries 10 cars,
how many red cars will fit in the carrier, and how many will be left out of the carrier?
Note: This Application Problem serves multiple purposes. Some
students may respond to the problem with an answer of 13 cars,
anticipating the question as, “How many cars does Ruben
have?” Look for such misinterpretations as an opportunity to
reinforce the importance of reading the question carefully. In
addition, the problem gives students a chance to focus on the
decomposition of the second addend when creating a unit of
ten. This leads into today’s lesson in which students write
number sentences to show the two steps in the Level 3 strategy
of making ten.
Materials: (T) Hide Zero cards (Lesson 18 Fluency Template 1) (S) Personal white board
Have students gather in a semi-circle in the meeting area with their personal white boards.
T: (Project 8 + 4.) Solve this problem with a partner.
S: (Discuss with partners.)
T: How many is 8 + 4?
S: 12!
T: In the number 12, do we have any tens? How many tens do we have?
S: Yes! 1 ten!
T: Along with 1 ten, do we have any extra ones? How many?
S: Yes! 2 ones!
T: (Hold up the number 12 with Hide Zero cards.) Right, the number 12 is made of 1 ten and 2 ones.
(Pull apart the two cards to show 10 card and 2 card separately.)
T: How many tens in the number 8?
S: None!
T: How many tens in the number 4?
S: None!
solutions. 2.D.30
Date: 7/18/14
T: Then, how did we take 8 and 4, which didn’t have any tens, to make a number that has 1 ten and 2
ones? Talk with your partner.
S: (Discuss with partners.)
T: (Listen for students to articulate the making of 1 ten and extra ones when
adding 8 and 4.)
T: How did we add 8 and 4 to make 12, which has 1 ten and 2 ones?
As students share, the goal is to create two number sentences. The first shows the addition that makes ten,
and the second shows the addition of the ten and extra ones to make the final total as pictured to the right.
S: Break apart 4 into 2 and 2. Add 8 and 2 to make 1 ten, and then
add 2 more ones.  If you start at 8 and count on, you get to ten
after 2 counts. That’s 1 ten. Then, you still have 2 more. That
makes 12. 1 ten and 2 ones.
T: While you were sharing, I wrote your explanations as
number sentences. You said that to solve 8 + 4, you
started with 8 and added 2 out of the 4. That made 1 NOTES ON
ten. (Point to 8 + 2 = 10 in the first number sentence.) MULTIPLE MEANS
T: Then, we have 2 more left from the 4, so you added OF ACTION
your 1 ten and 2 ones to make 12. (Point to 10 + 2 = 12 AND EXPRESSION:
in the second number sentence.) Did I explain that
In the beginning, students may get
correctly?
confused about which numbers go
S: Yes! where when writing their two number
T: Write down the two number sentences I have on the sentences. Emphasize the importance
board, and talk with your partner to explain how it of the addition of the ten for the first
shows the way we made 1 ten and 2 ones when adding number sentence. Some students may
need number sentences more
8 + 4.
concretely framed out. Have an
S: (Discuss with partners.) example of a completed problem
T: (Listen for students who are using accurate language. where they can easily see it to
If students are not explaining 1 ten, emphasize the reference if they get confused.
creation of 1 ten in upcoming examples.)
T: Today, let’s write two number sentences each time we
solve a problem like this, so we can see how we made
1 ten first and then added the ones. NOTES ON
MULTIPLE MEANS
Repeat the process, having students write two number
OF REPRESENTATION:
sentences to show making 1 ten and adding the extra ones,
using the following sequence: 8 + 5, 8 + 6, 9 + 6, 7 + 5, and For those students who have difficulty
writing, provide the sentence frame
7 + 9. If students appear to require more support at the onset,
when doing word problems. This helps
complete the first problem or two as a class.
students focus on their math without
worrying about the writing.
solutions. 2.D.31
Date: 7/18/14

Lesson Objective: Solve addition problems using ten as a

unit, and write two-step solutions.
lesson.
 Look at Problem 1. How many tens and how
many ones are there? Use a yellow crayon and
find all of the places 1 ten is hiding within the
Problem Set. (Color the 1 in all numbers from 10
through 19 within the Problem Set. They may
also color the two-digit representation of 10.)
 Look at Problems 1 and 3. What do the number
sentences have in common? (The first number
sentence is the same.) Do you have any other
problems on the Problem Set that have 9 + 1 = 10
as the first number sentence? What is similar
about the problems that caused them to have the
same number sentence as part of the solution?
 Look at Problems 1 and 2. How are they the
same, and how are they different?
 Look at the Application Problem. Ruben has a
carrier that fits 10 cars. How is Ruben’s 1 carrier
solutions. 2.D.32
Date: 7/18/14
like 1 ten?
 How many cars does Ruben have? Use two number sentences to show how we can make 1 ten and
then add the extra ones.

solutions. 2.D.33
Date: 7/18/14
A Number correct:
Name Date
1 10 + 2 = ☐ 16 12 + 3 = ☐
2 2+1=☐ 17 13 + 3 = ☐
3 10 + 3 = ☐ 18 14 + 3 = ☐
4 4 + 10 = ☐ 19 13 + 5 = ☐
5 4+2=☐ 20 14 + 5 = ☐
6 6 + 10 = ☐ 21 15 + 5 = ☐
7 10 + 3 = ☐ 22 4 + 14 = ☐
8 3+3=☐ 23 4 + 15 = ☐
9 10 + 6 = ☐ 24 12 + ☐= 14
10 2+1=☐ 25 12 + ☐= 15
11 12 + 1 = ☐ 26 12 + ☐= 16
12 2+2=☐ 27 ☐+ 4 = 16
13 12 + 2 = ☐ 28 5 + ☐= 16
14 3+3=☐ 29 5 + ☐= 26
15 13 + 3 = ☐ 30 4 + ☐= 36
solutions. 2.D.34
Date: 7/18/14
B Number correct:
Name Date
1 10 + 1 = ☐ 16 12 + 2 = ☐
2 1+1=☐ 17 13 + 2 = ☐
3 10 + 2 = ☐ 18 14 + 2 = ☐
4 3 + 10 = ☐ 19 13 + 4 = ☐
5 3+2=☐ 20 14 + 4 = ☐
6 5 + 10 = ☐ 21 15 + 4 = ☐
7 10 + 2 = ☐ 22 5 + 14 = ☐
8 2+2=☐ 23 5 + 15 = ☐
9 10 + 4 = ☐ 24 11 + ☐= 12
10 2+1=☐ 25 11 + ☐= 13
11 12 + 1 = ☐ 26 11 + ☐= 14
12 1+1=☐ 27 ☐+ 3 = 14
13 11 + 1 = ☐ 28 6 + ☐= 19
14 3+2=☐ 29 6 + ☐= 29
15 13 + 2 = ☐ 30 5 + ☐= 39
solutions. 2.D.35
Date: 7/18/14
Name Date
Solve the problems. Show your solution in two steps: 9+4= 1 3

Step 1: Write one number sentence to make ten.
9 + 1 = 10
Step 2: Write one number sentence to add to ten.
10 + 3 = 13
1. 9+5= 2. 8+6=
____ + ____ = ____ ____ + ____ = ____
____ + ____ = ____ ____ + ____ = ____
Solve. Then, write a statement to show your answer.
3. Su-Hean put together a collage with 9 pictures. Adele put together another collage
with 6 pictures. How many pictures did they use?
____ + ____ = ____

____ + ____ = ____
____ + ____ = ____
4. Imran has 8 crayons in his pencil case and 7 crayons in his desk. How many crayons
does Imran have altogether?
____ + ____ = ____
____ + ____ = ____
solutions. 2.D.36
Date: 7/18/14
5. At the park, there were 4 ducks swimming in the pond. If there were 9 ducks
resting on the grass, how many ducks were at the park in all?
____ + ____ = ____
____ + ____ = ____
6. Cece made 7 frosted cookies and 8 cookies with sprinkles. How many cookies did
Cece make?
7. Payton read 8 books about dolphins and whales. She read 9 books about dogs and
cats. How many books did she read about animals altogether?
solutions. 2.D.37
Date: 7/18/14
Name Date
Solve the problems. Write your answers to show how many tens 9+7= 1 6
and ones.
9 + 1 = 10
10 + 6 = 16
1. 9+4= 2. 8+7=
____ + ____ = ____ ____ + ____ = ____
____ + ____ = ____ ____ + ____ = ____
solutions. 2.D.38
Date: 7/18/14
Name Date
Solve the problems. Write your answers to show how many tens and ones. 9+3= 1 2
9 + 1 = 10
10 + 2 = 12
1. 9+7= 2. 8+5=
____ + ____ = ____ ____ + ____ = ____
____ + ____ = ____ ____ + ____ = ____
Solve. Write the two number sentences for each step to show how you make a ten.
3. Boris has 9 board games on his shelf and 8 board games in his closet. How many
board games does Boris have altogether?
____ + ____ = ____

____ + ____ =
____ + ____ = ____
4. Sabra built a tower with 8 blocks. Yuri put together another tower with 7 blocks.
How many blocks did they use?
solutions. 2.D.39
Date: 7/18/14
5. Camden solved 6 addition word problems. She also solved 9 subtraction word
problems. How many word problems did she solve altogether?
6. Minna made 4 bracelets and 8 necklaces with her beads. How many pieces of
jewelry did Minna make?
7. I put 5 peaches into my bag at the farmer’s market. If I already had 7 apples in my
bag, how many pieces of fruit did I have in all?
solutions. 2.D.40
Date: 7/18/14
Lesson 29
Objective: Solve subtraction problems using ten as a unit, and write
two-step solutions.

 Say Ten: 5-group Columns 1.NBT.2 (3 minutes)

 Magic Counting Sticks 1.OA.6 (4 minutes)
 Happy Counting by Fives 1.OA.5 (3 minutes)
 Take from Ten Subtraction 1.OA.6 (5 minutes)
Say Ten: 5-group Columns (3 minutes)

Materials: (T) 5-group column cards (Lesson 27 Fluency Template)
Note: This fluency activity reviews the unit of 1 ten as a 5-group column, which was introduced in the last
lesson.
T: (Hold up the card showing 13.) Tell me how many, the Say Ten way.
S: Ten 3.
T: How many tens?
S: 1 ten.
T: How many ones?
S: 3 ones.
Repeat this process and alternate between requesting that students respond the Say Ten way and saying the
number of tens and ones.

Lesson 29: Solve subtraction problems using ten as a unit, and write
two-step solutions. 2.D.41
Date: 7/18/14
Note: This activity reviews decomposing teen numbers in order to

subtract.
T: (Assign partners. Show 15 with Hide Zero cards.) Partner A,
show the ones. Partner B, show the tens. How many ones are
in 15?
S: 5.
T: How many tens?
S: 1.
T: If we wanted to subtract 2, which partner should do it?
S: Partner A.
T: Yes. Subtract 2 from 15. What number do you see?
S: 13.
Alternate partners and continue with the suggested sequence: 12 – 2, 13 – 1, 14 – 2, 14 – 3, 15 – 3, 16 – 4,
etc. Differences should be between 10 and 19.
Happy Counting by Fives (3 minutes)

Note: This maintenance fluency activity reviews adding and subtracting 5.
Repeat the Happy Counting activity from Lesson 4, counting by fives from 0 to 40 and back. First, count the
Say Ten way, and then, count the regular way.
Take from Ten Subtraction (5 minutes)

Materials: (T) Subtract 9 flashcards (Lesson 17 Fluency Template), subtract 8 flashcards (Lesson 20 Fluency
Template), subtract 7 and 6 flashcards (Fluency Template)
Note: This activity reviews the take from ten subtraction strategy.
Show a flashcard (e.g., 12 – 8 = ____). Cold call a student or group of students to answer. If students need
additional help subtracting 8, use the following vignette.
S: Ten 2.
T: 10 – 8 = ____. (Snap.)
S: 2.
T: 2 + 2 = ____. (Point to the 2 on the flashcard, and snap.)
S: 4.
T: So, 12 – 8 = ____. (Snap.)
S: 4.
Repeat the process using subtract 9, 8, 7, and 6 flashcards.
Date: 7/18/14
Hae Jung had 13 markers, and she gave some to Lily. If Hae Jung then had 5
markers, how many markers did she give to Lily?
Note: Students continue to consider take apart with addend unknown
problem types in this problem. During the Debrief, students have the
opportunity to apply today’s objective to the problem, writing number
sentences to show the two steps in the Level 3 strategy of taking from ten.
Materials: (T) Hide Zero cards (Lesson 18 Fluency Template 1) (S) Personal white board
Have students gather in a semi-circle in the meeting area with their personal white boards.
T: (Project and read.) Suhani has some presents left to
open. If she received 13 presents and already opened
8 of them, how many presents does Suhani still need to NOTES ON
open? Solve this problem with your partner. MULTIPLE MEANS
T: I see that many of you used a subtraction sentence, OF REPRESENTATION:
13 – 8, to solve this problem. What is 13 – 8? How Some students may benefit from
many presents does Suhani need to open? connecting the abstract number bonds
S: 5 presents! and equations with concrete materials.
T: In the number 13, do we have any tens? How many Linking cubes in sticks of 10 and
separated ones or Rekenreks can be
tens do we have?
used along with the numbers. Using
S: Yes! 1 ten! concrete and abstract representations
T: Along with 1 ten, do we have any extra ones? How simultaneously develops stronger
many? mental images. Moving to the use of
the abstract while visualizing the
S: Yes! 3 ones!
concrete materials can increase
T: (Hold up the number 13 with Hide Zero cards.) The students’ confidence and math fluency.
number 13 is made of 1 ten and 3 ones. (Pull apart the
two cards to show the 10 card and the 3 card
separately.)
T: Where should I take 8 from? The 1 ten or the 3 ones?
S: From the ten.
T: How many ones are left over when we take 8 from the ten?
MP.7 S: 2 ones.
T: Write down the number sentence to show how we just subtracted 8.
S: 10 – 8 = 2.
T: (Put down the 10 card and hold up 2 fingers next to the 3 card.)
Date: 7/18/14
T: Did we have any extra ones from the starting number?

S: Yes. We had 3 ones.
MP.7 T: Let’s put the ones together. (Continue to hold up 2 fingers and
the 3 card.) Write down the number sentence that tells how many
ones we have altogether.
S: 2 ones + 3 ones = 5 ones.
T: So, when we solved 13 – 8 and got 5, we started with
1 ten and 3 ones. We ended with no tens and 5 ones. NOTES ON
Where did the ten go? Turn and talk to your partner. MULTIPLE MEANS
Point to the number sentence that shows how we OF EXPRESSION:
ended with 0 tens. As students explain their thinking, the
S: We don’t have a ten anymore because we used it to teacher can support them by recording
take away 8. (Point to 10 – 8.) their strategies using mathematical
number sentences. This helps students
T: Explain to your partner how we then ended with make the connection between abstract
5 ones. (Point to 2 + 3 = 5.) equations and their oral language.
S: We had 2 ones left from 10 – 8, and we still had 3 extra
ones, so we added 2 and 3 to get 5.
T: Today, let’s write two number sentences each time we solve a problem like this, so we can see how
we took away from the ten first and then added the extra ones.
Repeat the process, having students write two number sentences to show taking away from the ten and
adding the extra ones, using the following sequence with add to with change unknown and take apart/put
together with addend unknown problem types: 11 – 5, 12 – 9, 14 – 6, 17 – 8, and 16 – 7. If students appear to
require more support at the onset, complete the first problem or two as a class.
Note: Some students may find it easier to count back when subtracting. When solving 13 – 8, students may
subtract 3 first to make a ten, then subtract 5 more, writing 13 – 3 = 10 and 10 – 5 = 5 as their number
sentences. This is another efficient Level 3 strategy that uses two steps. Today, however, students are asked
to solve the problems by taking from ten first.

Date: 7/18/14
Lesson Objective: Solve subtraction problems using ten as

a unit, and write two-step solutions.
lesson.
 Look at Problem 7 in your Problem Set. How
many tens do you have left? Explain how we
started with 1 ten and some ones and ended with
0 tens and some ones.
 How is Problem 6 different from the rest of the
problems in your Problem Set? How did you
solve Problem 6 using two number sentences?
Explain why we still have 1 ten as a part of your
answer.
 In what new way did we solve subtraction
problems today?
 How can you solve today’s Application Problem
using two number sentences so we can see how
we took away from the ten first and then added
the extra ones?

presented in the lesson today and plan more effectively for
future lessons. You may read the questions aloud to the
students.
Date: 7/18/14
Name Date
Solve the problems. Write your answers to show how many tens and ones.
Show your solution in two steps:
1 2 – 4=8
Step 1: Write one number sentence to subtract from ten.
10 – 4 = 6
Step 2: Write one number sentence to add the remaining parts.
6+2=8
1. 2.
1 4 - 5 = ____ 1 3 - 8 = ____
____ – ____ = ____
____ + ____ = ____
3. Tatyana counted 14 frogs. She counted 8 swimming in the pond and the rest sitting
on lily pads. How many frogs did she count sitting on lily pads?
____ – ____ = ____

____ -
____ + ____ = ____
4. This week, Maria ate 5 yellow plums and some red plums. If she ate 11 plums in all,
how many red plums did Maria eat?
____ – ____ = ____
____ + ____ = ____
Date: 7/18/14
5. Some children are on the playground playing tag. Eight are on the swings. If there
are 16 children on the playground in all, how many children are playing tag?
____ – ____ = ____
____ + ____ = ____
6. Oziah read some nonfiction books. Then, he read 6 fiction books. If he read 18
books altogether, how many nonfiction books did Oziah read?
7. Hadley has 9 buttons on her jacket. She has some more buttons on her shirt.
Hadley has a total of 17 buttons on her jacket and shirt. How many buttons does
she have on her shirt?
Date: 7/18/14
Name Date
Solve the problems. Write your answers to show how many tens and
ones.
1. 2.
1 5 - 6 = ____ 1 4 - 8 = ____
____ – ____ = ____ ____ – ____ = ____
____ + ____ = ____ ____ + ____ = ____
Date: 7/18/14
Name Date
Solve the problems. Write your answers to show how many tens and
ones.
1. 2.
1 7 - 8 = ____ 1 6 - 7 = ____
____ – ____ = ____ ____ – ____ = ____
____ + ____ = ____ ____ + ____ = ____
Solve. Write the two number sentences for each step to show how you take from ten.
Remember to put a box around your solution and write a statement.
3. Yvette counted 12 kids at the park. She counted 3 on the playground and the rest
playing in the sand. How many kids did she count playing in the sand?
____ – ____ = ____

____ - ____ = ____
____ + ____ = ____
4. Eli read some science magazines. Then, he read 9 sports magazines. If he read 18
magazines altogether, how many science magazines did Eli read?
____ – ____ = ____
____ + ____ = ____
Date: 7/18/14
5. On Monday, Paulina checked out 6 whale books and some turtle books from the
library. If she checked out 13 books in all, how many turtle books did Paulina check
out?
____ – ____ = ____
____ + ____ = ____
6. Some children are at the park playing soccer. Seven are wearing white shirts. If
there are 14 children playing soccer in all, how many children are not wearing white
shirts?
____ – ____ = ____
____ + ____ = ____
7. Dante has 9 stuffed animals in his room. The rest of his stuffed animals are in the
TV room. Dante has 15 stuffed animals. How many of Dante’s stuffed animals are in
the TV room?
____ – ____ = ____
____ + ____ = ____
Date: 7/18/14
10 - 7 11 - 7
12 - 7 13 - 7
14 - 7 15 - 7
16 - 7 17 - 7
subtract 7 and 6 flashcards
Date: 7/18/14
10 – 6 11 – 6
12 – 6 13 – 6
14 – 6 15 – 6
16 – 6
subtract 7 and 6 flashcards
Date: 7/18/14
NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
1•2
2•3
Name Date
1. Pedro has 8 pennies. Anita has 4 pennies. Olga has 2 pennies.
a. Whose pennies together make ten?
b. How many pennies do Pedro, Anita, and Olga have in all? Explain your thinking
using a math drawing and a number sentence. Complete the statement.
Pedro, Anita, and Olga have ______ pennies in all.
2. Circle the pairs of numbers that make ten in each problem. Then, write the
numbers that make the number sentences true. The first one is done for you.
a. 9 + 5 + 1 = ____ 2 + 6 + 8 = ____ 4 + 3 + 7 = _____

__
__
b.
_ 8 + 2 + ___ = 15 9 + ____ + 1 = 16 1 + 7 + 9 = 10 + ____
__
__
_
Module 2: Introduction to Place Value through Addition and Subtraction

Within 20 2.S.1
Date: 7/18/14
1•2
3. Hakop has 6 pennies in a bowl. Nine pennies are in his drawer. How many pennies
does Hakop have in all? Explain how you know with a labeled math drawing and
number sentence. Complete the statement.
Hakop has _____ pennies in all.
4. Write a number bond in each number sentence to show how to make ten.
a. 9 + 5 = 14 b. 8 + 5 = 13
c. 6 + 9 = 15 d. 17 = 8 + 9

Within 20 2.S.2
Date: 7/18/14
1•2
5. Eva has 6 marbles in her hand and 8 in her pocket.
a. Two students drew the pictures below to find out how many marbles Eva has.
Label their drawings with P and H for Pocket and Hand. Write a number
sentence to go with each drawing.
b. True or false: You have to start with 6 marbles and then add the 8 marbles.
(Circle one.) True False
Use pictures or words to explain how you know.
c. Show two ways to find the number of Eva’s marbles that show how to make ten.
Write a number sentence for each.
d. Jerry has 4 marbles in his pocket and 10 in his hand. Explain how it is that Jerry
and Eva have the same number of marbles. Use words, math drawings, and
numbers.

Within 20 2.S.3
Date: 7/18/14
1•2
Mid-Module Assessment Task Topic A

Standards Addressed
1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of
1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than
or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the
Understand and apply properties of operations and the relationship between addition and subtraction.
addition.)
Add and subtract within 20.
Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);
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).
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 each student is to achieve Step 4 mastery. These
steps are meant to help teachers and students identify and celebrate what the student CAN do now and what
they need to work on next.

Within 20 2.S.4
Date: 7/18/14
1•2
A Progression Toward Mastery
Assessment STEP 1 STEP 2 STEP 3 STEP 4

Task Item Little evidence of Evidence of some Evidence of some Evidence of solid
reasoning without reasoning without reasoning with a reasoning with a
a correct answer. a correct answer. correct answer or correct answer.
evidence of solid
reasoning with an
incorrect answer.
(1 Point) (2 Points) (3 Points) (4 Points)
1 The student is unable The student correctly The student correctly The student correctly:
to complete either answers one question answers both  Identifies that Olga
question accurately. but may not explain his questions but fails to and Pedro’s pennies
1.OA.1 thinking adequately. explain using a math together make ten.
1.OA.2 drawing, number  Solves for 14
sentence, and pennies in total.
complete statement.  Explains his thinking
Or, the student using a math
explains his thinking drawing, number
using a math drawing, sentence, and
number sentence, and complete statement.
complete statement,
but answers one or
both questions
incorrectly.
2 The student solves for The student solves one The student may solve The student correctly:
one unknown correctly or two unknowns for the unknown in  Circles the pairs that
or is unable to correctly and circles each equation but fails make ten.
1.OA.3 complete the task. the pairs of ten for at to circle the pairs that
 Solves as follows:
1.OA.6 least two problems. make ten or solves for
one unknown a. 15, 16, 14
incorrectly. b. 5, 6, 7
3 The student’s answer is The student’s answer is The student’s answers The student correctly:
incorrect, and there is incorrect, but there is are correct but his  Finds there are 15.
no evidence of evidence of reasoning. response is incomplete,
1.OA.1  Correctly draws and
reasoning. For example, the possibly missing labels
student is able to write labels.
for the drawing or an
a number sentence or addition sentence, but  Writes a
draw 5-groups. the work is essentially corresponding
strong. number sentence.

Within 20 2.S.5
Date: 7/18/14
1•2
4 The student is unable The student draws one The student draws The student correctly
to draw number bonds or two of the number three out of the four draws a number bond
1.OA.3 that demonstrate the bonds correctly, number bonds for each of the four
make ten strategy. showing how to make correctly, showing how problems, showing
1.OA.6 ten. to make ten. how to make ten for
each.
5 The student’s answers The student’s answers The student’s answers The student correctly:
are incorrect and there are incorrect, but there are correct, but the  Labels the student
1.OA.1 is no evidence of is evidence of responses are drawings and writes
1.OA.2 reasoning. reasoning. For incomplete (e.g., may a number sentence
example, the student is be missing labels for for each.
1.OA.3 able to write a number the drawing, an
 Identifies the
1.OA.6 sentence. addition sentence, or
statement as false,
may lack explanation).
and explains why,
The student’s work is
citing the
essentially strong.
commutative
property with
pictures or words
(no formal terms
necessary).
 Shows how to make
ten to solve the
problem.
 Explains how they
have the same
number of marbles.

Within 20 2.S.6
Date: 7/18/14
1•2
2•3

Within 20 2.S.7
Date: 7/18/14
1•2

Within 20 2.S.8
Date: 7/18/14
1•2

Within 20 2.S.9
Date: 7/18/14
NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
1•2
2•3
Name Date
1. Mr. Baggy owns a pet store.

He counted 10 goldfish in a big tank and 5 goldfish in a small tank. He sold 8
goldfish out of the big tank. How many goldfish did he have left in all? Explain your
answer using a labeled math drawing and a number sentence.
Mr. Baggy had ______ goldfish.
2. Write the numbers that make the number sentences true.
a. 12 – 9 = _____ 11 – 8 = _____ 15 – 6 = ____

__
__
_
b. 9 + ____ = 13 8 + ____ = 12 12 = ____ + 7
__
__
_
c. Write a related subtraction fact for each of the three problems in the last row
in the spaces below.
_________________ _________________ _________________

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3. Write a number bond in each number sentence to show how to use ten to subtract.
Draw 5-groups and some ones to show each subtraction sentence.
a. 13 – 9 = 4 b. 12 – 8 = 4
c. Use your pictures and numbers to explain how both subtraction problems equal 4.
4. Mr. Baggy also has 9 birds, 15 snakes, and 12 turtles.
a. Show the number of snakes as a ten and some ones with a number bond, a 5-
group drawing, and a number sentence.

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b. Mr. Baggy sold some snakes. Now, he has 5. How many snakes did he sell?
Explain your solution using a number bond or a math drawing. Write a number
sentence. Complete the statement.
Mr. Baggy sold ______ snakes.
c. Mr. Baggy sold 8 turtles. How many turtles does he have left? Explain your
solution using a number bond or a math drawing. Write a number sentence.
Complete the statement.
Mr. Baggy has ______ turtles left.
d. Mr. Baggy’s daughter says she can find the number of turtles Mr. Baggy has left
using subtraction or addition. Show two ways Mr. Baggy’s daughter can solve this
problem.

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e. As Mr. Baggy gets ready to close his pet store for the day, he needs to know how
many animals he has altogether. How many birds, snakes, and turtles does Mr.
Baggy have left in his store altogether? Explain your solution using number
bonds or math drawings. Write a number sentence. Complete the statement.
Mr. Baggy has ______ animals left.
f. True or false: You will get a different answer if you add 9 and 5 first, then add
4, than if you add 9 and 4 first, then add 5. (Circle one.) True False
Use pictures or words to show how you know.

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End-of-Module Assessment Task Topics A–D

Standards Addressed
1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of
1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than
or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the
Understand and apply properties of operations and the relationship between addition and subtraction.
formal terms for these properties.) Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also
known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can
be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by
finding the number that makes 10 when added to 8.
Add and subtract within 20.
Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);
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).
Understand place value.
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 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.
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 each student is to achieve Step 4 mastery. These
steps are meant to help teachers and students identify and celebrate what the student CAN do now and what
they need to work on next.

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Assessment STEP 1 STEP 2 STEP 3 STEP 4

Task Item Little evidence of Evidence of some Evidence of some Evidence of solid
reasoning without reasoning without reasoning with a reasoning with a
a correct answer. a correct answer. correct answer or correct answer.
evidence of solid
reasoning with an
incorrect answer.
(1 Point) (2 Points) (3 Points) (4 Points)
1 The student’s drawing The student has the The student answers The student correctly:
and number sentence incorrect answer but correctly (7) but is  Answers 7.
are completely shows some missing the drawing or
1.OA.1  Explains using a
unrelated to the understanding through the number sentence.
drawing and any
problem, showing no drawings or number Or, the student draws a
number sentence
understanding of the sentences. picture or number
that matches their
problem. sentences to show her
work (e.g., 15 – 8 = 7
thinking but has an
or 2 + 5 = 7).
incorrect answer.
2 The student answers For each problem, the For each problem, the For each problem, the
one to two problems student: student: student correctly:
1.OA.3 correctly,  Subtracts from a  Subtracts from a a. Subtracts from a
1.OA.4 demonstrating a teen number, teen number, teen number: 3, 3,
limited understanding 9
1.OA.6  Finds the missing  Finds the missing
of the problems.
addend, addend, b. Finds the missing
 Writes the  Writes the addend: 4, 4, 5
corresponding corresponding c. Writes the
subtraction subtraction corresponding
sentences, sentences, subtraction
with three or four with one or two sentences:
calculation errors. calculation errors.  13 – 9 = 4
 12 – 8 = 4
 12 – 7 = 5
3 The student is not able The student may show The student draws the The student correctly:
to correctly accomplish some understanding bonds and 5-groups but  Models the number
1.OA.3 any component of the and skill with 5-group is unable to explain bonds and 5-group
1.OA.6 task, demonstrating a drawings but is unable how both have an drawings.
lack of understanding to execute the bonds or answer of 4. Or, the
 Explains how both
of the problems. explain his thinking. student explains well,
problems equal 4
Or, the student is able and draws 5-groups
using pictures or
to show the bonds, but well, but does not
numbers
is unable to draw the 5- execute the bonds
(i.e., 1 + 3 = 2 + 2).
groups or explain accurately.
appropriately.

Within 20 2.S.15
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4 Answers one or fewer Answers two of the Answers three of the The student correctly:
questions correctly and questions correctly four questions correctly  Represents 15 with a
1.OA.1 is unable to show work, with all accompanying and with all requested number bond, 5-
1.OA.2 thus demonstrating a models but models and number group drawing, and
lack of understanding demonstrates sentences. number sentence.
1.OA.3
of the concepts. inconsistent Computes and explains
1.OA.4  Explains that 10
understanding of the the final question, but snakes were sold.
1.OA.6 take from ten strategy, may have errors in
the connection  Explains that 4
1.NBT.2a previous computations
turtles are left.
between addition and that impact accuracy
1.NBT.2b subtraction, or the  Writes both an
(i.e., 1 or 2 off).
associative property. addition and
subtraction equation
12 – 8 = 4 and
8 + 4 = 12.
 Explains that 18
animals are left
altogether.
 Identifies the
statement as false
and explains why,
citing the associative
property with
pictures or words
(no formal terms
necessary).

Within 20 2.S.16
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Name Date

Within 20 2.S.17
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Within 20 2.S.18
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Within 20 2.S.19
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Within 20 2.S.20
Date: 7/18/14

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New York State Common Core

Topic A: Counting On or Making Ten to Solve Result Unknown and

Topic D: Varied Problems with Decompositions of Teen Numbers as 1 Ten

Module Assessments ............................................................................................. 2.S.1

Module 2: Introduction to Place Value Through Addition and Subtraction

Module 2: Introduction to Place Value Through Addition and Subtraction

Module 2: Introduction to Place Value Through Addition and Subtraction

Module 2: Introduction to Place Value Through Addition and Subtraction

Module 2: Introduction to Place Value Through Addition and Subtraction

Focus Grade Level Standards

Add and subtract within 20. 3

Understand place value. 4

Module 2: Introduction to Place Value Through Addition and Subtraction

Focus Standards for Mathematical Practice

Module 2: Introduction to Place Value Through Addition and Subtraction

Overview of Module Topics and Lesson Objectives

Mid-Module Assessment: Topic A (assessment 1 day, return 1 day, remediation 3

Module 2: Introduction to Place Value Through Addition and Subtraction

Standards Topics and Objectives Days

End-of-Module Assessment: Topics A–D (assessment 1 day, return 1 day, 3

Module 2: Introduction to Place Value Through Addition and Subtraction

Familiar Terms and Symbols 5 whole

Suggested Tools and Representations

 Rekenrek 5-Group Rows

Rekenrek 5-Group Column Hide Zero Cards

Module 2: Introduction to Place Value Through Addition and Subtraction

Module 2: Introduction to Place Value Through Addition and Subtraction

Topic A: Counting On or Making Ten to Solve Result Unknown and Total

Topic A: Counting On or Making Ten to Solve Result Unknown and Total

Objective 3: Make ten when one addend is 9.

Objective 5: Use the commutative property to make ten.

Objective 6: Make ten when one addend is 8.

Objective 8: Solve problems with addends of 7, 8, and 9.

Topic A: Counting On or Making Ten to Solve Result Unknown and Total

Suggested Lesson Structure

Fluency Practice (10 minutes)

 Sparkle: The Say Ten and Regular Way 1.NBT.2 (3 minutes)

Sparkle: The Say Ten and Regular Way (3 minutes)

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Students keep counting 10

Take Out 1 (2 minutes)

Equal Number Pairs for Ten (5 minutes)

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Application Problem (5 minutes)

Concept Development (35 minutes)

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S: (Discuss.) 9 and 1.  The 9 triangles and the 1 square.

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Problem Set (10 minutes)

Student Debrief (10 minutes)

Lesson Objective: Solve word problems with three

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 What similarities do you notice between Problem 3 and Problem 4?

Exit Ticket (3 minutes)

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apple banana pears

___ + ___ + ___ = ___

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___ + ___ + ___ = ___

___ + ___ + ___ = ___

_ + _ + _ = _

_ + _ + _ = _

_ + _ + _ = _

_ + _ + _ = _

_ + _ + _ = _

_ + _ + _ = _

_ + _ + _ = _

_ + _ + _ = _

_ + _ = ___

+ + 10 + =

+ + 10 + =

+ =

+ =

+ + 10 + =

+ + + 10 =

+ + + 10 =

3 + 5 + 7 = + =

4 + 8 + 2 = + =

9 and make

10 and make

_ + _ = ___

_ + _ = _ Tammy and John have __ books.