Chapter 4 Grade 2

Suggested
Pacing
Instruction 9 days
CHAPTER
CHAPTER 4
Review/ Subtract Two-Digit Numbers
Assessment/
3 days
Performance
Task
Regroup a Ten as Ones
Total*
for remediation and

14 days
*Includes additional time
1 Two-Digit Fact Families
Domain: OA
2 Take Apart Tens to
Subtract
Domain: OA
3
Domain: OA
differentiation. Major Cluster: 2.NBT.5 Major Cluster: 2.OA.1 Major Cluster: 2.NBT.5
MP 1, 3, 4, 5, 6, 7, 8 MP 1, 4, 6, 8 MP 1, 2, 3, 4, 5, 6
Objective: Use related facts to make Objective: Take apart numbers to make Objective: Use models to regroup and find
two-digit fact families. a ten to subtract. differences.
Pacing: 1 day Pacing: 1 day Pacing: 1 day
Vocabulary All of the vocabulary words in this chapter

are review words.
Materials Model the Math Model the Math Model the Math
red and yellow connecting cubes Work Mat 6, base-ten blocks base-ten blocks
Lesson Lesson Lesson
base-ten blocks, red and yellow base-ten blocks, Work Mat 6 base-ten blocks, Work Mat 6
connecting cubes
1 LAUNCH (5–10 min) 1 LAUNCH (5–10 min) 1 LAUNCH (5–10 min)

Lesson
• Problem of the Day (slides 3–4) • Problem of the Day (slides 3–4) • Problem of the Day (slides 3–4)
Presentation
• Quick Check (slides 5–12) • Quick Check (slides 5–10) • Quick Check (slides 5–10)
2 BUILD Conceptual Understanding (10–25 min) 2 BUILD Conceptual Understanding (10–25 min) 2 BUILD Conceptual Understanding (10–25 min)
• Investigate the Math (slides 13–17) • Investigate the Math (slides 11–15) • Investigate the Math (slides 11–14)
• Model the Math • Model the Math • Model the Math
3 PRACTICE Procedural Skill and Fluency (10–15 min) 3 PRACTICE Procedural Skill and Fluency (10–15 min) 3 PRACTICE Procedural Skill and Fluency (10–15 min)
• Math in My World (slides 18–19) • Math in My World (slides 16–17) • Math in My World (slides 15–16)
Brain • Guided Practice (slides 20–27) • Guided Practice (slides 18–21) • Guided Practice (slides 17–20)
• Talk Math (slide 28) • Talk Math (slide 22) • Talk Math (slide 21)
Bu
Builders • Independent Practice (slides 29–38) • Independent Practice (slides 23–26) • Independent Practice (slides 22–27)
4 APPLY the Math (5–10 min) 4 APPLY the Math (5–10 min) 4 APPLY the Math (5–10 min)
• Problem Solving (slides 39–40) • Problem Solving (slides 27–28) • Problem Solving (slides 28–31)
• Brain Builders (slides 41–44) • Brain Builders (slides 29–32) • Brain Builders (slides 32–35)
5 WRAP UP 5 WRAP UP 5 WRAP UP

• My Homework (slides 45–54) • My Homework (slides 33–42) • My Homework (slides 36–45)
Assessment Formative: pp. 225–226, 227–228 Formative: pp. 231–232, 233–234 Formative: pp. 237–238, 239–240
Response to Approaching Level (5–15 min) Approaching Level (10–15 min) Approaching Level (5–10 min)
Intervention Reteach Master, Lesson 1 Reteach Master, Lesson 2 Reteach Master, Lesson 3
(slides R1–R2) (slides R1–R2) (slides R1–R2)
On Level (5–15 min) On Level (10–15 min) On Level (10–15 min)
Beyond Level (5–15 min) Beyond Level (10–15 min) Beyond Level (10–15 min)
Enrich Master, Lesson 1 Enrich Master, Lesson 2 Enrich Master, Lesson 3
(slides E1–E2) (slides E1–E2) (slides E1–E2)
DIAGNOSTIC ASSESSMENT
Am I Ready?, use Assessment Masters, pp. 84–86
For customizable online assessments, go to the Assessment tab in ConnectED.
215A
Watch Worksheets Tutor Tools eHelp Vocab RtI
www.connectED.mcgraw-hill.com
4 Subtract From a Two-Digit Number
Domain: OA
5 Subtract Two-Digit Numbers
Domain: OA
Major Cluster: 2.NBT.5 Major Cluster: 2.NBT.5
MP 1, 2, 3, 4, 5, 6, 8 MP 2, 3, 5, 6, 8
Objective: Subtract one-digit numbers from two-digit numbers. Objective: Subtract two-digit numbers.
Pacing: 1 day Pacing: 1 day
Vocabulary
Model the Math Model the Math Materials

base-ten blocks, Work Mat 6 Work Mat 6, base-ten blocks
Lesson Lesson
base-ten blocks, Work Mat 6 base-ten blocks, Work Mat 6
1 LAUNCH (5–10 min) 1 LAUNCH (5–10 min)

Lesson
• Problem of the Day (slides 3–4) • Problem of the Day (slides 3–4)
Presentation
• Quick Check (slides 5–8) • Quick Check (slides 5–8)
2 BUILD Conceptual Understanding (10–25 min) 2 BUILD Conceptual Understanding (10–25 min)
• Investigate the Math (slides 9–16) • Investigate the Math (slides 9–13)
• Model the Math • Model the Math
3 PRACTICE Procedural Skill and Fluency (10–15 min) 3 PRACTICE Procedural Skill and Fluency (10–15 min)
• Math in My World (slides 17–18) • Math in My World (slides 14–15)
• Guided Practice (slides 19–26) • Guided Practice (slides 16–23) Brain
• Talk Math (slide 27) • Talk Math (slide 24) Bu
Builders
• Independent Practice (slides 28–35) • Independent Practice (slides 25–32)
4 APPLY the Math (5–10 min) 4 APPLY the Math (5–10 min)
• Problem Solving (slides 36–39) • Problem Solving (slides 33–34)
• Brain Builders (slides 40–43) • Brain Builders (slides 35–38)
5 WRAP UP 5 WRAP UP
• My Homework (slides 44–55) • My Homework (slides 39–50)
Formative: pp. 243–244, 245–246 Formative: pp. 251–252, 253–254 Assessment

Approaching Level (10–15 min) Approaching Level (10–15 min) Response to
Reteach Master, Lesson 4 Reteach Master, Lesson 5 Intervention
(slides R1–R2) (slides R1–R2)
On Level (10–15 min) On Level (10–15 min)
Beyond Level (10–15 min) Beyond Level (10–15 min)

Enrich Master, Lesson 4 Enrich Master, Lesson 5
(slides E1–E2) (slides E1–E2)
FORMATIVE ASSESSMENT
Check My Progress, use Assessment Masters, p. 89
215B
Suggested
Pacing
Instruction 9 days
CHAPTER
CHAPTER 4
Review/ Subtract Two-Digit Numbers
Assessment
3 days
Performance
Task
Rewrite Two-Digit Subtraction Check Subtraction
Total* 14 days
*Includes additional time
for remediation and
6
Domain: OA
7
Domain: OA
differentiation. Major Cluster: 2.NBT.5 Major Cluster: 2.NBT.5
MP 1, 2, 3, 4, 5, 6, 8 MP 1, 2, 3, 5, 6
Objective: Rewrite a horizontal two-digit subtraction sentence Objective: Use addition to check subtraction.
vertically before subtracting.
Vocabulary
Materials Model the Math Model the Math

number cubes, Work Mat 6 (optional), base-ten blocks (optional) connecting cubes
Lesson Lesson
number cubes, Work Mat 6 (opt.), base-ten blocks (opt.) connecting cubes

Lesson
Presentation
• Investigate the Math (slides 9–13) • Investigate the Math (slides 9–13)
• Model the Math • Model the Math
• Math in My World (slides 14–15) • Math in My World (slides 14–15)
• Guided Practice (slides 16–21) • Guided Practice (slides 16–19)
Brain • Talk Math (slide 22) • Talk Math (slide 20)
Bu
Builders • Independent Practice (slides 23–28) • Independent Practice (slides 21–24)
• Problem Solving (slides 29–32) • Problem Solving (slides 25–28)
5 WRAP UP 5 WRAP UP
Assessment Formative: pp. 257–258, 259–260 Formative: pp. 263–264, 265–266
Response to Approaching Level (10–15 min) Approaching Level (10–15 min)

Intervention Reteach Master, Lesson 6 Reteach Master, Lesson 7

215C
Watch Worksheets Tutor Tools eHelp Vocab RtI
www.connectED.mcgraw-hill.com
8 Problem Solving
Strategy: Write a Number Sentence
Domain: OA
9 Two-Step Word Problems
Domain: OA
Major Cluster: 2.OA.1 Major Cluster: 2.OA.1
MP 1, 2, 3, 4, 6 MP 1, 3, 4, 5, 6, 7
Objective: Write a number sentence to solve problems. Objective: Read and solve two-step word problems.
Vocabulary
Materials
Lesson
connecting cubes

Lesson
Presentation
• Learn the Strategy (slides 9–14) • Investigate the Math (slides 9–13)
• Model the Math
• Practice the Strategy (slides 15–21) • Math in My World (slides 14–15)
• Guided Practice (slides 16–21) Brain
• Talk Math (slide 22) Bu
Builders
• Independent Practice (slides 23–28)
• Apply the Strategy (slides 22–23) • Problem Solving (slides 29–30)
• Review the Strategies (slides 28–35)
5 WRAP UP 5 WRAP UP
Formative: pp. 269–270, 271–272 Formative: pp. 275–276, 277–278 Assessment

Approaching Level (5–10 min) Approaching Level (10–15 min) Response to
Reteach Master, Lesson 8 Reteach Master, Lesson 9 Intervention

SUMMATIVE ASSESSMENT
Review • Reflect, use Assessment Masters, pp. 91–104
215D
WHAT’S THE MATH IN THIS CHAPTER?
Points of Intersection
Where Most of this chapter concentrates on the Number and

NBT Operations in Base Ten (NBT) domain. However, aspects of
CONTENT Number and Operations the Operations and Algebraic Thinking (OA) domain are
STANDARDS in Base Ten also used in the study of subtraction.
As you teach subtraction of two-digit numbers, point out to
Meet students that the subtraction process involves repeated
Look for and express calculation. Students can use the same algorithm repeatedly
8 regularity in repeated with any subtraction problem they encounter. The algorithm
reasoning. consists of subtracting each place-value, starting with the
ones place, and regrouping when needed.
What should WHAT STUDENTS SHOULD WHAT STUDENTS SHOULD

my students UNDERSTAND BE ABLE TO DO
already know?
Two-Digit Fact Families
In the previous grade, students 2.NBT.5, 2.NBT.9
used Operations and Algebraic
Thinking (OA) in their study of How to write a two-digit fact Complete the fact family for the
subtraction: family when given the three numbers shown below.
numbers in the fact family.
• Use subtraction within 20 to
• A fact family is made up of addition and
solve word problems.
1.OA.1
subtraction sentences that use the same 24
numbers.
• Subtract within 20,
6 18
demonstrating fluency for
subtraction within 10.
1.OA.6
6 + 18 = 24 24 - 6 = 1 8
Students used Number and
Operations in Base Ten (NBT) in 18 + 6 = 24 24 - 1 8 = 6
their study of place-value and
subtraction: Subtract Two Two-Digit Numbers
• Understand that the two digits 2.OA.1, 2.NBT.5, 2.NBT.9
of a two-digit number represent
How to take apart a number to Jocelyn has 67 pennies. She gives
amounts of tens and ones.
make a ten to subtract. 32 of them to Evan. How many does
1.NBT.2
• You can make the subtraction easier by she have left?
• Given a two-digit number,
taking apart the subtrahend to make Find 67 - 32. Take apart 32 as 30
mentally find 10 less than the
a number that ends in zero. 67 - 32 and 2.
number, without having to
count. 30 - 2 Next find 67 - 30.
1.NBT.5
67 - 30 = 37 Then find 37 - 2.
• Subtract multiples of 10 in the
37 - 2 = 35
range 10–90 from multiples of
10 in the range 10–90. So, she has 35 pennies left.
1.NBT.6
215E Chapter 4 Subtract Two-Digit Numbers

FOCUS… Narrowing the scope…With deeper understanding
COHERENCE… Linking learning within the chapter…And across the grades
RIGOR… Pursuing with equal intensity three facets of instruction…
Conceptual understanding, procedural skill and fluency, and application
WHAT STUDENTS SHOULD WHAT STUDENTS SHOULD

UNDERSTAND BE ABLE TO DO
Regroup When Subtracting

Two-Digit Numbers
2.OA.1, 2.NBT.5, 2.NBT.9
How to regroup 1 ten as Find 53 - 17.
10 ones when subtracting with a Step 1 Can you subtract 7 ones from 3 ones?
two-digit number. Step 2 Regroup 1 ten as 10 ones.
• Subtract the ones and then the tens when 3 ones + 10 ones = 13 ones
you subtract with two-digit numbers.
Step 3 Subtract the ones. 13 - 7 = 6
• If there are not enough ones to subtract
from, regroup 1 ten as 10 ones. Step 4 Subtract the tens. 4 - 1 = 3
tens ones
4 13
5 3
- 1 7
3 6 What will my students
do next with these
skills?
Check Subtraction
After this chapter, students
2.NBT.5, 2.NBT.9 will learn to:
How to check subtraction with Subtract Check by adding • subtract three-digit
addition. numbers.
If this is the
• You can check the answer to a subtraction 75 37 number you 2.NBT.7
Add these
problem by using addition. subtracted from,
- 38 numbers to + 38 In the next grade, students
• Add the bottom number and the difference. your answer
check.
If the sum equals the top number, the 37 75 is correct. will learn to:
subtraction was done correctly. • subtract multi-digit numbers.
3.NBT.2
Online Content at connectED.mcgraw-hill.com Chapter 4 Subtract Two-Digit Numbers 215F

MAKING CONNECTIONS
Real-World Problem Solving Library Professional Development

Math and Social Studies: Baseball’s Hero Look for:
• Videos on Standards for Mathematical Practice
Matemáticas y estudios sociales: El héroe del béisbol
(Available in on level only.) • Webinars
• Digital Classroom
Use these leveled books to reinforce and extend problem-solving skills • Lessons and Projects
and strategies. • Tips for Administrators
Leveled for:
Additional information for professional development is also available
• Approaching Level at mhpdonline.com.
• On Level
• Beyond Level
For additional support, see the Real-World Problem Solving Readers
Teacher Guide.
Critical Thinking and Problem Solving

This chapter introduces students to the process of having to do more
than one step to find the solution to a problem. Teaching students how
to think critically can help them not only in this grade, but as they
progress through their education and career choices. Asking themselves
if what they have done truly answers the question or do they have
another step to perform is key in multi-step problems. They also need to
look at their final answer and see if it makes sense in the context of the
problem.
Learning Station Title Use after

Lesson
Game Hit the Target 5
Graphic Novel Swimming Fun 5
RWPS Reader Baseball’s Hero 5
Activity Card Clay Sentences 5
RWPS = Real-World Problem-Solving
215G Chapter 4 Subtract Two-Digit Numbers

GETTING READY
Theme: Chapter 4 Project
Let’s Explore the Seasons! Teach a Review Mathematics Lesson
Materials: manipulatives, paper, crayons, pencils
All of the lessons in Chapter 4 will connect with the theme of Let’s Students per group: 2–3
Explore the Seasons, which center around activities kids do in different
Use after Lesson 7.
seasons. This is reflected in the problem-solving exercises and the
visuals used throughout the chapter. In this project, you will assign a pair of students or small groups a
concept from the chapter to teach.
• Students will teach a short, 5–8 minute review lesson to the class.
Video • Encourage students to use manipulatives, visuals, posters, or props to
Have students watch the video about the seasons. You may want to teach the lesson.
spark a discussion about how math is used in studying seasons.
• Have students plan their lesson and practice it several times before
presenting it to the class.
Building on the Essential Question • Have students present all lessons on the same day as a review for the
Once students have completed this chapter they should be able chapter test or over several days leading up to the end of the chapter.
to answer the question “How can I subtract two-digit numbers?” At the Additional Projects are available online under Project-Based Learning.
end of the chapter, students use a graphic organizer to help them
answer the Essential Question.
Math at Home
Have students read the Math at Home letter found online. Students
should print the letter, sign it, and present it to their parents or guardians.
Name
Chapter
pte
p te
e
Subtract ESSENTIAL
Two-Digit QUESTION
How can I subtract
Brain
B
Builders
Bu Chapter 4 Pro ect
two-digit numbers?
Numbers Teach a Review a Mathematics Lesson
1. Work together with your group to write a review lesson from
plore
this chapter which your group will need to present to the
t ’s Ex class. Each group should present their lesson for 5–8 minutes.
Le easons! 2. Create an outline or lesson plan for the lesson you plan to
teach.
the S 3. Your group should plan to use manipulatives, visuals,

posters, props, or technology to teach the lesson.
4. Make sure to plan your lesson and practice it several times
before presenting it to the class.
Date:
Copyright © McGraw-Hill Education (inset)©Hemera/Ablestock/age fotostock; (bkgd)Ingram Publishing/SuperStock
Topic or Concept:
Materials:
Watch a Lesson Plan

video!
Copyright © McGraw-Hill Education
Watc
h
215 216 Chapter 4
Online Content at connectED.mcgraw-hill.com Chapter 4 Subtract Two-Digit Numbers 215–216

DIAGNOSTIC ASSESSMENT
You have a print option or an online option for assessing students’ Am I Ready?
understanding of the skills necessary to be successful in the chapter. Exercises Skill Standard
Use students’ results to determine which level of instruction is needed 2.OA.1
1–3 Identify Tens
to help students get ready for the chapter. 2.OA.1
4–10 Subtraction
Print Online
The Am I Ready? assessment at the start of the chapter identifies A ready-made test is available online for viewing and printing.
whether students have the foundational skills they need in order to Additionally, the bank of questions available in the Assessment tab in
successfully learn the new skills and concepts present in this chapter. ConnectED provides the option of customizing assessments for students.
Based on the results of the Am I Ready? items, use the differentiated Use the differentiated instruction options on the following page to
instruction options on the following page to address individual needs address individual needs before beginning the chapter.
before beginning the chapter.
Name
Am I Ready?
Write how many.
1. How many tens are in 30? 3
Subtract.
4. 9 - 6 = 3 5. 8 - 2 = 6
6. 7 - 2 = 5 7. 6 - 5 = 1
8. 4 - 3 = 1 9. 5 - 3 = 2
Write a number sentence.
McGraw-Hill Education
10. Maggie has 10 pretzels in her lunch.

Lamont eats 4 of Maggie’s pretzels.
How many pretzels are left?
10 4 6
- =
pretzels
Shade the boxes to show the problems you

answered correctly.
How Did I Do? 1 2 3 4 5 6 7 8 9 10
Online Content at connectED.mcgraw-hill.com Chapter 4 217
217 Chapter 4 Subtract Two-Digit Numbers

DIFFERENTIATED INSTRUCTION
Approaching Level 10–20 min On Level 10–20 min Beyond Level 10–20 min
TIER 2: Strategic Intervention TIER 1 Extend
Items missed: 4 Items missed: 2–3 Items missed: 1 or less
• Use the Am I Ready? worksheets to review • Have students correct the items they missed • Have students complete the Chapter Pretest
concepts students missed on the assessment. and explain what their original error was. You to determine what skills in the chapter
• Use the On Level RtI activities from may wish to use the Am I Ready? Corrections students already know.
Chapter 1 Lesson 7 to help students review Worksheet. • Use a Math at Home: Game Time worksheet
the concepts. • Have students complete the Chapter Pretest from a previous chapter.
to determine what skills in the chapter
Reassess students already know.
• To reassess, use the chapter Diagnostic Test • Use a Math at Home: Game Time worksheet
in the Assessment Masters book. from a previous chapter.
For additional strategic intervention activities,

visit the online Teacher Center.
Developed by Stanford University, Redbird Mathematics provides online, research-

driven activities that allow students to learn at their own pace. In addition to dynamic
projects and games, the unique adaptive motion engine individualizes and adapts
instruction so students achieve mastery. Reporting of student progress gives teachers
real-time data of student performance.
Redbird Mathematics is a separate purchase.
Intensive Intervention
TIER 3
Number Worlds™ is an intensive intervention program that focuses on students who are one or more
grade levels behind in elementary mathematics.
For correlations to chapter and lesson content, see the Response to Intervention Resource Guide
available online.
Number Worlds™ is a separate purchase.
Online Content at connectED.mcgraw-hill.com Chapter 4 Subtract Two-Digit Numbers 217A

VOCABULARY
My Math Words My Vocabulary Cards
MP Integrating Mathematical Practices There is no new vocabulary in this chapter. Encourage students to use
the blank cards to review vocabulary words, draw examples of
Practices 2, 3, 5, and 6 stress that knowledge of proper terminology and important concepts, or write questions they have about what they
its meaning are essential in understanding and using the concepts have learned.
correctly in mathematical reasoning, communication, and problem solving.
Review Vocabulary
Where did they learn it?
• difference (Lesson 1-7)
• fact family (Lesson 1-12)
• sum (Lesson 1-1)
Making Connections
Ask students to explain or show what they know about the review
vocabulary. For example, they might write an example of a fact family.
Ask a student to read aloud the number sentences in the middle of the
graphic organizer. Then discuss with students what the arrows pointing
from each of the three boxes to the box with the four number sentences
indicate. Sample answer: The sentences in each box describe different
parts of the four number sentences.
Name
My Math Words
Vocab
Direct
io
Ideas ns:
for Us
e
q )BWF
TUVEFO
TVCUSB UT VTF
DUJPO CM
GBDUTU BOL DBSETU
Review Vocabulary IFZ LO
PX
P XSJUF
q "TL
TUVEFOU
JUFUIFJS TUP VTF UI
XSVocab
difference fact family sum My Vocabulary Cards PXOWP F CM

DBCVMB BOL DBSETU
SZDBS
ET
P
Complete the addition and subtraction sentences.

Complete each sentence.
18 - 6 = 12 The boxed numbers are
18 - 12 = 6 called the difference .
12 + 6 =
18 The circled numbers are
sum
6 + 12 =
18 called the .
on
The numbers 6, 12, and 18 are called a

Educati
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McGraw
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218–220 Chapter 4 Subtract Two-Digit Numbers

FOLDABLES®
My Foldable How Could I Use It?
• Start with all the triangles folded in. Have students look at the green
MP5 Use appropriate tools strategically.
triangle. Have them complete the fact family on the inside using the
What’s the Math? numbers on the outside of the flap.
This Foldable provides practice for students in creating fact families with • Repeat for the orange and purple triangles.
two-digit numbers. In each fact family, the same three numbers are • Have students create their own fact family on the blue triangle and
used to create four number sentences. complete the number sentences on the inside.
How Do I Make It?

• Tear out the page and cut off the top banner.
• Fold along green dotted lines so points meet in the center.
• On each triangle, three numbers make up a fact family. Lift each
triangle to show the related fact family underneath.
Teacher Notes
1
2
Follow the steps on

My Foldable the back to make your Foldable.
+
93 - 4 2 = 93
+
See students’ work.
51 = 5 3
=
9
1 =
1
-
51
=
42
42
51 + 5
-
=
4
2
=
42
=
+
93
3
-
See st
9
uden ts’ wo
rk.
99 - 3 6 = 99
99 + 6 3 =
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-
33 + 3
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=
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PDF Pa 27/02/17
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PM

LESSON 1
Two-Digit Fact Families
1 LAUNCH
Slide 1 Slide 2
indicates additional
slides that are not shown
Begin Lesson
Presentation
FOCUS
Domain: Operations and Algebraic Thinking Lesson Objective
Major Cluster: Use place value understanding and properties of operations to Students will use related facts to make two-digit fact families.
add and subtract.
2.NBT.5 Fluently add and subtract within 100 using strategies based on
place value, properties of operations, and/or the relationship between Developing Vocabulary
addition and subtraction.
Also addresses: 2.OA.1 Review Vocabulary
fact family
The content in this lesson addresses a standard from the Number and
Operations in Base Ten domain, while the content of this chapter overall Activity
addresses standards from the Operations and Algebraic Thinking domain.
Standards from different domains are sometimes closely related. • MP6 Attend to Precision Ask students to explain to a friend what
they recall about fact families from previous chapters or grades.
MP Mathematical Practices • Write the phrase fact family on the board.
1 Make sense of problems and persevere in solving them. • Have students skim the lesson. Direct students' attention to the
3 Construct viable arguments and critique the reasoning of others. triangles. Ask students why each triangle contains a number in
4 Model with mathematics.
5 Use appropriate tools strategically.
each of its corners. Sample answer: Each corner has one of the
6 Attend to precision. three numbers in the fact family.
7 Look for and make use of structure. • Discuss with students why a shape such as a rectangle is not used
8 Look for and express regularity in repeated reasoning.
to show fact families. A rectangle has four corners, not three and a
fact family has only three numbers in it.
COHERENCE
Thinking Across Grades
Previous Now Next

Grade 1 1.OA.6 Grade 2 2.NBT.5 Grade 3 3.NBT.2 English Language Learner
ELL
Instructional Strategy
Linking to Major Topics
Vocabulary Support: Activate Prior Knowledge
Connected to the following critical areas of focus: 2. Building fluency with Use the Math Word Wall to review the terms: addition, addend, sum,
addition and subtraction. 1. Extending understanding of base-ten notation. subtraction, difference, and fact family. Organize students into groups of
Connected to the following standards: 1.NBT.2, 2.OA.1, 2.NBT.9, 3.NBT.2 3–5 and assign a term to each group. Have students look up the term in
the Glossary. Provide students with chart paper to write a definition, and
draw a visual math example with the term labeled. Then, invite a
volunteer from each group to share their definitions using the sentence
RIGOR frame: Our math word is . It means . Post the charts in
In this lesson, students build on their knowledge of one-digit fact families by the classroom, and have students record the terms and definitions in a
using related facts to make two-digit fact families. Students further their journal for future reference.
understanding that fact families are composed of the same three numbers in
different orders to make all of the related facts in the fact family. They also use For Problem Solving/Brain Builders Exercises 9 and 10, pair emerging
their knowledge of fact families to help them solve word problems. level students with same native language bridging level students.
Encourage use of native language to clarify meaning.
For non-Spanish speaking ELLs, refer to the Multilingual eGlossary for

interactive definitions in 13 languages.
223A Chapter 4 Subtract Two-Digit Numbers

2 BUILD Conceptual Understanding
Slides 3–4
Investigate the Math

MP7 Students will explore fact families that are made up of addition and subtraction facts.
Slide 13
Are there different addends you could have
Explore chosen that would still make a fact family?
Sample answer: yes; There are many different
How do addition
numbers with a sum of 37.
Review and subtraction
relate? See
Problem of the Day students’
responses. Slides 16–17
Draw a diagram to solve. Sample answer: They are inverse operations. Extend
Andy finds 4 eggs in the chicken coop. What do you know about fact families? Sample
Doug finds 2 eggs. Katherine finds 3 eggs. What do you
answer: Fact families are addition and subtraction
How many eggs did they find in all? know about the
statements that are written using the same
number of
9 eggs See students’ work. numbers.
turtles? Sample
MP4 Model with Mathematics What answer: I know
Slides 14–15
there are 4 more lizards than turtles. I know
number sentence could you have written to Model there are 18 lizards and turtles in all.
solve the problem? 4 + 2 + 3 = 9 eggs
Which numbers How can you find the number of each type of
are in your fact reptile?
Quick Check Slides 5–12 family? See Sample answer: I can guess how many
Use this activity as a quick review and students’ turtles there are. Then I can check if there
assessment of the previous lesson. A responses. are 4 more lizards and the total number
Sample answer: 18, 19, and 37 of reptiles is 18.
printable version is available online.
Literature Connection
Read a trade book, such as Math Fables by Model the Math
Greg Tang, to prepare students for this Target: Procedural Skills and Fluency
lesson.
Materials: red and yellow connecting cubes
Write the numbers 29, 13, and 16 on the board. Connect 13 red connecting cubes and 16 yellow
connecting cubes.
If I add these together, what is the sum? 29 How would you write this as an addition sentence?
13 + 16 = 29
Turn the cubes around to model the second addition fact.
How would you write this as an addition sentence?
16 + 13 = 29
Repeat the activity modeling the related subtraction sentences.
29 - 16 = 13 and 29 - 13 = 16
Online Content at connectED.mcgraw-hill.com Lesson 1 Two-Digit Fact Families 223B

3 PRACTICE Procedural Skill and Fluency
Slides 18–19 Slides 20–27 Slide 28
Math in My World Guided Practice

You will need Guide students through the example at the top of the page. As a group,
• base-ten blocks look at the triangle in the blue box. Ask students to identify the
numbers. Discuss what students notice about these three numbers.
Read the directions at the bottom of the student page. To find the Guide students to notice that the numbers form a fact family. That is,
number of snowballs that Lindsay has left, you can use base-ten blocks 15 + 3 = 18; 3 + 15 = 18; 18 – 15 = 3; 18 – 3 = 15.
to find 16 - 7. Guide students in using base-ten blocks to model 16.
MP8 Repeated Reasoning Have students look at Guided Practice.
There are not enough ones in 16 to take away 7 ones. When there are
not enough ones, you must regroup 1 ten as 10 ones. Have students What do you notice about the numbers in a fact family? Sample answer:
trade 1 tens rod for 10 unit cubes. Now there are enough ones to take Fact families use the same three numbers in different orders to make all
away 7 ones. Have students remove 7 of the ones. How many snowballs of the related facts in a fact family.
does Lindsay have left? 9 snowballs Work through Exercises 1–3 together as a class.
Discuss what three numbers make up the fact family. 16, 7, and 9
Remember, a fact family has addition and subtraction sentences that use
the same three numbers. Write these three numbers in the triangle. Talk Math: Collaborative Conversation
Write the greatest number on the line at the top of the triangle. You MP7 Look for Patterns How are these exercises like fact families that
know that 16 - 7 = 9 is one of the subtraction sentences in this fact you have learned earlier? Sample answer: You use the same three
family. What are the other number sentences that are in this fact family? numbers and addition and subtraction to solve.
16 - 9 = 7, 9 + 7 = 16, and 7 + 9 = 16 Write all of the related number
sentences below the triangle. Levels of Complexity
MP6 Attend to Precision Have students explain how they found all Level 1 Understand Concepts Exercises 1–3
the related facts in the fact family. Level 2 Apply Concepts Exercises 4–8
Level 3 Extend Concepts Exercises 9–11
Operations and Algebraic

Name Thinking
2.OA.1, 2.NBT.5
Guided Practice
Lesson 1 ESSENTIAL QUESTION
Two-Digit Fact How can I subtract

two-digit numbers?
The numbers in this addition and subtraction fact
family are 18, 15, and 3.
Families
18 15 + 3 = 18 18 - 15 = 3
Watch
15 3 3 + 15 = 18 18 - 3 = 15
Math in Myy World
Complete each fact family.
16 1.
24
12 + 12 = 24 24 - 12 = 12
12 12
2.
17 11 + 6 = 17 17 - 1 1 = 6
7 9 6 11 6 + 11 = 17 17 - 6 = 11
7 + 9 = 16 16 − 7 = 9 3.
20 16
Copyright © McGraw-Hill Education Glow Images
20 16 + 4 = 20 - 4 =
9 + 7 = 16 16 − 9 = 7 4 + 16 = 20 20 - 16 = 4
16 4
Teacher Directions: Use base-ten blocks to solve. Lindsay has 16 snowballs.

How are these exercises like fact families
She throws 7 of them. How many are left? Write the three numbers in the fact
family. Then write the related number sentences.
Talk Math that you have learned earlier?
Online Content at connectED.mcgraw-hill.com $IBQUFS q -FTTPO $IBQUFS q -FTTPO

4 APPLY the Math
Slides 29–38 Slides 39–40 Slides 41–44
Independent Practice Brain Builders

Based on your observations, you may choose to assign exercises MP5 Use Appropriate Tools
as noted in the levels below:
Exercise 10 How can you use a tool to find the answer? Explain. Sample
• Approaching Level Guide students through the exercises in answer: I can use connecting cubes to represent 26 parking spaces.
Independent Practice. Help them use manipulatives while working Then take away 14 of them to find there are 12 open parking spaces.
through the exercises. What is one related fact for this problem? Sample answer: 12 + 14 = 26
• On Level Complete the exercises independently.
MP3 Construct Arguments
• Beyond Level Complete the exercises independently. Have students
work with a partner. Have one student draw a triangle with three Exercise 11 Students construct arguments by using mathematical
numbers that make up a fact family on a write-on/wipe-off board. evidence to show what Sophia did wrong when she wrote the fact
Have their partner complete the fact family on the write-on/wipe-off family.
board. Tell students to switch roles and repeat the activity.
Formative Assessment
Line Up When one student lines up, have him or her write a two-digit
Common Error! Students may have difficulty writing the addition sentence on the board. Have the next student write the related
correct four sentences related to the two-digit fact family. addition fact. Have the next student write a related subtraction fact, and
Remind them that they cannot rearrange the numbers in any so on. Repeat the process until each student has had a chance to write
order. Have them check that the sum or difference of the a number sentence and is lined up.
sentence holds true.
See next page for Differentiated Instruction options.
Name Problem Solving

9. Lizzie has 12 necklaces without beads.
Independent Practice She also has 22 necklaces that have
beads on them. How many necklaces 34 necklaces
Complete each fact family. does Lizzie have? Write the fact family
that can be made from these numbers.
4.
19
8 + 11 = 19 19 - 11 = 8 22 + 12 = 34 34 - 12 = 22
11 + 8 = 19 19 - 8 = 11
8 11 12 + 22 = 34 34 - 22 = 12
5.
26 23 + 3 = 26 26 - 23 = 3 Brain Builders
B
3 + 23 = 26 26 - 3 = 23 10. How many parking spaces are open
3 23
in the parking lot? Gigi wrote this number
sentence to solve the problem. 14 + ? = 26 26
22 3 25 25 3 22
6. Parking
+ = - = Write another number sentence that can be Spaces
25 used to solve the problem. Then solve it.
22 3
3 + 22 = 25 25 - 22 = 3
Sample answer: 20 - 14 = ?; 12
14Filled Open
12
7.
21 14 + 7 = 21 21 - 7 = 14 parking spaces
7 + 14 = 21 21 - 14 = 7 11. Sophia wrote this fact family. Tell why

Sophia is wrong. Make it right.
14 7 7 6 + 1 2 = 88 7 6 - 1 2 = 88
1 2 + 76 = 88 1 2 - 7 6 = 88
8.
37 32 + 5 = 37 37 - 5 =32 Sample answer: Sophia is wrong because
5 + 32 = 37 37 - 32 = 5 she did not subtract the right numbers;

32 5 88 - 76 = 12 and 88 - 12 = 76.
$IBQUFS q -FTTPO $IBQUFS q -FTTPO
Online Content at connectED.mcgraw-hill.com Lesson 1 Two-Digit Fact Families 225–226

Approaching Level On Level Beyond Level
5–15 min 5–15 min 5–15 min
Hands-On Activity Materials: color tiles, Hands-On Activity Materials: Hands-On Activity Materials: index cards
write-on/wipe-off boards, dry erase markers write-on/wipe-off boards, dry erase markers, Have students work in pairs. Give each student
Give students three piles of color tiles that form index cards labeled with three numbers that several index cards. Tell each student to draw a
a fact family, such as a pile of 8 red, 5 blue, are part of a two-digit fact family (for example, triangle on an index card. Inside the triangle,
and 13 green. Explain to students that by 5, 22, 27). have students write any two numbers that
moving the piles around, they can model the Give each pair of students a write-on/wipe-off make up a two-digit fact family. Explain to
facts in a fact family. As they change the board, a marker, and index cards. Have students, they need to write the largest number
positions of stacks of color tiles, have students students pick an index card and work in pairs to (sum or minuend) at the top of the triangle.
write the fact that is modeled. Be sure students create two addition number sentences and two Have students trade cards with their partner.
understand that they cannot change the subtraction number sentences in the two-digit Have their partner find the missing number and
number of color tiles in each pile. fact family. Have students record their number write the fact family. Have students repeat the
sentences on their board and continue with a process several times.
new card.
Lesson Animation Two-Digit

Addition & Subtraction Families
ELL Differentiated English Language Learner Support

Emerging Level Expanding Level Bridging Level
Making Connections Look, Listen, and Identify Partners Work/Pairs Share
Ask, Who is in a family? Is a mother in a family? On the board, write: Fact Families and Not Fact Have students work in pairs. Write examples
Give students time to answer yes, then say, Families. Then use self-stick notes to write and non-examples of fact families on index
Yes, a mother is in a family. Is an uncle in a examples and non-examples of two-digit fact cards, and then randomly distribute one index
family? Continue with a few more examples. families. Pair students, and randomly card to each pair. Ask, Do you have a fact
Say, The people in a family are related. Write distribute one sticky note to each pair. Say, Use family? How do you know? Give students
an example of a two-digit fact family, such as the numbers on your sticky notes to write several minutes to solve equations to find the
17, 8, and 9. Write the four equations that show addition and subtraction sentences. Do you answer. Then have pairs share with another
these numbers are a fact family. Ask, Is this a have a fact family on your card or not? Give pair of students to identify whether they have a
fact family? Give students time to answer, yes. students time to answer. Have one student from fact family or not, and how they know, using
Say, Yes, this is a fact family. The numbers in a each pair come to the board and place their the sentence frame: This (is/is not) a
fact family are related. Continue with examples sticky note below the correct category. Then fact family because .
and non-examples of fact families. Have briefly point out that -ies is added to family to
students determine whether the number form the plural.
sentences are a fact family or not.

5 WRAP UP
Slides 45–54
My Homework Test Practice

Assign homework after successful completion of the lesson. Diagnose Student Errors
Students who understand the concepts may skip the Homework
Class trends in wrong answers may indicate common errors or
Helper section.
misconceptions.
18 + 7 = 25 part of the fact family
18 - 25 = 7 correct
Brain Builders 7 + 18 = 25 part of the fact family
MP1 Make Sense of Problems 25 - 7 = 18 part of the fact family
Exercise 6 Ask students to talk through the steps they used in solving
Exercise 6. You will need:
• write-on/wipe-off boards, dry erase markers
ELL For additional language support, use the differentiated
instruction activities on the previous page.
Response Boards Pass out a write-on/wipe-off board and marker to
each student. Write the following number sentences on the board for
students to copy and solve on their write-on/wipe-off boards.
16 + 12 = 28 12 + 16 = 28
28 - 12 = 16 28 - 16 = 12
Once each student has finished solving the number sentences, have
students hold their boards in the air.
Name
Thinking Complete the fact family.
2.OA.1, 2.NBT.5
4.
Lesson 1
26
Two-Digit
My Homework Fact Families
13 13 13 + 13 = 26 26 - 13 = 13
eHelp 5. There are 49 second graders. 26 of them
Homework Helper Need help? connectED.mcgraw-hill.com
are in Miss Johnson’s class. How many
students are in Mrs. Stewart’s class?
The numbers 15, 11, and 4 make up the
15 numbers in a fact family. 23 students
1 1 + 4 = 15 15 - 11 = 4
11 4 4 + 1 1 = 15 15 - 4 = 11
Brain Builders
Practice 6. Marcus counts 24 children playing.
Complete each fact family. 6 play ball. 5 play tag. How many
children are not playing ball or tag?
1.
22 + 9 13 = 22 22 - 9 = 13
13
9 13 13 + 9 = 22 22 - 13 = 9 7. Test Practice Which number sentence does
children
2. not belong in the fact family for the
8 + 13 = 21 21 - 13 = 8 numbers 7, 18, and 25?

Copyright © McGraw-Hill Education Purestock/SuperStock
21
8 13 13 + 8 = 21 21 - 8 = 13 18 + 7 = 25 18 - 25 = 7
3.
18 + 6 =24 24- 6 = 18
7 + 18 = 25 25 - 7 = 18
24
18 6 6 + 18 = 24 24 - 18 = 6 Math at Home Have your child write the fact family for the numbers
22, 13, and 35.
Online Content at connectED.mcgraw-hill.com Lesson 1 Two-Digit Fact Families 227–228

LESSON 2
Take Apart Tens to Subtract
1 LAUNCH
Slide 1 Slide 2
Begin Lesson
Presentation
FOCUS
Major Cluster: Represent and solve problems involving addition and Students will take apart numbers to make a ten to subtract.
subtraction.
2.OA.1 Use addition and subtraction within 100 to solve one- and two-step
word problems involving situations of adding to, taking from, putting Developing Vocabulary
together, taking apart, and comparing, with unknowns in all positions, e.g.,
by using drawings and equations with a symbol for the unknown number Review Vocabulary
to represent the problem.
ten
Activity
MP Mathematical Practices
1 Make sense of problems and persevere in solving them. You will need
4 Model with mathematics. • two-color counters
6 Attend to precision.
8 Look for and express regularity in repeated reasoning. • MP6 Attend to Precision Have students explain what they have
learned about ten in previous chapters or grades. Sample answer:
10 is easy to work with because it ends in zero.
COHERENCE • Write the word ten on the board. Have students work in small groups.
Thinking Across Grades Give each group 25 counters. Have each group take apart the
counters to show 2 groups of ten and 5 ones.
Previous Now Next • Tell students that numbers in a subtraction sentence can be taken
Grade 1 1.OA.1 Grade 2 2.OA.1 Grade 3 3.OA.3 apart into tens to make them easier to work with.

Connected to the following critical areas of focus: 2. Building fluency with
English Language Learner
ELL
addition and subtraction. 1. Extending understanding of base-ten notation. Instructional Strategy
Connected to the following standards: 1.NBT.2, 2.NBT.5, 2.NBT.9, 3.NBT.2
Sensory Support: Manipulatives
Before the lesson, write the review terms: ones, tens, and take apart on
RIGOR a chart. Discuss the terms, write math examples, then model with a
In this lesson, students extend their knowledge of taking apart numbers to add
place-value chart and base-ten blocks to support understanding. Have
as they use the take apart tens to subtract two-digit numbers. Initially they use students write the terms and draw a visual example in their math
base-ten blocks to model subtraction, breaking apart the numbers into tens and journals. Next, have students write definitions and sentences using each
ones, then subtracting each place value. Students are given ample opportunities term in context. Provide sentence examples if needed. Have
to see how the strategy makes numbers easier to work with, allowing them to non-Spanish speaking ELLs, refer to the Multilingual eGlossary or
subtract mentally in many situations. Students solve word problems where they accommodate students with a translation tool.
can take apart tens to solve.
Post and model the following sentence frames to assist students during
the lesson: I will take apart to make a ten. I can make tens
and ones. Then I will subtract the tens. Then I will subtract the
ones. The difference is . So, minus equals .


Slides 3–4

MP8 Students will take apart numbers to help with subtraction.
Slide 11 Slides 12–13

Explore Model
Do you think you Why are we

Review can use base-ten
blocks to model
taking apart 34?
Sample answer:
Problem of the Day two-digit By taking 34
subtraction the apart into 30 and
Karen was given 37¢ in change after she same way you have with one-digit subtraction? 4, we are able to subtract using mental math.
paid for her lunch on Monday. She was Sample answer: yes; I can use base-ten blocks
How does representing the number using
given 53¢ in change on Tuesday. How much to represent numbers. I can then use those
base-ten blocks help to subtract? Sample answer:
change did she receive for the two days? blocks to subtract.
It allows us to model the number so that the
90¢ tens and ones can be easily taken apart.
MP4 Model with Mathematics What Slides 14–15

number sentence could you have written to Extend
solve the problem? 37¢ + 53¢ = 90¢
What is different
about this
Quick Check Slides 5–10 subtraction
problem? Sample
Use this activity as a quick review and answer: The first
assessment of the previous lesson. A number 129, is a three digit number.
Do you think you can use the same strategy as
you did with a minuend that is a two-digit
number? Sample answer: yes; I can still take
Literature Connection apart a number to make a ten and subtract.
Read a trade book, such as The Action of How do we take apart 86? 80 and 6
Subtraction by Brian P. Cleary, to prepare
students for this lesson.
Model the Math

Target: Procedural Skills and Fluency
Materials: Work Mat 6, base-ten blocks
Write 27 - 12 on the board. Explain that to find 27 − 12, you can first take apart 12 to make a ten
so that it is easier to subtract. Have students use Work Mat 6 and base-ten blocks to model the
problem.
Let’s model 27. Use 2 tens rods and 7 unit cubes. Next, let’s model 12. Use 1 tens rod and 2 unit
cubes.
Demonstrate the subtraction of 27 − 10 first. Then demonstrate the subtraction of 27 and 10, and
then subtracting 2 more.
Now, subtract. Take 10 away from 27. What is 27 − 10? 17 Let’s now subtract 2. What is 17 − 2? 15
So, what is 27 − 12? 15
Online Content at connectED.mcgraw-hill.com Lesson 2 Take Apart Tens to Subtract 229B


You will need Guide students through the example at the top of the page. On the
• base-ten blocks board, show students how they first take apart 13 as 10 and 3. They can
then subtract 10 from 35 first to get 25, and then subtract 3 from 25 to
Have students work in small groups. Give each group 7 tens rods and get 22.
8 unit cubes. Read the directions at the bottom of the student page.
There are 56 leaves on a tree. 22 leaves fall off of the tree. How many MP8 Repeated Reasoning Have students look at Guided Practice.
leaves are left? What do you need to find? The number of leaves left on How is taking apart tens to subtract similar to taking apart tens to add?
the tree. How can you do this? Find 56 - 22. Sample answer: I take apart a number to make a ten or tens the same
way whether I add or subtract.
Guide students in using base-ten blocks to model 56. Let’s subtract the
Work through Exercises 1–2 together as a class.
tens. How many tens are in 22? 2 tens How many ones are in 22? 2
ones Since there are 2 tens in 22, take away 2 tens from 56. How many
base-ten blocks are left? 36 Since there are 2 ones in 22, take away 2
ones from 36. How many base-ten blocks are left? 34 How many leaves Talk Math: Collaborative Conversation
are left on the tree? 34 leaves MP1 Make Sense of Problems Explain how you decide what to
Have students record their work on the Math in My World mat. subtract when working these problems. Sample answer: You take apart
a number to make a ten and then you subtract.
MP6 Attend to Precision Have students explain to a friend why it is
helpful to take apart tens to subtract. Levels of Complexity
Level 1 Understand Concepts Exercises 1–2
Level 2 Apply Concepts Exercises 3–6

Name Thinking
2.OA.1
Guided Practice
How can I subtract
You can take apart numbers to subtract.
Take Apart Tens to two-digit numbers?
To find 35 - 13, take apart a number to make a ten.
Subtract Then subtract.
35 - 13
Math in My World
Watch Tools 10 3 Helpful Hint
Take apart 13 as
35 - 10 = 25
10 and 3.
25 - 3 = 22
So, 35 - 13 = 22.
Take apart a number to make a ten.

Then subtract.
1. 64 - 12 2. 45 - 24
22 = 2 tens 2 ones 10 2 20 4
56 - 20 = 36
10 = 54 45 - 20 = 25
Copyright © McGraw-Hill Education Tetra images RF/Getty Images
64 -
36 - 2 = 34 54 - 2 = 52 25 - 4 = 21
See students’ work. 34 leaves So, 64 - 12 = 52 . So, 45 - 24 = 21 .
Teacher Directions: There are 56 leaves on a tree. 22 leaves fall off of the
tree. How many leaves are left? Use base-ten blocks to show 56 leaves. Take
Talk Math Explain how you decide what to subtract
apart 22 into tens and ones. Subtract the tens from 56. Then subtract the ones
from that difference.
when working these problems.

4 APPLY the Math

Based on your observations, you may choose to assign exercises MP1 Make Sense of Problems
Exercise 8 What you are trying to find? Sample answer: The number
• Approaching Level Guide students through the exercises in of snowballs Shawna threw. What do you know? Sample answer: She
Independent Practice. Help them use manipulatives while working had 37 snowballs and she threw some of them. Shawna has 23
through the exercises. snowballs left.
MP6 Attend to Precision
• Beyond Level Complete the exercises independently. Have students
write a word problem that can be solved by taking apart tens to subtract. Exercise 9 Have students explain how they could show that their
Have students switch word problems with a classmate to solve. answer is reasonable.
Journal Writing Have students write a journal reflection on today’s

Common Error! Students may have a hard time taking apart lesson. Have students discuss what they have learned and/or what they
numbers to subtract because it is a multi-step problem. had trouble with.
Encourage them to model their problems using manipulatives.
Name
Problem Solving
7. Cara has 28 sticks of sidewalk chalk.
Independent Practice She lets her friend borrow 11 of them.
Take apart a number to make a ten. How many sticks of chalk does Cara
Then subtract. have now?
3. 47 - 26 4. 77 - 43
17 sticks of chalk
20 6 40 3
47 - 20 = 27 77 - 40 = 37
Brain Builders
27 - 6 = 21 37 - 3 = 34 8. Shawna had 37 snowballs. She

threw some of them. Shawna has
So, 47 - 26 = 21 . So, 77 - 43 = 34 .
23 snowballs left. How many
snowballs did she throw?
5. 85 - 32 6. 75 - 55 14 snowballs
30 2 50 5 9. There are 22 students in Ms. Marshall’s class.
85 - 30 = 55 75 - 50 = 25
8 students like science, 2 like art, and 3 like
music. The rest of the students like math.
Copyright © McGraw-Hill Education ©A Linscott/Alamy
55 - 2 = 53 25 - 5 = 20
How many students like math? Explain.
Sample answer: 9 students; I added then subtracted:
So, 85 - 32 = 53 . So, 75 - 55 = 20 .
I added 8 + 2 = 10; then subtracted 22 ‒ 10 = 12;
then subtracted 12 ‒ 3 = 9.
Online Content at connectED.mcgraw-hill.com Lesson 2 Take Apart Tens to Subtract 231–232

10–15 min 10–15 min 10–15 min
Hands-On Activity Materials: base-ten blocks, Hands-On Activity Hands-On Activity Materials: write-on/wipe-
string Have students work with a partner to write a off boards, dry erase markers
Give each student 9 tens rods, 9 unit cubes, word problem where students could take apart Write a two-digit subtraction number sentence
and 2 pieces of string. Call out the number 68. tens to subtract. Have pairs of students present on the board using the take apart tens to
Tell students to place that number of base-ten the word problems to the class to solve. subtract strategy. Make an error or a few errors
blocks in a group with a piece of string around in showing how to solve the subtraction
them. Tell students to take apart the number by problem. Have students identify the mistake(s)
putting the tens in one group and the ones in and write the correct way to solve the problem.
another group. Have students place a piece of Repeat the activity several times using different
string around each group. Have students tell subtraction number sentences.
the number of blocks in each group. Repeat the
process several times with different numbers
each time.

Choral Responses Support Language Structure Communications Guides
Write the symbol (-) alongside the word Write 64 - 32 = __. Say, We can take apart 32 On the board, write: First I . Then I
subtract. Point to the symbol, and say, subtract. to subtract. Model solving the problem. Then . Last I . Tell students that
Repeat, saying the word slowly and running say, I took apart 32 to get 30 and 2. I subtracted sequence words help show the order that
your finger below the word on the board. Write 30 from 64 to get 34. Then I subtracted 2 from things happen. Write a two-digit subtraction
several subtraction and addition sentences on 34 to get 32. Write 47 - 16. Post the following problem on the board that can be solved by
the board. Point to them one at a time as you sentence frames for students to utilize as they taking apart tens, for example, 49 - 13. Ask
ask, Do you subtract? Give students time to say solve the problem: I took apart to get students to solve the problem. Then have a
or gesture yes or no, then say either, Yes, we and . I subtracted from volunteer use the sentence frames on the
will subtract. or No, we will not subtract. We will to get . Then I subtracted board to explain how they solved the problem.
add. Invite a volunteer to solve each number from to get . Have Repeat the activity with a new subtraction
sentence before moving to the next one. students model the use of the sentence frames sentence and a new volunteer.
chorally. Ensure students are saying the correct
past tense of take.

5 WRAP UP
Slides 33–42

Helper section.
misconceptions.
7 and 7 took apart 14 incorrectly
12 and 2 took apart 14 incorrectly
Brain Builders 10 and 4 correct
MP1 Make Sense of Problems 20 and 8 took apart wrong number
Exercise 5 Have students look at Exercise 5. How would you describe
how you solved the problem in your own words? Sample answer: I You will need:
added 25 + 16 to get the number of days it rained in April and May. • base-ten blocks
Then I subtracted the number of days it rained in April and May (41 • Work Mat 6
days) from the total number of days in April and May (61 days). It did
not rain 20 days in April and May.
Think-Pair-Share Model 62 - 12 using base-ten blocks and
ELL For additional language support, use the differentiated Work Mat 6. Have students solve the problem by taking apart tens to
instruction activities on the previous page. subtract. Then have students discuss their answer with a friend before
sharing with the whole class. What is the difference? 50

Name Thinking 3. There are 87 insects in a jar. Someone leaves
2.OA.1
the lid off and some crawl away. There are
Lesson 2 54 insects left in the jar. How many crawled
Take Apart Tens away?
My Homework to Subtract
33 insects
eHelp
Brain Builders
4. Emily has 25 onions and 14 peppers that she

To find 48 - 15, take apart a number to make a ten.
grew in her garden. How many more onions
Then subtract.
does she have than peppers? Explain how
48 - 15 you can use the take apart tens strategy to
solve the problem to a family member.
Helpful Hint
11
10 5
Take apart 15 as
48 - 1 0 = 38 10 and 5. onions
38 - 5 = 3 3
So, 4 8 - 1 5 = 3 3.
5. There were 25 days of rain in April. It rained
16 days in May. If there are 61 days total in
Practice April and May, how many days did it not rain?
Take apart a number to make a ten. Then subtract.
20 days
1. 54 - 13 2. 35 - 14
©Ingram Publishing/Alamy
6. Test Practice How would you take apart

10 3 10 4 14 to solve 28 – 14?
54 - 10 = 44 35 - 10 = 25
7 and 7 12 and 2
44 - 3 = 41 25 - 4 = 21 10 and 4 20 and 8
So, 54 - 13 = 41 . So, 35 - 14 = 21 .
Math at Home Have your child take apart 16 to make a ten to find 87 - 16.
Online Content at connectED.mcgraw-hill.com Lesson 2 Take Apart Tens to Subtract 233–234

LESSON 3
Regroup a Ten as Ones
1 LAUNCH
Slide 1 Slide 2
Begin Lesson
Presentation
FOCUS
Domain: Operations and Algebraic Thinking
Major Cluster: Use place value understanding and properties of operations to
add and subtract. Lesson Objective
Students will use models to regroup and find differences.
place value, properties of operations, and/or the relationship between addition
and subtraction.
Also addresses: 2.OA.1, 2.NBT.9 Developing Vocabulary
Operations in Base Ten domain, while the content of this chapter overall Review Vocabulary Cognate
addresses standards from the Operations and Algebraic Thinking domain. regroup reagrupar
Standards from different domains are sometimes closely related.
.
compare
Activity
1 Make sense of problems and persevere in solving them.
2 Reason abstractly and quantitatively. • MP6 Attend to Precision Ask students when they need to regroup
3 Construct viable arguments and critique the reasoning of others. in a subtraction problem. Have students explain their answer to a
4 Model with mathematics. friend.
6 Attend to precision. • Write 45 - 9 and 45 - 3 on the board. Have students work in small
groups to solve each subtraction problem. Tell students that they may
need to refer to the steps in the Guided Practice section to find
45 - 9. +
COHERENCE
• Afterward, discuss with students why they had to regroup to take 9
away from 45, and why they did not regroup to take 3 away from 45.
Previous Now Next
Grade 1 1.OA.6 Grade 2 2.NBT.5 Grade 3 3.NBT.2

ELL
Connected to the following critical areas of focus: 2. Building fluency with Instructional Strategy
addition and subtraction. 1. Extending understanding of base-ten notation.
Connected to the following standards: 1.NBT.2, 2.NBT.7, 2.NBT.9, 3.NBT.2
Vocabulary Support: Cognates
Write regroup on the board, and add it and its Spanish cognate,
reagrupar, to your cognate chart. Introduce the word, and model the
following activity to support understanding. Assist non-Spanish speaking
RIGOR ELLs to use the Multilingual eGlossary or accommodate students with
Students extend their understanding of regrouping in addition to regrouping in an appropriate translation tool. Before starting the Math in My World
subtraction. Students model subtraction situations, determining when regrouping page, give each student 23 straws. Have the students bundle tens using
is needed. They build on their understanding of breaking apart numbers as they
use base-ten blocks to break apart tens and make ones in order to be able to
rubber bands. Students should discover they all have a group of 2 tens
subtract. They learn that they need to regroup a ten as ones if there are not and a group of 3 ones. Ask, How many straws are there altogether? 23
enough ones to subtract the ones from. Have students take apart a group of tens and place it with the group of
ones. Discuss that everyone now has a group of 1 ten and a group of 13
ones. Say, We regrouped 1 ten. How many straws do we still have
altogether? 23 Discuss regrouping.


Slides 3–4

MP3 Students will explore regrouping while subtracting.

Explore Model
How could you How do you

Review model 10 using
base-ten blocks?
display your
number using
Problem of the Day Sample answer: base-ten blocks?
Use one tens rod. Sample answer:
How does 8 - 6 help you find 80 - 60? I placed 5 tens rods in the tens box. I place the
Explain. Sample answer: 8 - 6 = 2, Can we show the 10 using ones blocks? Sample
correct number of ones in the ones box.
answer: yes; we can use ten ones blocks.
so 80 - 60 = 20.
How can you subtract 38 from your number?
MP5 Use Appropriate Tools What tools Sample answer: Take one of the tens rods and
regroup it as 10 ones in the ones box. Remove 3
could you use to check that your answer is tens rods and 8 ones blocks. The remaining
reasonable? Sample answer: base-ten blocks are the difference
blocks Have students use the tool of their
Slide 14
choice to check their answer.
Extend
Quick Check Slides 5–10 Do you need to

regroup a ten into
Use this activity as a quick review and 10 ones in order
assessment of the previous lesson. A to subtract?
printable version is available online. Sample answer:
yes; There are 4 ones, but you need to subtract
8 ones.
Literature Connection After regrouping, how many ones are there? 4 ones
Read a trade book, such as Elevator Magic
by Stuart J. Murphy, to prepare students for
this lesson.
Model the Math

Materials: base-ten blocks
Have students work in small groups. Give each group 6 tens rods and 9 unit cubes. Have students
model the number 55 by showing five tens rods and 5 unit cubes.
Use base-ten blocks to show the number 55. How many tens? How many ones? 5 tens, 5 ones
Write 55 - 4 on the board. Have students use the base-ten blocks to model the subtraction.
Use base-ten blocks to model subtracting 55 - 4. What is the difference? 51 How did you find the
difference? Sample answer: I used 5 tens rods and 5 unit cubes to model 55. Then I removed 4 of
the unit cubes to show subtracting 4. The result was 51.
Ask students to model 21 - 4.
Use base-ten blocks to model 21 - 4. How many tens and how many ones are in 21? 2 tens, 1 one
Can you subtract 4? Why or why not? You cannot subtract 4 because there are not enough ones.
Explain to students that in this lesson, they will learn to regroup to subtract problems like 21 - 4.
Online Content at connectED.mcgraw-hill.com Lesson 3 Regroup a Ten as Ones 235B


You will need Guide students through the example at the top of the page. You may
• base-ten blocks wish to use virtual base-ten blocks to demonstrate the steps of the
example.
Read the directions that are at the bottom of the student page. What do
you need to find? The number of seashells Adam has left. To find the MP2 Reason Abstractly Have students look at Guided Practice. If the
number of shells that Adam has left, you can use base-ten blocks to find problem was 24 - 4, would you still need to regroup? Sample answer:
23 - 5. No, there would be enough ones to subtract so I would not need to
regroup.
Guide students in placing base-ten blocks in the chart to model 23. Are
there enough ones in 23 to take away 5 ones? no You will need to Work through Exercises 1–2 together as a class.
regroup 1 ten for 10 ones.
Lead students in trading 1 ten for 10 ones. How many ones are there
now? 13 ones Are there enough ones to take away 5 ones? yes What is
Talk Math: Collaborative Conversation
13 ones - 5 ones? 8 ones How many tens are left? 1 ten You have 1 ten MP3 Construct Arguments How do you know when you need to
and 8 ones left. What number does this equal? 18 Draw the base-ten regroup? Explain. Sample answer: I know I need to regroup when I do
blocks that are left in the chart. So, Adam has 18 seashells left. not have enough ones to subtract.
MP4 Model with Mathematics What number sentence could you Levels of Complexity
write to solve this problem? 23 - 5 = 18
Level 3 Extend Concepts Exercises 11–13; Write Math

Name Thinking
2.OA.1, 2.NBT.5, 2.NBT.9
Lesson 3
Guided Practice
ESSENTIAL QUESTION
How can I subtract
Regroup a Ten two-digit numbers? Find 24 - 8.
as Ones Step 1 Step 2 Step 3

Use base-ten Subtract the ones. Subtract 8 ones.
blocks to show There are not
24. enough ones to
Watch Toolss
subtract. Regroup.
Math in My World tens ones tens ones
tens ones
tens ones
2 tens 4 ones 1 ten 14 ones 1 ten 6 ones
24 - 8 = 16
Use Work Mat 6 and base-ten blocks to subtract.
Subtract the ones. Write the
©Jacques Cornell/McGraw-Hill Education
Do you need to regroup? difference.
1. 31 - 4 no yes 31 - 4 = 27
18 seashells
22
2. 27 - 5 no yes
27 - 5 =
Teacher Directions: Adam has 23 seashells. Use base-ten blocks to show the
seashells. He gives 5 of them away. Regroup and take away that many blocks.
How do you know when you need
How many seashells are left? Draw the base-ten blocks that are left in the
chart. Write how many seashells are left.
Talk Math to regroup? Explain.
Online Content at connectED.mcgraw-hill.com $IBQUFS q -FTTPO
$IBQUFS q -FTTPO

4 APPLY the Math
Independent Practice Problem Solving

Based on your observations, you may choose to assign exercises MP1 Make Sense of Problems
as noted in the levels below: Exercise 12 How did you find the answer? Sample answer: I placed 25
• Approaching Level Guide students through the exercises in base-ten blocks on Work Mat 6. I tried to subtract 7 ones, but I needed to
Independent Practice. Help them use manipulatives while working regroup. So, I regrouped. Then I subtracted 25 - 7. The difference was 18.
through the exercises.
• Beyond Level Complete the exercises independently without Brain Builders
manipulatives. MP3 Construct Arguments
Write Math Will the difference still be less than 20, if you subtract 5
from 23? Explain. Sample answer: Yes. When I subtract 23 - 5 the
Common Error! Students may think that the 5 in 58 represents difference is 18. 18 is less than 20.
5, not 50. Students need many experiences showing two-digit
numbers with manipulatives to understand the basics of
place value.
Journal Writing Write the following question on the board. Have
students write a response to the question in a journal.
Why do we sometimes have to regroup to subtract? Sample answer: I
regroup when there are not enough ones to subtract.

Helpful Hint
If there are not enough Use Work Mat 6 and base-ten blocks to subtract.
Independent Practice ones to subtract,
11. Logan draws 23 red flowers. He draws
regroup 1 ten as 10 ones.
14 yellow flowers. How many more red
Use Work Mat 6 and base-ten blocks flowers than yellow flowers does he draw?
to subtract.
Subtract the ones. Write the 9 red flowers

Do you need to regroup? difference.
44
12. There are 25 flower bulbs in a bag. Karen gives
3. 46 - 2 no yes 46 - 2 = 7 bulbs to Ava. How many bulbs are left?
4. 35 - 9 no yes 35 - 9 = 26 18 bulbs
Brain Builders
5. 56 - 5 no yes 56 - 5 = 51
13. Candice has played in 8 soccer games.
16
There are 14 games in all. How many soccer
6. 22 - 6 no yes 22 - 6 = games does she have left to play? Explain
how you solved the problem.
7. 30 - 4 no yes 30 - 4 = 26 Sample answer: Candice has 6 games left. I know
that 8 + 6 = 14, so 14 - 8 = 6.
Ingram Publishing/Fototsearch
8. 43 - 3 no yes 43 - 3 = 40
Liam subtracts 5 from 23. Is the difference
Write Math
68
less than 20 or greater than 20? Explain.
9. 76 - 8 no yes 76 - 8 =
Sample answer: The difference is less than 20. When
10. 67 - 8 no yes 67 - 8 = 59 you subtract 23 - 3, the difference is 20. You are

subtracting more than 3 because 5 is greater than 3.
Online Content at connectED.mcgraw-hill.com Lesson 3 Regroup a Ten as Ones 237–238

5–10 min 10–15 min 10–15 min
Hands-On Activity Materials: base-ten blocks Hands-On Activity Materials: base-ten blocks, Hands-On Activity Materials: number
Write 47 - 9 on the board. Tell students they spinners cards 1–9, paper, pencils
will need to regroup to subtract 9. Have Have students work in pairs and take turns Have students work in pairs. Give each pair of
students use base-ten blocks to model the spinning a spinner. Tell students to take turns students a set of number cards. Have students
regrouping. Then have them find the difference. spinning the spinner three times to make shuffle the cards and place them facedown.
Have students write a rule that tells when you a two-digit number and a one-digit number. Have one student draw 3 cards to create a
need to regroup. Sample answer: Regroup if the Have one student in each pair write a subtraction problem with a two-digit and
number you are subtracting has more ones than subtraction number sentence by writing the one-digit number. Have that student write the
the number from which you are subtracting. greater number first. Tell the other student in subtraction sentence on paper and find the
the pair to solve the subtraction sentence using difference. Have their partner check their work.
base-ten blocks. Have students switch roles Have students switch roles and repeat the
and repeat the activity. activity.
Lesson Animation Regroup Tens

as Ones

Background Knowledge Building Oral Language Group Activity
Write compare. Say, I am going to compare. On index cards, write two-digit subtraction Have students work in groups of three, and give
Invite two students to the front of the class. sentences. Some of the subtraction sentences each group a (0–5) number cube. Have each
Model comparing by describing differences in the should require regrouping, and some should student in the group roll the number cube once
colors of their clothes. Write 5 and 9 on the board. not. Assign students to work in pairs, and and record the number. Say, Use two of your
Say, We will compare the numbers. Which number randomly distribute an index card to each pair. group's numbers to create a two-digit number.
is more? Give students time to answer 9, then Give pairs a few minutes to solve the subtraction Subtract the third number you rolled from the
say, 9 is more than 5. 5 is less than 9. Can we sentences. Ask, Did you need to regroup? Why two-digit number. Give students time to solve
subtract 9 from 5? no Then say, No, we cannot or why not? Have one student from each pair the problems. Ask, Did you need to regroup?
subtract 9 from 5 because 9 is more than 5. explain their answer. Provide sentence frames, Have a student from each group explain
Model an example with manipulatives. Repeat such as: We had to regroup because whether regrouping was needed.
with a new pair of one-digit numbers. . or We did not have to regroup
because .

5 WRAP UP
Slides 36–45
You will need:

My Homework
• write-on/wipe-off boards
Assign homework after successful completion of the lesson. • dry erase markers
Helper section. Formative Assessment

Brain Builders each student. Write the following word problem on the board for
students to solve on their write-on/wipe-off boards.
MP2 Reason Abstractly
Daniel subtracts a one-digit number from a two-digit number. He
Exercise 6 How many tens and ones are there in the difference? regroups and finds the difference is 44. What could the numbers he
2 tens and 3 ones subtracted be?

instruction activities on the previous page. -
44 See students’ work.
Once each student has finished solving the problem, tell students to
Test Practice hold their boards in the air.
Diagnose Student Errors
misconceptions.
29 added numbers 17 correct
13 subtracted incorrectly 10 subtracted incorrectly
Name
Thinking
Regroup the tens. Draw the ones. Cross out
2.OA.1, 2.NBT.5, 2.NBT.9 cubes to show subtraction. Write the answer.
Lesson 3
3. 21 - 7 = 14 4. 30 - 6 = 24
Regroup a Ten
My Homework as Ones tens ones tens ones
eHelp
Find 35 – 7.
5. There are 42 icicles. 9 of them tens ones
Step 1 Step 2 Step 3 melt. How many icicles are left?
Show 35. Subtract the ones. There Subtract 7 ones.
are not enough ones
to subtract. Regroup. 33 icicles
tens ones tens ones tens ones
Brain Builders
6. 31 people are skating. 8 people go home.
3 tens 5 ones 2 tens 15 ones 2 tens 8 ones How many people are still skating? Explain
35 - 7 = 28 to a family member or friend how you solved
the problem.
Helpful Hint
Practice
23
If there are not enough
ones to subtract, regroup
1 ten as 10 ones. people
Regroup the tens. Draw the ones. Cross out
cubes to show subtraction. Write the answer. 7. Test Practice 23 - 6 =
1. 26 - 9 = 17 2. 23 - 5 = 18 tens ones
29 17 13 10
tens ones tens ones
Math at Home Have your child use pennies to show you how to
subtract 6 from 25.
Online Content at connectED.mcgraw-hill.com Lesson 3 Regroup a Ten as Ones 239–240

LESSON 4
Subtract From a Two-Digit
1 LAUNCH
Slide 1 Slide 2
Number
Begin Lesson
Presentation
FOCUS
Major Cluster: Use place value understanding and properties of operations to Students will subtract one-digit numbers from two-digit numbers.
add and subtract.
place value, properties of operations, and/or the relationship between addition Developing Vocabulary
and subtraction.
Review Vocabulary Cognate
Also addresses: 2.OA.1, 2.NBT.9
regroup reagrupar
The content in this lesson addresses a standard from the Number and ones
Operations in Base Ten domain, while the content of this chapter overall
addresses standards from the Operations and Algebraic Thinking domain. tens
Activity
MP Mathematical Practices • Draw the number line shown below on the board. Remind students
1 Make sense of problems and persevere in solving them. that they have already learned to subtract on a number line. Ask
2 Reason abstractly and quantitatively. students how they would use the number line to find 32 - 3. Students
3 Construct viable arguments and critique the reasoning of others. should explain that they would start at 32 and count back 3 to find
4 Model with mathematics. that 32 - 3 is 29.
25 26 27 28 29 30 31 32 33
• Erase the number line. Write 32 - 3 on the board.
COHERENCE
Thinking Across Grades • MP6 Attend to Precision What is another way to solve the problem
32 - 3 besides using a number line? Explain. Sample answer: I could
Previous Now Next use base-ten blocks to solve the problem. I would show 32 base-ten
Grade 1 1.OA.6 Grade 2 2.NBT.5 Grade 3 3.NBT.2 blocks, and then take away 3. Then regroup to find the difference is 29.
• Discuss all of the different ways students could solve the problem.

Connected to the following critical areas of focus: 2. Building fluency with English Language Learner
addition and subtraction. 1. Extending understanding of base-ten notation. ELL
Connected to the following standards: 1.NBT.2, 2.OA.1, 2.NBT.7, 3.NBT.2 Instructional Strategy
Sensory Support: Pictures/Photographs
To introduce the lesson, use pictures of items in groups of 10 to practice
counting as a class. Use pictures of the items named in theProblem
RIGOR Solving/Brain Builders exercises to clarify the terms: crabs, beach coins,
In this lesson, students are subtracting a one-digit number from a two-digit machine, cafeteria, apples, lunch, store, shirts, and display.
number, using strategies learned in previous lessons. They start by using Pair emerging/expanding students with bilingual (same native language)
place-value blocks to help them visualize the math, and then move on to using
bridging level students during the Problem Solving/Brain Builders
place-value charts to help them align the numbers and regroup.
exercises. Allow use of native language to clarify meaning.


Slides 3–4

MP6 Students will learn how to subtract a one-digit number from a two-digit number.

Explore Model
What do you Model 46 using

Review think the work
mat shown can
base-ten blocks.
How many ones
Problem of the Day be used for?
do you need to
Sample answer:
Use connecting cubes to model the number 7. subtract? 8 ones
The work mat can be used to add or subtract
Is the number 7 even or odd? odd Use the numbers. How can you get more ones so that you can
connecting cubes to show how you know. subtract? Sample answer: Regroup a ten from
Why do think it would be helpful to line up the
Answers will vary. the tens column into 10 ones in the ones column.
place values of the numbers you want to
subtract? Sample answer: We need to subtract
MP2 Reason Quantitatively If you add
digits of the same place value in order to Slides 15–16
one more connecting cube to the group of correctly find the difference. Extend
7 cubes would the total number be even or
odd? Explain. Sample answer: even; When I How many tens
added on one more cube to the group, the are there after
you regroup one
total number of cubes is 8 and that is an
ten? 3 tens
even number.
How many ones
are there after you regroup one ten? 16 ones
Quick Check Slides 5–8
Use this activity as a quick review and
assessment of the previous lesson. A
Model the Math
Materials: base-ten blocks, Work Mat 6
Read a trade book, such as Monster Musical
Chairs by Stuart J. Murphy, to prepare Prepare subtraction problems, some of which require regrouping and some that do not. Sample
students for this lesson. problems: 63 - 7, 75 - 4, 42 - 9, and 90 - 4.
Point to each problem, one at a time. Have students stand up if it is necessary to regroup. Have
them raise their right hand if it is not necessary to regroup.
Have students use base-ten blocks to prove their responses. Some students may benefit from using
the Work Mat.
Online Content at connectED.mcgraw-hill.com Lesson 4 Subtract From a Two-Digit Number 241B


You will need Guide students through the example at the top of the page.
• base-ten blocks MP8 Repeated Reasoning Have students look at the Guided
Practice. Is it always true, sometimes true, or never true, that when
Read the directions that are at the bottom of the student page. subtracting a two-digit number you will need to regroup. Explain.
What do you need to find? The number of crabs left on the beach. How Sample answer: It is sometimes true, that when you subtract a two-digit
can you find this? Find 34 - 8. Have students use the place-value chart number you will need to regroup. If there are not enough ones to
to model the subtraction. subtract, then you would need to regroup.
Place 34 base-ten blocks on the place-value chart. Subtract the ones Work through Exercises 1–2 together as a class.
first. Can you take away 8 ones from 4 ones? no What do you do when
there are not enough ones to subtract from? Sample answer: Regroup 1
ten as 10 ones. Talk Math: Collaborative Conversation
After regrouping, how many ones are there? 14 ones Are there enough
MP2 Reason Abstractly How do you regroup 1 ten? Sample answer:
ones to take away 8 ones? yes What is 14 ones - 8 ones? 6 ones
You make 10 ones out of 1 ten.
Subtract the tens next. How many tens are left? 2 tens
You have 2 tens and 6 ones left. What number does this equal? 26 So,
26 crabs were left on the beach. Have students draw the base-ten
Levels of Complexity
blocks that are left on the place-value chart. Level 1 Understand Concepts Exercises 1–2
MP4 Model with Mathematics What number sentence could you Level 3 Extend Concepts Exercises 15–18
write to solve this problem? 34 - 8 = 26

Name Thinking
2.OA.1, 2.NBT.5, 2.NBT.9
Helpful Hint
Lesson 4 ESSENTIAL QUESTION Guided Practice Cross out each number
as you regroup it.
How can I subtract
Subtract From a two-digit numbers?
Find 34 - 6.
Two-Digit Number Step 1
Show 34.
Step 2
Regroup 1 ten as 10 ones.
Can you subtract 6 ones? 4 ones + 10 ones = 14 ones.
tens ones tens ones
Watch Tools 2 14
Math in My World 3 4 3 4
- 6 - 6
tens ones
Step 3 Step 4
Subtract the ones. Subtract the tens.
tens ones tens ones
2 14 2 14
3 4 3 4
- 6 - 6
8 2 8
34 - 6 = 28
1. tens ones 2.
Copyright © McGraw-Hill Education Iconotec/Alamy
tens ones
1 13
26 crabs 2 3 5 8
- 5 - 4
Teacher Directions: Jack saw 34 crabs on the beach. Use base-ten blocks to show
1 8 5 4
that number. 8 crabs ran into the water. Regroup and take away that many blocks.
Draw the blocks that are left. Write how many crabs were left on the beach.
Talk Math How do you regroup 1 ten?
$IBQUFS q -FTTPO

4 APPLY the Math

Based on your observations, you may choose to assign exercises MP1 Persevere in Solving Problems
as noted in the levels below: Exercise 16 What if teachers buy 7 of the apples, now how many apples
• Approaching Level Guide students through the exercises in would be left? 22 apples
Independent Practice. Help them use manipulatives while working
through the exercises. Brain Builders
MP3 Check for Reasonableness
• Beyond Level Complete the exercises independently without
manipulatives. Exercise 17 Have students explain how Jake could have checked the
reasonableness of his answer.
Common Error! Help students understand that regrouping is Exercise 18 Tell students to explain their answer to a friend.
necessary when there are not enough ones to subtract the
bottom number from the top number. Formative Assessment
3-2-1 Strategy Form Have students consider what they have learned
by writing a response to the following prompts. 3: Things that they
learned today; 2: Things they want to know more about; 1: Questions
they have.
Name
Problem Solving
15. Tina puts 12 coins in a machine.
Independent Practice The machine keeps 4 of the coins.
Use Work Mat 6 and base-ten blocks to subtract. How many coins does she get back?
3. tens ones 4. tens ones 5. tens ones 8 coins

2 14
3 4 7 3 5 9 16. There are 38 apples in the cafeteria. Students
- 7 - 3 - 4 buy 9 apples. How many apples are left?
2 7 7 0 5 5
29 apples
6. 7. 8.
15 2 11 Brain Builders
8 8 1 5 3 1 17. A store has 76 shirts on display. The store
- 2 - 9 - 6 sells 8 of the shirts. Jake says there are
8 6 6 2 5 58 shirts left. What mistake did Jake make?
Sample answer: Jake regrouped incorrectly, he took
9. 10. 1 1. 2 tens from 7 tens, leaving 5 tens, rather than

4 18 5 16 taking 1 ten and leaving 6 tens.
5 8 6 6 9 5
- 9 - 7 - 5
4 9 5 9 9 0 18. There are 23 boys and 33 girls at a beach.
7 boys and 4 girls leave the beach, how many
boys and girls are left altogether? Explain.
1 2. 14 1 3. 28 1 4. 34
- 7 - 9 - 6 Sample answer: 45 left altogether; You add 23
7 19 28 and 33 for a total of 56 at the beach. 1 1 leave the

beach and that leaves 45 left at the beach.
Online Content at connectED.mcgraw-hill.com Lesson 4 Subtract From a Two-Digit Number 243–244

10–15 min 10–15 min 10–15 min
Hands-On Activity Materials: connecting Hands-On Activity Materials: newspapers, Hands-On Activity Materials: hundred charts,
cubes scissors, glue, construction paper index cards with numbers
If students cannot grasp the concept of Give each student a newspaper and a piece of Have students work in groups of three. The first
subtracting from a two-digit number by using construction paper. Have students cut out student draws a card and locates the number on
base-ten blocks, have them try using connecting numbers from the newspaper. Tell students to the hundred chart. Discuss how to round
cubes. Students can model tens with one color make vertical subtraction problems by gluing numbers. Then he or she rounds the number by
and ones with another color. the numbers on the construction paper. Have finding the nearest ten. The second student
students find the differences. Tell students to repeats the process. The third student subtracts
cut out numbers and glue the differences on to the smaller of the two rounded numbers from the
the construction paper. Have students share larger number. Students continue, switching roles.
their work and discuss how they solved one of
their subtraction sentences with the class.
Lesson Animation Subtract

One-Digit Numbers from Two-Digit
Numbers

Background Knowledge Building Oral Language Partner Work
Distribute base-ten blocks to students. Write On index cards, write examples and non-examples Have students get into pairs. Have each pair
34 - 8 on the board. Then use base-ten blocks of two-digit subtraction problems that require decide which student will be One and which
to model solving the problem with regrouping. regrouping. Randomly distribute the cards to student will be Two. Then say, Ones will write a
Ask, Can I subtract the ones? Give students a students. Have each student explain whether or two-digit subtraction problem that does not
chance to answer no, then say, No, first I need not regrouping is required. Provide sentence need regrouping. Twos will write a two-digit
to regroup. Have students follow along with frames, such as: I need to regroup because subtraction problem that needs regrouping. If
their own manipulatives as you finish solving . or I do not need to regroup because necessary, provide an example of each on the
the problem. Write examples and non-examples . Then have students solve the board. Then give students time to write their
of two-digit subtraction problems that require problems on their cards. For a language problems. Have the students in each pair
regrouping. For each problem, ask, Do I extension, discuss the contraction don’t for do exchange problems, solve them, and then
regroup? Allow time to answer, confirm not and have students utilize don’t in the provide feedback to each other about whether
answers, and model solving the problem. sentence frame. or not the problem met the requirement.

5 WRAP UP
Slides 44–55

Helper section.
misconceptions.
52 added instead of subtracted
44 subtracted incorrectly
Brain Builders 33 subtracted incorrectly
MP5 Use Appropriate Tools 34 correct
Exercise 11 What tools could you use to check your answer? Sample
answer: I could use base-ten blocks to help me check my answer. You will need:
Have students use the tool of their choice to check their answer. • write-on/wipe-off boards, dry erase markers
instruction activities on the previous page. Response Boards Pass out a write-on/wipe-off board and marker to
each student. Write the following on the board for students to solve on
their write-on/wipe-off boards.
76
- 9
67
Once each student has finished solving the problem, tell them to hold
their boards in the air.

Name Thinking Subtract.
2.OA.1, 2.NBT.5, 2.NBT.9
Lesson 4 7. 44 8. 51 9. 22
Subtract From a - 4 - 8 - 3
My Homework Two-Digit Number

40 43 19
eHelp
10. There are 27 children playing outside.
7 children go inside. How many are left?
tens ones
Find 38 – 9.
Step 1 Can you subtract ones? 2 18
3 8
20 children
Step 2 Regroup 1 ten as 10 ones.
Step 3 Subtract the ones.
- 9
Step 4 Subtract the tens. 2 9
Brain Builders
Practice
11. There are 55 mice in the barn. A cat chases
Subtract. 9 of them away. How many mice are left?
Did you regroup to solve? Explain.
1. tens ones 2. tens ones 3. tens ones
Copyright © McGraw-Hill Education (t)MBoe/Shutterstock.com; (b)G.K. & Vikki Hart/Getty Images
Sample answer: 46 mice. Yes, I regrouped

1 16 5 12
2 6 4 7 6 2 because I cannot subtract 9 ones from 5 ones.
- 9 - 6 - 5
1 7 4 1 5 7 12. Test Practice Find the difference.
43 - 9 =
4. 5. 6.
52 44 33 34
6 13 7 16
7 3 8 6 4 9
- 6 - 8 - 6 Math at Home Ask your child to show you how to subtract 8 from 27
6 7 7 8 4 3 by regrouping.
Online Content at connectED.mcgraw-hill.com Lesson 4 Subtract From a Two-Digit Number 245–246

FORMATIVE ASSESSMENT
Print Online
Use this as a formative assessment to determine if your students are A ready-made test is available online for viewing and printing.
struggling, and if so, with which topics they struggle. See the next page Additionally, the bank of questions available in the Assessment tab in
for differentiated instruction options. ConnectED provides the option of customizing assessment for students.
Concept Check
These concepts are covered in Lessons 1–4.
Review
Exercises Concept
Lessons
2 Two-digit fact families 1
3–4 Take apart tens to subtract 2
5–10 Subtract two-digit 3–4
numbers
Test Practice
misconceptions.
69 tulips correct
73 tulips subtracted only 4 of the tulips
77 tulips chose the initial group of tulips blooming
85 tulips added numbers instead of subtracting
Name
Subtract.
5. tens ones 6. tens ones 7. tens ones

Check My Progress 5 12 3 13
6 2 4 3 5 5
Vocab
- 8 - 7 - 4
Vocabulary Check 5 4 3 6 5 1
Complete the sentence.
fact family regroup
8. 9. 10.
1. The numbers 3, 5, and 8 make up a fact family .
1 15 4 14 6 13
2 5 5 4 7 3
Concept Check - 6 - 8 - 6
Complete the fact family. 1 9 4 6 6 7
2.
19
7 12 = 19
+ 19 - 12 = 7 11. There are 35 robins in a park. 14 of them fly
7 12
12 + 7 = 19 19 - 7 = 12 away. How many robins are left in the park?
Take apart a number to make a ten. Then subtract.

21 robins
3. 83 - 52 4. 67 - 45
Brain Builders
50 2 40 5 12. Test Practice On Monday there were 77 tulips

blooming in the garden. On Tuesday and Wednesday
83 - 50 = 33 67 - 40 = 27
4 of the tulips wilted each day. How many tulips are

still blooming?
33 - 2 = 31 27 - 5 = 22 69 tulips 73 tulips 77 tulips 85 tulips
So, 83 - 52 = 31 . So, 67 - 45 = 22 .
248 Chapter 4
Chapter 4 247

5–15 min 10–20 min 10–20 min
Items missed: 5 or more Items missed: 3 to 4 Items missed: 2 or less
• Students can use the Approaching Level or • Have students correct the items they missed • Use a game or activity from the My Learning
On Level RtI activities from Lessons 1–4 to and explain what their original error was. Station.
review the concepts. • Use the Enrich worksheet from a previous • Use a Math at Home: Game Time worksheet
• For reviewing concepts by using chapter. from a previous chapter.
manipulatives, turn to the Build Conceptual • Use a Math at Home: Game Time worksheet
Understanding section of Lessons 1–4 or use from a previous chapter.
the Virtual Manipulatives online.
Reassess
To reassess, use the Check My Progress Test
in the Assessment Masters book.
For additional strategic intervention activities,

visit the online Teacher Center.
Enhance your differentiated instruction with Redbird Mathematics. This online, personalized-learning
solution allows each student to achieve mastery at their own pace.
Redbird Mathematics is a separate purchase.

LESSON 5
Subtract Two-Digit Numbers
1 LAUNCH
Slide 1 Slide 2
Begin Lesson
Presentation
FOCUS
Major Cluster: Use place value understanding and properties of operations to Students will subtract two-digit numbers.
add and subtract.
place value, properties of operations, and/or the relationship between addition Developing Vocabulary
and subtraction.
Also addresses: 2.OA.1, 2.NBT.9 Review Vocabulary Cognate
subtraction sustraccion
Operations in Base Ten domain, while the content of this chapter overall Activity
Standards from different domains are sometimes closely related. • MP6 Attend to Precision Ask students to explain to a friend what
subtraction means.
• Write subtraction on the board. Have students skim the chapter and
2 Reason abstractly and quantitatively. identify different examples of subtraction problems. For example,
3 Construct viable arguments and critique the reasoning of others. they might notice some problems are written for them, and others are
embedded within word problems.
8 Look for and express regularity in repeated reasoning. • Have students work in small groups to analyze the Problem Solving/
Brain Builders exercises in this chapter. Ask them to compile a list of
signal words that tell them they should subtract to solve.
COHERENCE • Have students compare their results with other groups. Have students
add these words to a word wall for reference.
Previous Now Next

Linking to Major Topics ELL
Connected to the following critical areas of focus: 2. Building fluency with Instructional Strategy
addition and subtraction. 1. Extending understanding of base-ten notation.
Sensory Support: Manipulatives/Photos
Connected to the following standards: 1.NBT.2, 2.OA.1, 2.NBT.7, 3.NBT.2
Before the lesson, have a native language mentor/aide work with
students to introduce subtracting two-digit numbers. Have the mentor
model and talk students through the 4 steps shown on the Guided
RIGOR Practice page using Work Mat 6 and base-ten blocks.
Students extend their understanding of subtracting one-digit numbers from
two-digit numbers to subtracting two two-digit numbers. They are reminded to To provide additional language support, review the following terms
align the numbers using place-value charts and then decide if regrouping is using photos/drawings to clarify the meaning of them: swimming, pool,
needed. They solve problems and write number sentences to represent the diving board, pool pass, and lemonade stand shown in the Problem
problems. Solving/Brain Builders exercises.


Slides 3–4

MP6 Students will learn how to subtract two two-digit numbers.

Explore Model
How did you What is the first

Review subtract a
one-digit number
step when
subtracting two
Problem of the Day from a two-digit two-digit
number in the numbers? Sample
Find the difference of 24 - 7. How will previous lesson? Discuss prior knowledge with answer: Write the numbers so they line up
regrouping help you? Sample answer: Once students. Sample answer: by vertically lining up according to place value. Then look at the digits
you regroup, you have enough ones to the place values of the numbers and using in the ones value to decide if you can subtract.
subtract the 7. regrouping if necessary to subtract.
Can you subtract without regrouping? Sample
24 - 7 = 17 Do you think you can use the same method to answer: no; I cannot subtract 7 from 3, so I need
subtract two two-digit numbers? Sample answer: to regroup a ten into ones.
MP5 Use Appropriate Tools What tools yes; The same method will work to subtract two
Slides 12–13
could you use to help you check your two-digit numbers.
Extend
answer? Explain. Sample answer: I could
use base-ten blocks and a place-value Are the numbers
chart to help me check my answer. Allow correctly lined up
students to use tools to check their answer. according to
place value? Yes
Can you subtract
ones? No; Regrouping is necessary.
Rewrite the subtraction problem and change the
assessment of the previous lesson. A
bottom number so that regrouping would not be
printable version is available online. necessary. Explain why regrouping is not
necessary. Regrouping is not necessary because
you can subtract the ones.
Read a trade book, such as Shark
Swimathon by Stuart J. Murphy, to prepare
students for this lesson. Model the Math
Materials: Work Mat 6, base-ten blocks
Write 37 − 18 on the board. Lead the class in using base-ten blocks and Work Mat 6 to model the
subtraction.
Use base-ten blocks and your work mat. Model 37. How many tens and how many ones? 3 tens and
7 ones In order to subtract the ones, what must you do? regroup How do you regroup? Take 1 ten
from 37 and trade it for 10 ones so that you have 2 tens and 17 ones.
As students model the math, show the algorithm on the board.
To regroup, cross out the 3 in the tens place. Write 2 above it to show that you have 2 tens after
regrouping. Cross out the 7 and write 17 above it to show that you have 17 ones.
Have students use the base-ten blocks to model subtracting 8 ones from 17 ones.
What is 17 ones − 8 ones? 9 ones
Explain to students that, after subtracting the ones, they will next need to subtract the tens.
Next, you need to subtract the tens. What is 2 tens − 1 ten? 1 ten So, how many tens and ones are
left? 1 ten and 9 ones What is 37 − 18? 19
Online Content at connectED.mcgraw-hill.com Lesson 5 Subtract Two-Digit Numbers 249B


• base-ten blocks MP8 Repeated Reasoning Have students look at Guided Practice.
What is happening in each of the steps? See students’ responses. Can
Read the directions at the bottom of the student page. You need to find you do the steps in a different order and still get the correct answer?
how many people are left at the pool. How can you find this? Find Sample answer: No, you need to subtract the ones first, otherwise you
42 - 13. Write 42 - 13 on the board in vertical form. Which base-ten do not know if you will need to regroup and will get the wrong answer.
blocks are you going to place in the place-value chart to show the number
Work through Exercises 1–2 together as a class.
42? 4 tens and 2 ones Can you take away 3 ones from 2 ones? no What
do you do when there are not enough ones to subtract from? Regroup 1
ten for 10 ones Make a slash through the 4 on the board and write 3 Talk Math: Collaborative Conversation
above it. After regrouping 1 ten as 10 ones, how many ones are there?
12 ones Make a slash through the 2 on the board and write 12 above it. MP2 Reason Abstractly How is subtracting 41 - 16 different than
Are there enough ones to take away 3 ones? yes What is 12 ones - 3 41 - 6? Sample answer: 41 - 16 is subtracting a two-digit number from
ones? 9 ones Write 9 in the ones place of the difference on the board. a two-digit number and 41 - 6 is subtracting a one-digit number from a
After regrouping, there are 3 tens. What is 3 tens – 1 ten? 2 tens Write a 2 two-digit number.
in the tens place of the difference on the board. Have students draw the
base-ten blocks that are left in the chart. You have 2 tens and 9 ones left. Levels of Complexity
What number does this equal? 29 So, there are 29 people left at the pool.
MP6 Attend to Precision Have students explain to a friend the steps Level 2 Apply Concepts Exercises 3–14
they took to find the answer.

Name Thinking
2.OA.1, 2.NBT.5, 2.NBT.9
Guided Practice Helpful Hint

Lesson 5 ESSENTIAL QUESTION Cross out numbers
Subtract Two-Digit How can I subtract
two-digit numbers? Find 52 - 17. as you regroup them.
Numbers Step 1
Show 52.
Step 2
Regroup 1 ten as 10 ones.
Can you subtract 7 ones? 2 ones + 10 ones = 12 ones.
tens ones tens ones
4 12
Watch Tools
Math in My World 5
- 1
2
7
5 2
- 1 7
tens ones Step 3 Step 4

Subtract the ones. Then subtract the tens.
tens ones tens ones
4 12 4 12
5 2 5 2
- 1 7 - 1 7
See students’ work. 3 55 33 5
52 - 17 = 35
Copyright © McGraw-Hill Education Big Cheese Photo/SuperStock
1. tens ones 2. tens ones
2 15
3 5 4 7
29 people
- 1 7 - 2 4
1 8 2 3
Teacher Directions: There are 42 people swimming at the pool. Use base-ten blocks to
show those people. 13 people go home. Take away 13 base-ten blocks. Regroup if needed.
How is subtracting 4 1 - 1 6 different than
Draw the base-ten blocks that are left in the chart. How many people are left at the
pool? Write how many people are left.
Talk Math 41 - 6?

4 APPLY the Math

Based on your observations, you may choose to assign exercises MP2 Reason Quantitatively
Exercise 16 What do the numbers in Exercise 16 represent? The
• Approaching Level Guide students through the exercises in number of times Jason can go to the pool and the number of times he
Independent Practice. Help them use manipulatives while working has gone to the pool with his pass.
• Beyond Level Complete the exercises independently without Exercise 17 Tell students to explain their answer to a friend. Have
manipulatives. students suggest how their friend could improve their answer, if
necessary.
Common Error! Students may want to subtract the tens first Formative Assessment
as they did in Lesson 2 when they were modeling subtraction.
The exercises in Lesson 2 did not involve regrouping. While Line Up Before students line up, write a two-digit subtraction problem
students can still model the exercises in this lesson, you should on the board for each student to solve. Have students
emphasize that they should always start with the ones first. give a thumbs up if regrouping is needed and thumbs down if it is
not needed.

15. 35 people are in line for the diving board at
Independent Practice the pool. 16 people jump off the diving
board. How many people are still in line?
3. tens ones 4. tens ones 5.

19
tens ones
1 16 6 14 people
2 6 7 4 4 6
- 1 9 - 1 8 - 2 3 Brain Builders
7 5 6 2 3
16. Jason bought a pool pass for 35 trips
to the pool. He went to the pool 7 times
6. 7. 8.
in May and 9 times in June. How many
6 15 4 14 6 12 more times can Jason go to the pool
7 5 5 4 7 2 with his pass? Explain how you solved
- 1 6 - 2 8 - 3 5 the problem to a friend.
5 9 2 6 3 7
9. 10. 11. 19 times

4 10 7 12
5 0 8 2 3 9 17. Ella, May, and Sue each pour 24 cups of
- 2 4 - 3 7 - 2 9 lemonade for their lemonade stand. They
2 6 4 5 1 0 sell 23 of the cups of lemonade to their
Ingram Publishing
friends. How many cups are left to sell?

Explain.
12. 85 13. 41 14. 37

- 46 - 15 - 11 Sample answer: 49 cups; Each girl pours 24 cups
39 26 26 of lemonade. 24 + 24 + 24 is 72. 72 - 23 = 49.
Online Content at connectED.mcgraw-hill.com Lesson 5 Subtract Two-Digit Numbers 251–252

10–15 min 10–15 min 10–15 min
Hands-On Activity Materials: spinners, Hands-On Activity Materials: sports pages Hands-On Activity Materials: (0–5) number
base-ten blocks from a newspaper, base-ten blocks cubes, index cards
Have students work in small groups and take Have students find final scores that are Have students work in groups of three. Tell
turns spinning the number spinner four times to two-digit numbers for a current sport. Tell students to take turns rolling a number cube
make 2 two-digit numbers. Tell students to students to write a subtraction sentence to find two times each. Tell students to write on an
subtract from the greater number. Have the difference between the scores. Have index card each number they roll. Have
students work together to model the students use base-ten blocks to check their students take turns arranging the six cards to
subtraction number sentence using base-ten answers. make subtraction sentences and solving each
blocks. Have students repeat the process other’s subtraction sentences. Have groups
several times. repeat the process several times.
Lesson Animation Subtract

Two-Digit Numbers

Cooperative Learning Number Game Public Speaking Norms
On the board, write 43 − 18. Prepare base-ten Pair students. Distribute two (0–5) number Pair students. Distribute two (0–5) number
blocks to use for modeling the problem. Have cubes and a set of base-ten blocks to each pair. cubes and a set of base-ten blocks to each pair.
students form a line. Invite the first student in Say, Each of you roll your number cube. Use Say, Roll your number cubes and use the two
line to come to the board. Ask, Do I need to the two numbers you each rolled to create a numbers to create a two-digit number. Roll
regroup the ones? Give the student a chance to two-digit number. Have students repeat the them again to create a second two-digit
answer, yes. Invite the next student in line to process to make a second number. Then tell number. Use your 2 two-digit numbers to create
come forward, and to regroup using the students to use the two-digit numbers they a real-world word problem that requires
manipulatives. Then ask, How many ones are created to make a subtraction sentence and subtraction to solve. Give students time to
there now? 18 Invite the next student to come write it on an index card. Collect the cards. complete the task, and then have pairs share
forward to help subtract the tens. Continue in Show the problems one at a time, asking each their word problem with the class. Have
this manner until the problem is solved. time, Do I need to regroup? Have students students work in small groups to solve each
answer yes/no and then use their manipulatives word problem.
to solve the problem.

5 WRAP UP
Slides 39–50

Assign homework after successful completion of the lesson. Students Diagnose Student Errors
who understand the concepts may skip the Homework Helper section.
misconceptions.
Brain Builders 7 correct
MP5 Use Appropriate Tools 13 subtracted only 9 of the large dogs
17 regrouped incorrectly
Exercise 13 What tools could you use to check your answer? Sample
answer: I could use base-ten blocks to help me check my answer. If
possible, have students use the tool of their choice to check their You will need:
answer. • index cards
instruction activities on the previous page. Response Cards Pass out an index card to each student. Write the
following on the board.
62
- 18
44
Tell students to write the difference on their index cards. Once all students
have solved the problem, tell them to hold up their index card.

Name Thinking Subtract.
2.OA.1, 2.NBT.5, 2.NBT.9
Lesson 5 7. 54 8. 27 9. 63
Subtract Two- - 45 - 9 - 11
My Homework Digit Numbers
9 18 52
eHelp 10. 91 11. 35 12. 87
Homework Helper Need help? connectED.mcgraw-hill.com - 59 - 26 - 42
Find 48 – 19. tens ones 32 9 45

Step 1 Can you subtract ones?
3 18
Step 2 Regroup 1 ten as 10 ones. 4 8
Step 3 Subtract the ones. - 1 9 Brain Builders
Step 4 Subtract the tens. 2 9
13. 83 people were at the water park. 29 people left.
How many people were left at the water park?
Practice
54 people
©Martin Barraud/Caia Image/Glow Images
Subtract.
1. 2. 3. tens ones
Did you regroup to solve the problem? Explain.
tens ones tens ones
Sample answer: Yes. I regrouped 1 ten
5 13 1 14
6 3 4 7 2 4 as 10 ones, because I could not subtract
-
- 2 5 - 1 7 1 6
3 8 3 0 8 9 ones from 3 ones.
14. Test Practice 25 people brought dogs
to the picnic. 9 were large brown dogs and
4. 5. 4 13 6. 4 18
9 were large black dogs. How many small

6 8 5 3 5 8 dogs were at the picnic?
- 3 7 - 2 4 - 2 9 6 7 16 17
3 1 2 9 2 9
Math at Home Ask your child to show you how to subtract 24 from 41.
Online Content at connectED.mcgraw-hill.com Lesson 5 Subtract Two-Digit Numbers 253–254

LESSON 6
Rewrite Two-Digit Subtraction
1 LAUNCH
Slide 1 Slide 2
Begin Lesson
Presentation
FOCUS
Major Cluster: Use place value understanding and properties of operations to Students will rewrite a horizontal two-digit subtraction sentence
add and subtract.
vertically before subtracting.
place value, properties of operations, and/or the relationship between addition
and subtraction. Developing Vocabulary
Also addresses: 2.OA.1
Review Vocabulary
Operations in Base Ten domain, while the content of this chapter overall greater
Activity
• MP6 Attend to Precision Write greater on the board. Ask students
MP Mathematical Practices to explain to a friend what greater number means to them. You may
1 Make sense of problems and persevere in solving them. want to prompt them by comparing 2 numbers, such as 57 and 22.
2 Reason abstractly and quantitatively. • Next, write 57 - 22 horizontally. Explain to students that this
3 Construct viable arguments and critique the reasoning of others.
subtraction sentence can be solved when one number is stacked on
5 Use appropriate tools strategically. top of the other, or vertically. Explain that the greater number should
6 Attend to precision. always be the top number.
• Tell students that they should determine which number is the greater
number when rewriting subtraction sentences.
COHERENCE
Previous Now Next English Language Learner

ELL
Vocabulary Support: Communication Guides
Post and model using the following communication guide for students to
utilize during the subtraction activities.
addition and subtraction. 1. Extending understanding of base-ten notation. I am subtracting and .
Connected to the following standards: 1.NBT.2, 2.OA.1, 2.NBT.7, 3.NBT.2 is greater than so it goes on top of the smaller one.
The numbers in the ones place are . . .
The numbers in the tens place are . . .
RIGOR I will regroup because . . .
Students extend their learning of subtracting two two-digit numbers as they
The difference is .
rewrite horizontal subtraction problems vertically. They develop further
understanding of the importance of place value in a number as they align For non-Spanish speaking ELLs, refer to the Multilingual eGlossary for
numbers to solve problems. These experiences help students realize that it is
easier to regroup when the ones and tens are lined up in columns.

Slides 3–4

MP2 Students will learn how to rewrite a subtraction problem before solving.

Explore Model
If you write a How do you write

Review subtraction
problem
the horizontal
subtraction
Problem of the Day horizontally or problem
vertically, will it vertically?
Lara and Bob found 24 golf balls on the change the difference? Sample answer: no; The Sample answer: I write the greater number on
golf course. Lara took 11. How many were difference will be the same however the top. I line up the ones digits and tens digits.
left for Bob? How do you know? problem is written.
Do you need to regroup to subtract the ones?
13 golf balls 24 - 11 = 13 Why do you think it could be helpful to write a Sample answer: yes; I cannot subtract 9 from 2,
subtraction problem vertically? Sample answer: so I need to regroup a ten into ones.
MP5 Use Appropriate Tools Ask
When you write a problem vertically, you can
students what tools they could they use to line up the place values.
Slides 12–13
help them check their answer. Then allow
students to use the tool of their choice, if Extend
possible, to check their answer. Do you need to
regroup to
subtract the
ones? Sample
Use this activity as a quick review and answer: yes; I
assessment of the previous lesson. A cannot subtract 3 from 2, so I need to regroup a
printable version is available online. ten into ones.
Do you think you can subtract the hundreds in
Literature Connection the same way that you can subtract the tens or
ones? yes
Read a trade book, such as The Good
Neighbors’ Cheese Feast; A Cheesy Mouse
Tale of Subtraction with Regrouping by Mark
Ramsay, to prepare students for this lesson.
Model the Math
Materials: number cubes, Work Mat 6 (optional), base-ten blocks (optional)
Have students work in pairs. Have them roll two number cubes twice to make two two-digit
numbers. Roll the number cubes once to make a two-digit number. Write down the number. Roll the
number cubes again to make another two-digit number. Write down the number.
Write - on the board. Ask students to write a horizontal subtraction problem with
the larger number first and the smaller number second.
As a class, discuss whether it is easy to subtract ones and tens and regroup as needed when the
problem is written horizontally. Next, show a tens and ones chart on the board. Ask students to write
the problem vertically with the greater number on top and the smaller number on the bottom.
Using the same two numbers, write the subtraction problem in the tens and ones chart.
Lead a discussion that when given a problem horizontally, it is easier to write the problem vertically
before subtracting. Have students work together to subtract the two numbers. Use base-ten blocks
and Work Mat 6 if needed.
Online Content at connectED.mcgraw-hill.com Lesson 6 Rewrite Two-Digit Subtraction 255B


• base-ten blocks MP8 Repeated Reasoning Have students look at Guided Practice. Is
Read the directions that are at the bottom of the student page. You need it always true, sometimes true, or never true, that you should begin by
to find how many flowers still need to bloom. How can you do that? Find subtracting the ones place first? Explain. Sample answer: It is always
54 - 36. Write 54 - 36 on the board horizontally. You can rewrite this true that you should begin by subtracting the ones place just in case
subtraction sentence in the place-value chart with the greater number you need to regroup, and if you begin by subtracting the tens place you
on top of the smaller number. Guide students in writing 54 - 36 could get the incorrect answer.
vertically in their place-value chart. Which place value do you subtract
first, ones or tens? ones Do you need to regroup 1 ten as 10 ones? yes Work through Exercises 1–6 together as a class.
Why? Sample answer: There are not enough ones in the top number to
subtract from. Lead students to regroup 1 ten as 10 ones both with the
base-ten blocks and in the written problem. After regrouping 1 ten as
10 ones, how many ones are there in the top number? 14 ones What is MP2 Reason Abstractly Why is it helpful to rewrite subtraction?
14 ones - 6 ones? 8 ones Write an 8 in the ones place in the difference. Sample answer: It is helpful to rewrite subtraction, because it is easier
Since you regrouped 1 ten as 10 ones, there are 4 tens in the top to line up the numbers when you need to regroup tens and ones.
number. How many tens are left after you subtract? 1 ten Write a 1 in the
tens place in the difference. How many flowers still need to bloom?
18 flowers
MP4 Model with Mathematics Students model with mathematics Level 2 Apply Concepts Exercises 7–15
when they describe a situation with an equation and interpret the Level 3 Extend Concepts Exercises 16–19
results of the mathematical situation.

Name Thinking
2.OA.1, 2.NBT.5

Guided Practice
How can I subtract
Rewrite Two-Digit two-digit numbers?
You can rewrite a problem to subtract.
Subtraction Find 83 - 28.
Step 1 Rewrite. Helpful Hint
Write the greater number
Step 2 Subtract. on top. Write the other
number below it.
Tools
Math in My World 7 13
8 3 8 3
54 - 36 - 2 8 - 2 8 Line up the ones
and the tens.
5 5
tens ones
Rewrite the problem. Subtract.
1. 38 - 1 9 2. 42 - 27 3. 53 - 38
2 18 3 12 4 13
3 8 4 2 5 3
- 1 9 - 2 7 - 3 8
- 1 9 1 5 1 5
©Emilio Ereza/Pixtal/age fotostock
See students’ work. 4. 82 - 46 5. 74 - 38 6. 60 - 48

7 12 6 14 5 10
8 2 7 4 6 0
18
- 4 6 - 3 8 - 4 8
flowers
3 6 3 6 1 2
Teacher Directions: 54 flowers were planted in the garden. Write this number
first. 36 flowers have bloomed. Write this number below. How many flowers
still need to bloom? Rewrite the problem to subtract. Talk Math Why is it helpful to rewrite subtraction?
$IBQUFS q -FTTPO

4 APPLY the Math
Independent Practice ELL For additional language support, use the differentiated
instruction activities on the next page.
Based on your observations, you may choose to assign exercises
You will need:
• Approaching Level Guide students through the exercises in • write-on/wipe-off boards
Independent Practice. Help them use manipulatives while working • dry erase markers
• Beyond Level Complete the exercises independently. Have students Response Boards Pass out a write-on/wipe-off board and marker to
write their own two-digit subtraction word problem. Tell students to each student. Write the following word problem on the board for
switch word problems with a partner to solve. students to solve.
Katy had 36 red and blue balloons for the party. She had 17 blue
Problem Solving balloons. How many red balloons did Katy have? 19 red balloons
MP6 Attend to Precision Once each student has finished solving the problem, have them hold the
Exercise 16 If Tyler then picked 27 more flowers from his garden, now board in the air.
how many flowers are left? 19 flowers Have students explain to a friend
how they found the answer. See next page for Differentiated Instruction options.
Brain Builders
Exercise 19 Did you try a method that did not work? If so, why did it not
work? Answers will vary.

16. There are 64 flowers growing in Tyler’s
Independent Practice garden. He picks 18 flowers. How many
flowers are left in the garden?
Rewrite the problems. Subtract.
7. 62 - 38 8. 74 - 39 9. 57 - 39 46 flowers
5 12 6 14 4 17
17. Kyla kept track of the weather for
6 2 7 4 5 7 73 days. It was sunny 59 days.
- 3 8 - 3 9 – 3 9 How many days were not sunny?
2 4 3 5 1 8
14 days
10. 88 - 49 11. 35 - 25 12. 62 - 38 Brain Builders

7 18 5 12 18. Jackie has 32 houses on her street. She
88 35 62 counted 9 that are brick and 8 that are stone.
How many houses are not brick or stone?
− 49 - 25 - 38
39 10 24
15
Copyright © McGraw-Hill Education ©Ariel Skelley/Blend Images/SuperStock
houses
13. 67 - 1 9 14. 83 - 39 15. 90 - 36

19. There are 91 children. 32 children play baseball.
5 17 7 13 8 10 21 children play soccer. How many children
do not play baseball or soccer? Explain.
67 83 90
-1 9 -39 - 36 Sample answer: 32 + 21 is 53. 53 children play

48 44 54 baseball and soccer. Subtract 53 from 91 to find how
many children do not play either sport. 91 – 53 is 38.
Online Content at connectED.mcgraw-hill.com Lesson 6 Rewrite Two-Digit Subtraction 257–258

10–15 min 10–15 min 10–15 min
Hands-On Activity Materials: two-digit Hands-On Activity Materials: various Hands-On Activity
subtraction sentence strips (written on paper), manipulatives, number lines with two-digit Have students brainstorm real-word situations
dry erase markers, base-ten blocks, write-on/ numbers in which they would subtract two-digit numbers.
wipe-off boards Have students work in pairs. Tell one student to Ask students to list the situations on paper.
Pass out several subtraction sentence strips to write a two-digit subtraction problem. Have Examples might include: finding how many
each student. Tell students to rewrite the their partner model the problem, solve it, and more girls there are in their classroom than
subtraction sentence vertically on their explain why the answer is reasonable. Have boys. Have students work with a partner to
write-on/wipe-off boards. Have students use the first student use a number line to write a word problem based on each situation.
base-ten blocks to solve the subtraction demonstrate that the solution is correct or Have pairs of students present their word
problems and write the difference on their incorrect. problems to the class to solve.
boards. Repeat the process several times.
Virtual Manipulative Base 10

Blocks with 100s, 10s, and 1s Chart

Word Knowledge Exploring Language Structure Making Connections
Display contrasting pictures of great (large) and Write great on the board. Say, I had a great Write greater and greatest on the board. Under
small items. Discuss with students that greater time playing on the playground. Then add -er greater, write the numbers 43 and 28. Under
can be used to compare similar objects. to great. Point to the word as you say, 6 is greatest, write the numbers 54, 18, and 63.
Provide examples. Write 6 and 3 on the board. greater than 3. Explain that adding -er to a Point to greater and say, Greater ends in -er. It
Point to 6 and say, 6 is more than 3. 6 is describing word creates a comparative, or a is a comparative, which means it compares two
greater than 3. Pair students. Give each student word that compares two things. Ask students things. Point to 43 and say, 43 is greater than
a number cube. Have students roll their cubes, for other examples of comparatives. If 28. Then point to greatest and say, Greatest
and then say, Look at your numbers. Who has necessary, provide examples, such as: bigger, ends in -est. It is a superlative, which means it
the greater number? If you have the greater smaller, younger, and so on. Write 56 and 32 compares more than two things. Point to 63
number, stand up. Give students a chance to on the board. Point to the word greater and and say, 63 is the greatest of these three
respond, and then have students roll again and ask, Which number is greater? 56 is greater numbers. Ask students to provide more
repeat the activity. than 32. Provide further examples to extend examples of comparatives and superlatives.
practice.

5 WRAP UP
Slides 37–46

who understand the concepts may skip the Homework Helper section. Class trends in wrong answers may indicate common errors or
misconceptions.
7 13 7 13
83 83
Brain Builders - 46 subtracted wrong - 46 correct
MP1 Make Sense of Problems 36 37
Exercise 10 Have students explain the steps they followed to solve 3 16 3 16
this problem. Discuss the various ways different students in the class 46 46
solved the same problem. - 83 set problem up incorrectly - 83 set problem up incorrectly
37 43
Think-Pair-Share Write the following word problem on the board. Have

students solve the word problem. Then have students discuss their
answer with a friend before sharing with the whole class.
There are 70 people tubing. There are also 77 people canoeing. 19 of the
people finish the canoe trip. How many people are still canoeing?
58 people
Was there any information that was not useful in finding the answer to
the word problem? yes What information was not useful? There are
70 people tubing.

Name Thinking Rewrite the problems. Subtract.
2.OA.1, 2.NBT.5
Lesson 6 7. 72 - 37 8. 27 - 18 9. 68 - 39
Rewrite Two- 6 12 1 17 5 18
My Homework Digit Subtraction 72
- 37
27
- 18
68
- 39
eHelp
35 9 29
Rewrite to subtract 82 - 49. Brain Builders

Helpful Hint
7 12
When you subtract, 10
10. 45
4 birds are flying. 17 birds land on the
8 2 always put the larger water. Kyle wrote the problem below to
- 4 9 number on top. find how many birds are still flying.
3 3 17 See students’ work.
- 45
Practice
What mistake did Kyle make? Rewrite the
Rewrite the problems. Subtract. problem correctly and solve it.
Sample answer: Kyle forgot to put the larger
1. 74 - 25 2. 60 - 37 3. 86 - 48 45
6 14 7 16 number on top; - 21 78 . There are 28 birds still

5 10
7 4 6 0 8 6 flying.
– 2 5 – 3 7 – 4 8
©Carlos Taminez/Glow Images
11. Test Practice Mark the answer that shows

4 9 2 3 3 8 how to rewrite and solve 83 - 46.
7 13 7 13 3 16 3 16
4. 45 - 28 5. 84 - 38 6. 37 - 18 83 83 46 46
3 15 7 14 2 17 - 46 - 46 - 83 - 83
45 84 37 36 37 37 43
- 28 - 38 - 18
17 46 19 Math at Home Together with your child think of a 2-digit subtraction problem
in your lives. Have them solve it.
Online Content at connectED.mcgraw-hill.com Lesson 6 Rewrite Two-Digit Subtraction 259–260

LESSON
Check Subtraction
7 1 LAUNCH
Slide 1 Slide 2
Begin Lesson
Presentation
FOCUS
Major Cluster: Use place value understanding and properties of operations to
add and subtract. Lesson Objective
Students will use addition to check subtraction.
place value, properties of operations, and/or the relationship between
Also addresses: 2.OA.1 Developing Vocabulary
Operations in Base Ten domain, while the content of this chapter overall Review Vocabulary
addresses standards from the Operations and Algebraic Thinking domain. fact family
Activity
• Write fact family on the board, and the numbers 10, 12, and 22 within
1 Make sense of problems and persevere in solving them. a triangle.
2 Reason abstractly and quantitatively.
3 Construct viable arguments and critique the reasoning of others. • Ask a volunteer to write the related number sentences. 12 + 10 = 22,
5 Use appropriate tools strategically. 10 + 12 = 22, 22 - 10 = 12, 22 - 12 = 10
• MP2 Reason Quantitatively Use this example to model for
students how they can use the addition sentences to check the math
in the subtraction sentences.
COHERENCE
Previous Now Next

ELL
Vocabulary Support: Word Webs
addition and subtraction. 1. Extending understanding of base-ten notation. Write fact family on the board. Review the math term and display an
Connected to the following standards: 1.OA.4, 1.NBT.2, 2.OA.1, 2.NBT.7, 2.NBT.9,
example to support understanding. Accommodate non-Spanish speaking
3.NBT.2 ELLs with an appropriate translation tool.
Write family at the center of a word web on chart paper. Invite students
to add additional words related to family. Discuss how the words are
RIGOR related. Then create a word web for fact family. Encourage students to
add math examples and other vocabulary words such as: add, addition,
Students extend their understanding of the relationship between addition and
subtraction as they learn to check their subtraction problems using addition. subtract, subtraction, and related. Discuss and model that you can
They build on their knowledge that addition and subtraction are opposite check the answer to a subtraction problem by using addition.
(inverse) operations, and therefore addition can work as a check for
subtraction. When solving subtraction problems, students are encouraged to For non-Spanish speaking ELLs, refer to the Multilingual eGlossary for
use a related addition fact to check their answers. interactive definitions in 13 languages.

Slides 3–4

MP7 Students will learn how to check their subtraction using addition.
Slide 9
After regrouping a ten into 10 ones, move 48 to
Explore the other side of the screen.
How do addition What is the difference when 48 is subtracted
Review and subtraction
relate? Sample
from 65? 17
Encourage students to recognize two groups of
Problem of the Day answer: They undo
blocks.
each other. They
Tim had 30 cherries. After he had eaten some, are both used in fact families with the same What addition fact can be used to check the
there were 12 left. Explain how to find how group of numbers. subtraction problem? 17 + 48 = 65
many he ate. Sample answer: 30 - 12 How
Do you think that you could use addition to
many cherries did he eat? 18 cherries check your answer to a subtraction problem? Yes
MP5 Use Appropriate Tools Ask Slides 12–13
students what tools they could use to help Extend

Slides 10–11
them check their answer. Then allow
How can you use
students to use the tool of their choice to Model
addition to check
check their answer. your subtraction?
Model 65 using
base-ten blocks. Sample answer:
Add the bottom
How many tens number and the difference. If the sum is the
Use this activity as a quick review and rods did you use? same number as the top number, the subtraction
assessment of the previous lesson. How many ones cubes did you use? 6 tens rods; was done correctly.
A printable version is available online. 5 unit cubes
Read a trade book, such as Alexander, Who
Used to Be Rich Last Sunday by Judith
Viorst, to prepare students for this lesson
Model the Math
Materials: connecting cubes
Write 5 - 2 on the board. Ask students how they might use connecting cubes to model the
subtraction.
How can you model 5 - 2 using connecting cubes? Begin with 5 cubes and remove 2 of the cubes.
Ask students to find the difference.
Remove two of the connecting cubes. What is the difference? 3
Ask students how they can check that their answer is correct.
You had 5 connecting cubes. You removed two of the connecting cubes and then you had
3 connecting cubes. Let’s replace the 2 connecting cubes; count on 3, 4, 5. How many connecting
cubes do you have? 5
Lead a classroom discussion that addition can be used to check subtraction. Continue modeling with
connecting cubes. Subtract and then check the subtraction using addition for the following problems:
13 - 8 23 - 9 25 - 12 45 - 37
Online Content at connectED.mcgraw-hill.com Lesson 7 Check Subtraction 261B


You will need Guide students through the example at the top of the page. Be sure that
• base-ten blocks students see and understand the inverse operation. The example uses a
similar color coding as used on the Math in My World activity.
Read the directions that are at the bottom of the student page. How will
you find how many vegetables are left in the garden? Find 38 - 12.
MP2 Reason Quantitatively Have students look at Guided Practice.
Guide students in writing 38 - 12 vertically on the left side of the page.
What is the relationship between addition and subtraction? Explain.
When you subtract the ones, do you need to regroup? no Why not?
Sample answer: Addition and subtraction are opposite operations.
Sample answer: There are enough ones in the top number to subtract
from. What is 8 ones - 2 ones? 6 ones Write a 6 in the ones place in the Work through Exercises 1–4 together as a class.
difference. What is 3 tens - 1 ten? 2 tens Write a 2 in the tens place in
the difference. There are 26 vegetables left in the garden. Explain to
students that they can use addition to check their subtraction. The
exercise is color coded to help students see the inverse operation. MP2 Reason Abstractly Why does addition work as a check for
Subtraction involves taking the whole and subtracting a part. The whole subtraction? Sample answers: Because addition undoes subtraction;
is 38 vegetables. One part is 12 vegetables. When you subtracted, you because addition and subtraction are inverse operations.
find the other part, 26. To check the subtraction, add the parts, 26 and
12 to see if you get the whole, 38. If you get the whole, then you know
that the answer is correct. Add 26 and 12. Do you get 38? yes If so, then Levels of Complexity
the answer is correct.
MP6 Attend to Precision Have students explain to a friend what they Level 2 Apply Concepts Exercises 5–12
Level 3 Extend Concepts Exercises 13–15; Write Math
notice about the sum.

Name Thinking
2.0A.1, 2.NBT.5
Guided Practice
How can I subtract
Check Subtraction two-digit numbers? You can check the answer

to a subtraction problem.
Helpful Hint
Add the number you
subtracted to the difference.
Check 25 - 10 = 1 5.
The sum should match the
number you subtracted from.
Watch Subtract Check by Adding

Math in My World 25 Add these 15
If this is the number
- 10 numbers + 10
you subtracted from,
Show your work. Check your work. 15 to check.
25 your answer is correct.
38 26 Subtract. Check by adding.
- 12 + 12 16 38
1. 2.
20 12
36 50
+
26 38
- 20 - 12 +
16 36 38 50
18 18
Copyright © McGraw-Hill Education ©Ingram Publishing/Alamy
3. 4.
3 14
21 32
- 3 + - 14 +
18 21 18 32
Why does addition work as a check

Teacher Directions: There are 38 vegetables in the garden. Nancy picks
12 vegetables. How many vegetables are left? Show your work. Now check
Talk Math for subtraction?
your work. Write the number left in the blue box. Write the number of
vegetables picked in the yellow box. Add. What do you notice about the sum?

$IBQUFS q -FTTPO

4 APPLY the Math

Based on your observations, you may choose to assign exercises MP3 Check for Reasonableness
Exercise 15 What tools can you use to check that your answer is
• Approaching Level Guide students through the exercises in correct? Sample answer: I would use base-ten blocks to make sure it is
Independent Practice. Help them use manipulatives while working correct. Have students use that tool to check their answer.
• Beyond Level Complete the exercises independently. Write the Write Math Have students share their subtraction problem with a
numbers 18, 27, 34, and 46 on the board. Tell students to write two-digit partner. Have their partner solve their subtraction problem and check
subtraction sentences that have a difference of each of these numbers his or her answer.
(Ex: 97 - 79 = 18). Then have students check their work using
addition. Formative Assessment
Journal Writing Have students write a journal reflection on today’s

lesson. Have students discuss what they have learned and/or what they
Common Error! Students will struggle using addition to check had trouble with.
subtraction if they have not mastered number facts. Have them
practice facts using flash cards. See next page for Differentiated Instruction options.

13. Ima went to the apple orchard with her
Independent Practice class. The class picked 48 apples. They ate
17 of them. How many apples are left?
Subtract. Check by adding.
27 50 31 apples
+ 30 + 10
5. 57 6. 60
- 30 - 10
14. The second grade classes are planting seeds.
27 57 50 60 Roy’s class plants 81 seeds. Jessica’s class
plants 66 seeds. How many more seeds does
Roy’s class plant than Jessica’s class?
7.
37 34 15
5 41
42 8. 75
- 5 + - 41 + seeds
37 42 34 75 Brain Builders
(t)©Mark Steinmetz/McGraw-Hill Education; (b)©Ken Cavanagh/McGraw-Hill Education
15. 97 people went sailing yesterday. Some
35 14
people went sailing today. 59 more people
went sailing yesterday than today. How
+ 32
9. 10.
+ 26
67 40
many people went sailing today?
- 32 - 26
35 67 14 40 38 people
48 28 Write Math Write a subtraction problem and

explain how to check your answer.
11. 12.
+ 28 + 28
76 56
- 28 - 28
Sample answer: 59 - 23 = 36. I add 36 + 23 = 59
48 76 28 56 to check my answer.
Online Content at connectED.mcgraw-hill.com Lesson 7 Check Subtraction 263–264

10–15 min 10–15 min 10–15 min
Hands-On Activity Materials: base-ten blocks, Hands-On Activity Materials: cards with Hands-On Activity Materials: large paper,
index cards related addition/subtraction facts (one number crayons
Write related facts on index cards. Have sentence per card) Tell students that they are going to draw a
students work in groups of three. Tell one Have students work in pairs. Give each pair of picture of a grocery store. Have students draw
student to use base-ten blocks to model the students 18 related fact cards. Have students the same object multiple times such as 23
number sentences. Have the second student take turns flipping over two cards at a time. carrots in the picture. Have students label each
solve the subtraction problem. Tell the third Have students solve each problem, and set of objects with the number and the name of
student to solve the addition problem. Have determine whether the facts are related. If the the set of objects. Tell students to create at
groups explain the similarities and differences facts are related, the student can keep the least 5 different sets of objects in their picture.
between the related facts. cards, if not, have the student flip the cards Have students ask a classmate several
back over. Repeat until all related facts are subtraction word problems using the number of
matched. objects in their picture. Have the classmate find
the difference and check their answer.
Lesson Animation Check

Subtraction

Phonemic Awareness Phonemic Awareness Share What You Know
Write ch on the board. Say the sound /ch/ and Model solving and checking a two-digit subtraction Give each student a 6-part spinner numbered
have students repeat chorally. Draw a check problem, such as 82 - 35. As you work, say, 1–6. Have each student spin twice to generate
mark. Say, Check. This is a check mark. Repeat, I am checking my answer. Emphasize the /ch/ a two-digit number, and then spin two more
asking students to make the mark and say the sound and the inflectional ending -ing. Write a times to generate a second two-digit number.
word check. Write a two-digit subtraction two-digit subtraction problem on the board, Say, Subtract the lesser two-digit number from
problem on the board, such as 45 - 18. Model such as 57 - 29. Have students solve the the greater number. Give students time to solve
solving the problem, and then use addition to problem. As each student begins adding to the problem. Have students exchange their
check the answer. Say, I will check the answer. check their work, ask them individually, What problems with a partner, and tell them to use
Emphasize the /ch/ sound, and have students, are you doing? Have them say, I am checking addition to check the other student’s answer.
who are willing, repeat check chorally. my answer. Be sure they are correctly saying Then have volunteers explain why addition
the /ch/ sound and adding the inflectional shows whether the answer is correct or not.
ending -ing.

5 WRAP UP
Slides 33–42

Helper section.
misconceptions.
16 years correct
Problem Solving 20 years misunderstood concept
26 years did not regroup
MP1 Make Sense of Problems 17 years subtracted incorrectly
Exercise 6 Ask students to explain the steps they followed to solve
the problem. Formative Assessment
Think-Pair-Share Write the following word problem on the board.

Brain Builders
Ebony solved a subtraction problem. She checked her subtraction by
adding 17 + 54. What subtraction problem did Ebony solve?
Exercise 7 Ask students to explain Reid's error to a friend. Sample answer:
ELL For additional language support, use the differentiated 74

instruction activities on the previous page. - 17
57
Have students solve the word problem. Then have students discuss their
answer with a friend before sharing with the entire class.

Name Thinking Solve. Check by adding.
2.OA.1, 2.NBT.5
Lesson 7 5. There are 46 girls skating. There are 67 boys

skating. How many more boys than girls are
Check
My Homework Subtraction
skating?
21 boys
eHelp

6. Molly checks out 21 books from the library.
You can check the answer to a subtraction problem. She returns 12. How many books does Molly
Check 37 - 15 = 22. still have?
37
Subtract
Add these
Check by Adding
22 If this is the
9 books
- 15 numbers + 15 number you
to check. subtracted from, Brain Builders
22 37 you are correct.
7. Reid kicked the football 20 times. He missed
Practice a field goal 6 times. Reid says he made a
field goal 4 times. Is he correct? Explain.
Subtract. Check by adding. Sample answer: No; Reid made an error when he
1. 19 2. 16 subtracted. He forgot that he regrouped tens, so

48 36
67 52
©Comstock Images/Alamy
- 48 + - 36 + he made 14 field goals.

19 67 16 52 8. Test Practice Mrs. Levine is 83 years old. Mrs. Smith is
67 years old. How many years older is Mrs. Levine than
3.
12 4.
46 Mrs. Smith?
68 45
80 91 16 years 20 years 26 years 17 years
- 68 + - 45 +
12 80 46 91 Math at Home Ask your child to find 43 - 16. Then have your child show you
how to check the answer.
Online Content at connectED.mcgraw-hill.com Lesson 7 Check Subtraction 265–266

LESSON 8 1 LAUNCH
Slide 1 Slide 2
Problem Solving
STRATEGY: Write a Number Sentence
Begin Lesson
Presentation
FOCUS
Major Cluster: Represent and solve problems involving addition and Lesson Objective
subtraction. Students will write a number sentence to solve problems.
word problems involving situations of adding to, taking from, putting
together, taking apart, and comparing, with unknowns in all positions, Developing the Strategy
e.g., by using drawings and equations with a symbol for the unknown
number to represent the problem. What’s the Strategy?
Write a Number Sentence The strategy involves higher-order thinking.
MP Mathematical Practices Students must first identify the information they are given and determine
1 Make sense of problems and persevere in solving them. which numbers are parts, and which is the whole. Then they must
2 Reason abstractly and quantitatively. represent this symbolically using a subtraction number sentence.
3 Construct viable arguments and critique the reasoning of others.
4 Model with mathematics. Example
6 Attend to precision. • There are 56 tomatoes in a garden. 29 of the tomatoes are picked.
How many tomatoes are left in the garden?
• Find 56 - 29.
COHERENCE 4 16
Thinking Across Grades 56

- 29
Previous Now Next 27
Grade 1 1.OA.1 Grade 2 2.OA.1 Grade 3 3.NBT.2
• So, there are 27 tomatoes left in the garden.
Other Strategies
Linking to Major Topics Other strategies that have been taught and that students may choose to
Connected to the following critical area of focus: 2. Building fluency with use on the Review the Strategies page are:
addition and subtraction. • Find a pattern.
Connected to the following standards: 1.OA.2, 1.OA.7, 2.OA.2, 3.NBT.2 • Act it out.
RIGOR English Language Learner

ELL
In this problem-solving lesson, students extend their understanding of Instructional Strategy
subtraction to translating word problems into number sentences to solve. After
reading a problem, they are encouraged to identify the information they know
Collaborative Support: Echo Reading
and what they need to find. Pair a native English-speaking student read the problem aloud, and
have the ELL echo read. Then have students work together using the
graphic organizer to solve each problem. Direct students to write a list
of “clue” words or phrases from each problem that signaled them to
write a subtraction sentence, such as: fly away, leave, are still, are left,
how many more than, and eats. At the end of the lesson, invite students
to share their lists of “clue” words.
If students require additional language support, use the differentiated
activities on page 271A.

Slides 3–4
You will need:

Review
Problem of the Day • dry erase markers
Find the number pairs that have a difference of 21. Sample answer:
99 - 78; 73 - 52; 45 - 24; 68 - 47 Then write five more number
pairs that have a difference of 21. Sample answer: 85 - 64; 42 - 21;
Prepare
59 - 38; 66 - 45; 33 - 12 Discuss with students what it means to write a number sentence to solve
a problem. Hand out a marker and a write-on/wipe-off board to each
MP3 Check for Reasonableness How could you check that all of
student. Write the following problem on the board.
your subtraction number sentences are correct? Sample answer: I could
Damion has 31 crayons. He gives 14 crayons to his friend. How many
check the subtraction using addition facts. Discuss the different ways
crayons does Damion have now?
students could check that their subtraction number sentences are
correct. Have students use one of the methods to check that their Discuss with students the information they know and what they need to
answers are reasonable. find. Model underlining the information that they know and circling
the information that they need to find. Have a volunteer model
solving the problem on the board by writing a subtraction number
Quick Check Slides 5–8 sentence. Have the rest of the students solve the problem on their
Use this activity as a quick review and assessment of the write-on/wipe-off boards. Discuss whether the students’ answers are
previous lesson. A printable version is available online. reasonable.
Additional review occurs at the end of the chapter.
Additional Resources
Read a trade book, such as The Good Neighbors’ Cheese Feast; A
Cheesy Mouse Tale of Subtraction with Regrouping by Mark Ramsay, to
prepare students for this lesson.
Online Content at connectED.mcgraw-hill.com Lesson 8 Problem Solving 267B

Slides 9–14 Slides 15–21
Learn the Strategy Practice the Strategy

Have students read the problem on the student page.
Guide them through the problem-solving steps.
1 Understand
Read the problem to students. Point out information as you read it.
1 Understand Have students underline the information they know and circle what
Using the question, discuss what students know and what they need they need to find.
to find. Have students underline the information they know and
circle what they need to find.
2 Plan MP1 Make Sense of Problems Discuss several strategies
they could use to solve the problem. Lead students towards writing
2 Plan Have students discuss the strategy they are using to solve the a number sentence to solve the problem.
problem. Why it is important for you to have a plan for solving a word
problem? Sample answer: A plan makes it more likely that I’ll find
3 Solve Guide students to use the write a number sentence strategy
the correct answer.
to solve the problem.
Which piece of information goes in the first blank line? The number 3 Solve Have students work through the problem using the student
of bees on a flower. What symbols go in each of the circles? The page. Show students how to solve the problem step by step.
minus sign goes in the first circle and the equals sign goes in the
second circle. What piece of information goes in the second blank
4 Check Have students look back at the problem to make sure that
their answer is reasonable.
line? The number of bees that fly away. What is the difference? 9
bees
4 Check MP3 Check for Reasonableness How could you make
Level 1 Understand Concepts Practice the Strategy
sure your answer is reasonable? See students’ explanations.

Name Thinking
2.OA.1
Practice the Strategy
Lesson 8 ESSENTIAL QUESTION 84 children are at summer camp.

How can I subtract
Problem Solving two-digit numbers? 29 children leave to come home

early. How many children are still
STRATEGY: Write a Number Sentence
at summer camp?
There are 24 bees on a

flower. 15 bees fly away.
How many bees are now
on the flower?
1 Understand Underline what you know.

Circle what you need to find.
2 Plan How will I solve the problem?

3 Solve I will…write a number sentence.

Copyright © McGraw-Hill Education ©Robert Daly/Caia Image/Glow Images
3 Solve
Copyright © McGraw-Hill Education ©Kais Tolmats/Getty Images
Write a number sentence.

84 - 29 = 55
24 - 15 = 9 bees
See students’ explanations.

Check Is my answer reasonable? Explain. Check Is my answer reasonable? Explain.

4 APPLY the Math
Apply the Strategy Review the Strategies

Based on your observations, you may choose to assign exercises Before students start this page, review the three strategies they can
as noted in the levels below: choose from to solve each of the exercises. The strategies are: find a
• Approaching Level Guide students through the exercises. Help them pattern, write a number sentence, and act it out. Have students work
to use manipulatives while working through these exercises. through the problem-solving exercises on this page independently.
• On Level Complete the exercises independently. MP4 Model with Mathematics
• Beyond Level Complete the exercises independently. Then have Exercise 4 What number sentence could you write to solve this problem?
students explain to a classmate how they could use a different Sample answer: 45 - 39 = 6 leaves
strategy to solve the exercises. MP3 Construct Arguments
MP1 Make Sense of Problems Exercise 6 What strategy did you use to solve the problem? Sample answer:
I decided to act it out using base-ten blocks to help me find the answer.
Exercise 2 What do all of the numbers in the problem represent?
Sample answer: The number of lions in the yard in the morning and the
number of lions in the yard in the afternoon. Formative Assessment
Self-Assessment Use the problem-solving checklist to reflect upon the

Brain Builders steps you used to solve Exercise 5.
Exercise 3 Have students explain to a friend how they solved
Exercise 3.
Name
Review the Strategies Choose a strategy
• Find a pattern.
• Write a number
Apply the Strategy sentence.
Write a number sentence to solve. 4. Brenda collects 39 leaves. Janet • Act it out.
collects 45 leaves. How many more
1. There are 25 ants in an ant hill. 13 ants leaves did Janet collect than Brenda?
leave. How many ants are there now?
6 leaves
25 - 13 = 12 ants
5. Anna is picking vegetables. She picks
12 tomatoes, 15 peppers, and 5 cucumbers.
2. This morning there are 18 lions in the yard at How many vegetables does she pick?
the zoo. This afternoon there are 7 lions in
the yard. How many lions left the yard?
32 vegetables
18 - 7 = 11 lions
6. Scott has 63 blueberries to put in a pie.
He eats 21 of the blueberries.
How many blueberries are in the pie?
Copyright © McGraw-Hill Education (t)©imagebroker/Alamy; (b)Frazer Cunningham/Image Source
Brain Builders
Brai
42 blueberries
3. Together, Jay and Sarah planted 41 daisies.
Jay planted 12 daisies. Sarah said she
planted more daisies than Jay. Is she
7. Trey’s dog likes dog treats. There are
correct? Explain.
60 treats in a box. He is allowed 2 treats
Sample answer: Yes; 41 - 12 = 29; 29 is a day. How many treats will he have left
after 10 days?
greater than 12, so Sarah planted more
daisies than Jay. 40 treats
Online Content at connectED.mcgraw-hill.com Lesson 8 Problem Solving 269–270

5–10 min 10–15 min 10–15 min
Hands-On Activity Materials: dominoes Hands-On Activity Materials: index cards, Hands-On Activity
Give each student a domino that has a greater pencils Write the following on the board: There were
number of dots on one side than on the other Have students write a subtraction number story 3 girls at the beach. Mary found 21 shells.
side. Have students compare the sides of the on an index card. Then combine all of the story Joann found 9 shells. Liz found 1 more shell than
domino. Ask students to tell the difference in cards in a group. Have students take turns Joann? Have students write two different
the number of dots on the domino. Have picking a card, reading the problem out loud, questions about the story. 1 question should
students trade dominoes with a friend and and solving the problem. Have students explain involve a joining situation. The other question
repeat the activity. the steps they followed to solve the problem. should involve a comparative situation. Have
students exchange papers with a partner to
solve.
Lesson Animation
Problem-Solving Strategy:
Write a Number Sentence

Logical Reasoning Sentence Frames Signal Words
Write and read aloud, There were 12 birds in a Write then read aloud, Hector ate 23 grapes. Write then read aloud, There are 52 cards in a
tree. Then 7 birds flew away. How many birds His brother ate 39 grapes. How many more deck. Julia dealt 28 cards. How many cards are
are left in the tree? (Provide pictures to clarify grapes did Hector's brother eat? Prompt left in the deck? Ask students to identify what
word meaning.) Work with students to identify students as they help you solve the problem by they know, and then underline the first two
what they know and underline it. Circle the last asking questions about the four-step problem- sentences of the problem. On the board, write
sentence. Draw a diagram of 12 Xs and then solving process. Provide sentence frames for who, what, where, when, how, and why. Say,
circle 7 of them. Point to Plan, and say, Now we their answers, such as: We know ________ and These are question words. When you see a
need a plan. We can use a subtraction number ________. We need to find out ________. You question word in a problem, it can tell you what
sentence to solve. Write number sentence next should underline ________. You should circle you need to find out. Which question word is in
to Plan on the board. Encourage students to ________. We can use a ________ to solve the the problem on the board? how Have students
use the diagram to write a subtraction problem. Guide students to use a number talk you through the remaining steps and solve
sentence. sentence as their plan to solve. the problem.

5 WRAP UP
Slides 36–43

who understand the concepts may skip the Homework Helper section. Class trends in wrong answers may indicate common errors or
misconceptions.
MP2 Reason Abstractly 11 misunderstood how to find answer
9 correct
Exercise 1 If Emma gives the same number of ribbons that she lost to
19 did not regroup correctly
her friend, how many ribbons would Emma have left? 7 ribbons
41 added instead of found the missing number
Brain Builders
MP6 Attend to Precision Formative Assessment
Exercise 3 Have students explain to a friend how they regrouped to Self Assessment Write the following on the board.
find the answer. How do number sentences help us find what we need to know?
Have students write a response to the question. Sample answer: They
put together what we know and what we need to know.
instruction activities on the previous page.

Name Thinking
2.OA.1 Practice
Lesson 8
Write a number sentence to solve.
Problem Solving: 1. Emma has 31 ribbons for her hair.
My Homework Write a Number
Sentence She loses 12 ribbons. How many
does she have left?
Homework Helper
eHelp
Need help? connectED.mcgraw-hill.com

31 - 12 = 19 ribbons
Tara and her dad are baking bread

2. Mason’s soccer team has 24 games this
for a bake sale. They make 34 loaves
season. He has already played 18 games.
of bread. 11 loaves were sold.
How many games are left?
How many loaves are left?
24 - 18 = 6 games

Brain Builders
3. Yesterday there were 28 ducks in the pond.

Today there are 19 ducks in the pond. How

many ducks left the pond?
28 - 19 = 9 ducks
Copyright © McGraw-Hill Education ©jarenwicklund/YAY Media AS/Alamy
Copyright © McGraw-Hill Education ©Ingram Publishing/Alamy
4. Test Practice Karen took a walk on the beach and

3 Solve I will write a number sentence. counted 25 sandcastles. On the way back she counted
again but some were gone. There were only 16 left.
34 - 11 = 23 loaves How many had disappeared while she walked?
11 9 19 41
Math at Home Ask your child to subtract 52 - 17. Then have your child
Check Is my answer reasonable? show you how to check the answer.
Online Content at connectED.mcgraw-hill.com Lesson 8 Problem Solving 271–272

LESSON 9
Two-Step Word Problems
1 LAUNCH
Slide 1 Slide 2
Begin Lesson
Presentation
FOCUS
Major Cluster: Represent and solve problems involving addition and
subtraction. Lesson Objective
Students will read and solve two-step word problems.
word problems involving situations of adding to, taking from, putting
together, taking apart, and comparing, with unknowns in all positions,
e.g., by using drawings and equations with a symbol for the unknown
number to represent the problem.
Developing Vocabulary
Review Vocabulary Cognate
MP Mathematical Practices difference diferencia
1 Make sense of problems and persevere in solving them.
3 Construct viable arguments and critique the reasoning of others. Activity
• Have students skim the lesson. Have a volunteer tell what the lesson
6 Attend to precision. is about. two-step word problems
7 Look for and make use of structure. • Explain that when solving two-step word problems you may be asked
to use both addition and subtraction. Explain to students that they will
need to use either the sum or the difference from the first section of
COHERENCE the problem as part of the next section of the problem.
• MP1 Make Sense of Problems Review the example in Guided
Previous Now Next Practice activity. Tell students if they visualize and think aloud as they
read problems, this might help them solve the problem.
Grade 1 1.OA.1 Grade 2 2.OA.1 Grade 3 3.NBT.2
Linking to Major Topics English Language Learner

ELL
Connected to the following critical area of focus: 2. Building fluency with Instructional Strategy
Connected to the following standards: 1.NBT.4, 2.NBT.7, 3.NBT.2 Collaborative Support: Round the Table
Use a snipping tool to copy then paste each word problem in the lesson
onto separate sheets of paper. Place students into multilingual groups
of 4 or 5. Distribute one problem from Exercises 1–5 to each group.
RIGOR Have students work jointly on the problem by passing the paper around
In this lesson, students build on their knowledge of solving two-step word the table for each member to provide input. Direct each member of the
problems. They learn that the order in which they complete each step in a
group to write with a different color to ensure all students participate in
two-step word problem is important, so they are encouraged to identify which
operation or operations are used in the problem and in what order they should solving the problem.
be performed. Emphasis is placed on deciding which part to solve first and then Provide a step-by-step list for groups to follow, such as: 1) Read the
using the rest of the information to solve the second part. Students are given problem aloud as a group and discuss. 2) One student underlines what
opportunities to explain the steps they took and the number sentences they you know. 3) The next student circles what you need to find. 4) The next
wrote to solve problems.
student writes a plan. 5) The next student solves the problem.
6) The last student checks for reasonableness. 7) Chose one student to
present the solution to the class.


Slides 3–4

MP1 Students will explore two-step word problems.

Explore Model
What is the first Are there any key

Review thing to do when
solving a word
words that help
you recognize an
Problem of the Day problem? Sample addition problem?
answer: Read the Sample answer:
Maurice always packs 7 grapes for lunch. word problem to understand the information more, in all
How many grapes will he eat in 5 days? provided and determine what information you
Are there any key words that help you recognize
Use cubes to solve. 35 grapes need to find.
a subtraction problem? Sample answer: less, left
MP7 Look for Patterns What is the Have you solved any problems that involve two
steps? Sample answer: Adding or subtracting Slides 12–13
repeating addition pattern? Sample answer: two-digit numbers involves adding or subtracting Extend
The pattern is 7 + 7 + 7 + 7 + 7 = 35 the ones and then the tens.
grapes Which operation do
you perform first?
Subtraction
How do you know
the first operation
assessment of the previous lesson. is subtraction? Sample answer: If the fisherman
A printable version is available online. sells the fish, then he doesn’t have them
anymore.
Which operation do you perform first? Addition
How do you know the second operation is addition?
Read a trade book, such as Domino Sample answer: because of the word “more”
Addition by Lynette Long, to prepare
students for this lesson.
Model the Math

As a class, guide students to create a two-step word problem without them knowing in advance that
the problem will be a two-step problem. Use base-ten blocks or connecting cubes to model the
math if needed.
Create an addition or subtraction word problem, and solve the problem. Sample answer: There are
26 students in a classroom. 14 of the students are wearing blue shirts. How many students are not
wearing blue shirts? 26 - 14 = 12, so 12 students are not wearing blue shirts.
Extend the problem by asking another question. For example, Six students are wearing red shirts.
How can we find the number of students not wearing a blue or a red shirt? Subtract 6 from 12.
Explain to students that some word problems can be solved using two steps. Pose the situation
below. As a class, discuss how the problem can be solved.
There are 34 library books on a shelf. Carly takes 16 of the books off of the shelf. She then puts five
books back on the shelf. How many books are on the shelf? First, find 34 − 16 to get 18. Then find
18 + 5 to get 23. So, there are 23 books on the shelf.
Online Content at connectED.mcgraw-hill.com Lesson 9 Two-Step Word Problems 273B


You will need Guide students through the example at the top of the page. Read the
• base-ten blocks word problem together as a class. Discuss what you are trying to find.
Read the directions at the bottom of the student page. This problem will Have one student write the problem on the board. Have another
have to be solved in two steps. This may make this problem seem student volunteer to solve it while the rest of the class follows along in
challenging. When a problem seems challenging, you can read it more their book.
than once, focus on solving it one step at a time, and model it with
MP5 Use Appropriate Tools Have students look at Guided Practice.
objects such as base-ten blocks to make the problem easier to
What tools can help you model this problem? Sample answer: I could use
understand. Read the directions again. What question is being asked?
base-ten blocks to help me solve the problem.
How many people are still sledding? What information do you need to
solve the first step? There are 62 people sledding. 13 people leave to go Work through Exercises 1–2 together as a class.
home. What is the first step you will take to solve this problem? Find
62 - 13. What is 62 - 13? 49 There are 49 people still sledding. You
will need this difference to do the next step. What information do you Talk Math: Collaborative Conversation
need to solve the second step? There are 49 people sledding. 12 people MP1 Make Sense of Problems How do you solve a two-step
go inside for hot cocoa. What is the next step you will take to solve this
problem? Sample answer: I begin by solving the first step. Then I use
problem? Find 49 - 12. What is 49 - 12? 37 So, 37 people are still
the answer from the first step to solve the second step.
sledding. Write the number. Draw the blocks to show your work.
MP5 Use Appropriate Tools What other tools could you have used to Levels of Complexity
model the problem? Sample answer: I could have used connecting Level 1 Understand Concepts Exercises 1–2
cubes to help me solve this problem. Level 2 Apply Concepts Exercises 3–5

Name Thinking
2.OA.1
Guided Practice
How can I subtract Some word problems take two-steps to solve.
Two-Step Word two-digit numbers? There are 87 books at the library. 23 of the books are
Problems checked out. 4 of those books are returned. How many
books are at the library now?
87 64 68
Math in My World
−
23 +
4 books
64 68
Solve each two-step word problem.
1. Hailey has 33 books. She gives 14 books
to her cousin. She gives 5 books to her sister.
How many books does Hailey have left?
33 19
−
14 −
5
14
19 14 books
©Maxim Bolotnikov/Vetta/Getty Images
2. Dale invites 25 people to his party. 8 people
37
cannot come. 5 people come that were not
See students’ drawings.

people invited. How many people come to the party?
22 people
Teacher Directions: Use base-ten blocks to solve the problem. Draw the
blocks to show your work. There are 62 people sledding. 13 people leave to go Talk Math How do you solve a two-step problem?
home. 12 people go inside for hot cocoa. How many people are still sledding?

4 APPLY the Math

Based on your observations, you may choose to assign exercises MP3 Check for Reasonableness
as noted in the levels below: Exercise 6 How could you prove that your answer is reasonable?
• Approaching Level Guide students through the exercises in Sample answer: I could check my answer using base-ten blocks.
Independent Practice. Help them use manipulatives while working
through the exercises. Brain Builders
• On Level Complete the exercises independently using manipulatives.
• Beyond Level Complete the exercises independently without
manipulatives. Exercise 7 Have students explain Connor's mistake to a friend.

instruction activities on the next page.
Graffiti Fact Have students divide a piece of paper into three columns.
Guide students into writing these titles at the top of each column: What I
Knew, What I Learned, and What I Want to Learn Next. Have students
write a response to each of the column titles about this lesson.

Independent Practice 6. There are 48 grapes in the bowl. Mia eats 18
Solve each two-step word problem. grapes. Her mom adds 22 grapes to the bowl.
How many grapes are in the bowl now?
3. Maryanne builds a tower out of blocks.
She uses 89 blocks. 18 blocks fall off
the tower. Her brother knocks 14 more
blocks off the tower. How many blocks
52 grapes
are still on the tower?
Brain Builders
89 71
−
18 −
14
7. Connor’s mom cut 32 apple slices for his two
brothers and him to share. Connor ate 5 slices. His
71 57 57
brothers ate a total of 12 slices. Connor wrote these
blocks two number sentences to find how many apple
slices were left. What mistake did Connor make?
32 - 5 = 27 and 27 - 24 = 2
4. Ray has 56 comics. He gives 12 to his
friend. He borrows 14 from his little brother. Sample answer: Connor subtracted 12 two times
How many comics does Ray have now?
instead of one time. His brothers ate a total of 12
58
©Digital Zoo/Digital Vision/Getty Images
comics slices, not 12 slices each.
5. There are 39 penguins on the iceberg.

8. Write a two-step word problem using the number
11 penguins jump into the water.
sentences 13 + 10 = 23 and 23 - 5 = 18.
4 more penguins jump onto another
iceberg. How many penguins are left?

Sample answer: Jane picks 13 carrots from her garden.
24 penguins
She buys 10 carrots from the grocery store. Her brother
eats 5 carrots. How many carrots does Jane have left?
Online Content at connectED.mcgraw-hill.com Lesson 9 Two-Step Word Problems 275–276

10–15 min 10–15 min 10–15 min
Hands-On Activity Materials: write-on/wipe-off Hands-On Activity Materials: index cards, Hands-On Activity
boards, dry erase markers, connecting cubes two-color counters, paper, pencil Have students work in pairs. Tell students to
Write the following word problem on the board. Write several two-step word problems (using write their own 3- or 4-step word problem using
There are 34 children swimming. 9 children get two-digit numbers) on separate index cards. two-digit numbers. Tell students to switch
out of the pool. How many children are now Have students work in small groups. Tell papers with a partner and try to solve the word
swimming? 25 children Have students use their students to put the word problems facedown. problem.
write-on/wipe-off boards and cubes to solve the Have a student flip over the word problem, and
problem. Continue posing simple two-digit tell all of the students in that group to solve it.
addition or subtraction word problems until Explain to students that the first individual that
students can solve them with ease. solves it correctly gets a two-color counter.
Have students repeat the process until all of
the cards have been used. Tell students that
the individual with the most counters wins.
Virtual Manipulative Counters

Multiple Word Meanings Number Game Cooperative Learning
Invite a boy and a girl to the front of the class. Pair students. Give one student in each pair a On the board, write the number sentences:
Say, The difference between ________ and number cube and give the other student a 36 - 15 and 21 + 7. Place students into
________ is that ________ is a girl and ________ spinner. Write 64 on the board. Tell students to multilingual groups of four. Say, Write a
is a boy. Have students turn and discuss with a roll their number cubes and spin their spinners. real-world word problem that uses the two
partner the difference between the two Then say, Add the number you rolled to the number sentences on the board. Then solve the
students. Support the use of native language number on the board, and then subtract the problem. Give students time to create their
for clarification of vocabulary. Discuss as a number you spun. Give students time to find the word problem. Circulate among the groups and
class. Write 12 and 17 on the board. Model answer. Ask a volunteer to explain the steps offer assistance as needed. Then have groups
subtracting 12 from 17, and then ask, What is using the sentence frames: First I added _____ share their word problems and solutions with
their difference? Give students a chance to to _____. The sum was _____. Then I subtracted the entire class.
answer 5, and then say, Their difference is 5. _____ from _____. The difference was _____.
Repeat with another pair of numbers. Repeat the activity with a new number.

5 WRAP UP
Slides 35–46
You will need

My Homework
Assign homework after successful completion of the lesson. • dry erase markers
Students who understand the concepts may skip the
Homework Helper section. Formative Assessment

Brain Builders each student. Write the following word problem on the board for
MP1 Make Sense of Problems students to solve.
Exercise 4 Have students look at Exercise 4. Ask students to explain Janice took 27 cupcakes to school. She shared 19 of them with her class.
the steps they followed to solve the problem. 4 people from the office also wanted a cupcake. How many cupcakes
does Janice have left? 4 cupcakes
MP4 Model with Mathematics
Once each student has finished solving the word problem, tell students
Exercise 5 What two number sentences did you write to solve the
to hold their boards in the air.
problem? Sample answers: 15 - 6 = 9 and 9 + 8 = 17
Test Practice
misconceptions.
75 subtracted 89 - 14 only
66 did not do second step
52 correct

Name Thinking
2.OA.1
Lesson 9 3. Mr. Henry’s class has 24 students. 3 students

Two-Step Word are absent today. 4 students are late to
My Homework Problems school. How many students were on time?
17 students
eHelp

Brain Builders
Katie’s Coffee Shop
sells 84 cups of cocoa
on Saturday. 23 cups
84 61 4. Abigail has 42 erasers. She gives 18 to
Avery. She gives some to Mackenzie. Abigail
are sold in the morning. has 9 erasers left. How many erasers did she
35 cups are sold in
the afternoon. How
- 23 - 35 give to MacKenzie?
many cups are sold in

the evening? 61 26 15 erasers
5. 15 children got on the bus. 6 children got off

Practice Helpful Hint of the bus. 8 more children got on the bus.
Some problems need to
be worked in two steps.
How many children are on the bus now?
Solve each two-step word problem. Explain how you found your answer to a
1. 56 dogs are at the dog park. 14 dogs go family member or friend.
home. 15 dogs come to the park. How many
dogs are at the dog park now? 17 children
57 dogs 6. Test Practice Caleb had 89 race cars. He lost
23 of them. He gave 14 to his friend. How many
race cars does Caleb have left?

2. The animal shelter has 33 cats. 9 cats are adopted

on Friday. 12 cats are adopted on Saturday. How 75 66 52 51
many cats are left at the animal shelter?
12 cats
Math at Home Create a two-step word problem for your child to solve.
Have him or her show you how to solve it.
$IBQUFS q -FTTPO

$IBQUFS q -FTTPO
Online Content at connectED.mcgraw-hill.com Lesson 9 Two-Step Word Problems 277–278

FLUENCY PRACTICE
Print Online
These two pages encourage students to become proficient in their Additional Fluency Practice
calculation abilities. You can use these as a timed or untimed exercise. To provide more opportunities for mastering computational skills,
Pages 279–280 Students practice subtracting 2-digit and 1-digit additional fluency practice worksheets are available online.
numbers without regrouping.
Teaching Tip One approach to build student confidence is to use these

pages repeatedly. Strive to have students complete a portion of each
page correctly in an untimed situation. Then use the rest of the page as
a timed test.
Name
Fluency Practice
Fluency Practice
Subtract.
Subtract. 1. 13 2. 13 3. 18
- 6 - 7 - 8
1. 16 2. 26 3. 13
- 3 - 6 - 8 7 6 10
13 20 5
4. 15 5. 17 6. 14
4. 15 5. 12 6. 19 - 6 - 5 - 8
- 9 - 5 - 5
9 12 6
6 7 14
7. 20 8. 16 9. 11
7. 11 8. 12 9. 14 - 9 - 7 - 10
11 9 1
- 9 - 6 - 8
2 6 6
10. 12 11. 18 12. 12
10. 19 11. 18 12. 17
- 9 - 7 - 7
- 8 - 9 - 3
11 9 14 3 11 5
13. 19 14. 15 15. 17 13. 16 14. 13 15. 19

- 1 - 5 - 4 - 2 - 3 - 7
18 10 13 14 10 12
Online Content at connectED.mcgraw-hill.com Chapter 4 279 280 Chapter 4

REVIEW
Review Concept Check
Use these pages to assess your students’ understanding of the If students need reinforcement of skills after completing this section, use
vocabulary and key concepts in this chapter. the chart below for intervention.
Vocabulary Check
Display this chapter’s review vocabulary words on the virtual word wall. Diagnose and Prescribe
Ask students to write a sentence using each word.
Review
Exercises Concept Standards Intervention
Lessons
ELL ELL Support Strategy Use the activity in the Vocabulary Check 6–13 Subtraction 2.NBT.5 5 TE–p. 253A, R
to assess students’ ability to extend their understanding. 14–16 Rewrite two-digit 2.NBT.5 6 TE–p. 259A, R
subtraction
17–18 Check subtraction 2.NBT.5 7 TE–p. 265A, R
TE–Tier 1 and Tier 2 Activities R–Online Reteach Worksheet
For additional strategic intervention activities, visit the

online Teacher Center.
Name Concept Check

Subtract.
Chapter 4
My Review Subtract Two-Digit
Numbers
6. 27
- 18
7. 32
- 17
8. 26
- 19
9. 48
- 28
Vocab
9 15 7 20
Vocabulary Check
10. 83 11. 80 12. 74 13. 71
Complete each sentence. Use words from the box. - 37 - 26 - 25 - 37
subtract fact family regroup difference 46 54 49 34

1. A fact family is a group of 3 numbers
Rewrite the numbers. Subtract.
that work together.
14. 48 - 29 15. 26 - 1 7 16. 53 - 37
regroup
2. You can a ten into ten ones. 3 18 1 16 4 13
48 26 53
3. When you subtract , you take something -29 -17 -37
away from another number.
19 9 16
4. The answer you get from subtracting is called
difference Subtract. Check by adding.
the .
17. 46 18. 27
27 36
73 63
Write an example of a fact family.
- 27 + - 36 +
Nikreates/Alamy
5.
12 5 7 =12 12 - 5 7 46 73 27 63
+ =
5 7 7 + 5 =12 12- 7 = 5
b e a ch !
Sample answers are given.
Chapter 4 281 282
H i t th e
Chapter 4

REFLECT
Problem Solving Reﬂect
Remind students of the four-step plan for problem solving. For students Have students work in small groups to complete the graphic organizer.
who need help in reading comprehension, have them work with another Then have each group present their responses. Compare the differences
student to read the problem aloud before attempting the four-step plan. and similarities between each group’s graphic organizers.
You may choose to have your students use a different graphic organizer
for review.
Test Practice
Class trends in wrong answers may indicate common errors
or misconceptions.
27 only subtracted 6 from 33
19 correct
25 only subtracted 8 from 33
Name Chapter 4
Reflect Answering the
Essential Question
Problem Solving
19. Max has 34 marbles. He gives 19 marbles away.
Show the ways to subtract.
How many marbles does Max have left?
Check your work.
15 marbles
Subtract from a two-digit Subtract with regrouping.
number. 2 12
20. There are 18 alligators around a pond. 25 32
10 alligators slide into the water. 2 come - 4 - 6
back out. How many alligators are
around the pond now? 21 26
10 alligators
Brain Builders
ESSENTIAL
QUESTION
21. John collects some golf balls. He gives Subtract without How can I subtract Subtract with
39 of them to his grandpa. He loses regrouping. two-digit numbers? regrouping.
(t)©Ronnie Kaufman/Blend Images; (b)©Ingram Publishing/Alamy
8 of them. John has 21 golf balls left.

How many did he start off with? 6 11
48 71
68 - 35 - 19
52
golf balls
13
Copyright © McGraw-Hill Education Ingram Publishing/SuperStock
22. Test Practice Matt sees 33 planes at the air show.

6 of the planes are red. 8 are white. The rest are blue.
How many planes are blue?
27 planes 19 planes 14 planes 25 planes
Chapter 4 283 284 Chapter 4

SUMMATIVE ASSESSMENT
You have a print option or an online option for assessing students. Chapter Tests
Level Type Form
Summative Assessment AL Multiple Choice 1A
Use these alternate leveled chapter tests from the Assessment Masters AL Multiple Choice 1B
to differentiate assessment for the specific needs of your students. OL Multiple Choice / Short Response 2A
OL Multiple Choice / Short Response 2B
BL Short Response 3A
BL Short Response 3B
Additional Chapter Resource Masters

OL Vocabulary Test
OL Oral Assessment
OL Listening Assessment
Print Online
The summative assessment worksheets include Vocabulary Test, A ready-made test is available online for viewing and printing.
Chapter Tests in various forms, an Oral Assessment, and a Listening Additionally, the bank of questions available in the Assessment tab in
Assessment. In addition, Quarterly Benchmark Assessments are ConnectED provides the option of customizing assessment for students.
available. For more information, refer to the Teacher’s Guide included
on pages 5–6 of the Assessment Masters.

PERFORMANCE TASK
Making a Room Border
Part A Read the problem together and discuss what students need to Part C Remind students that the answer found in Part A is the amount
find. Lead them to the understanding that this is a two-step problem. of border left from the 92-foot roll after Mrs. Delmar puts her border on
Direct students to look at the picture of the room and ask how they can the walls. They will need to determine how many feet of border is left
use the information given to solve the problem. Then discuss what they over from the 92-foot roll after the other teacher completes both rooms.
should do first and what they should do second. Remind students to Remind students to make a drawing to show how they solved the
provide an explanation of how they found their answer. problem.
Part B Remind students there may be more than one way to solve the
problem. Discuss one possible way and encourage them to find
alternate strategies. Remind students to show their work and explain
how they solved the problem.
284PT1 Chapter 4 Subtract Two-Digit Numbers

PERFORMANCE TASK
Performance Task Rubric
Task Scenario Students will use subtraction of two-digit numbers and using drawings to solve
problems.
Depth of Knowledge DOK2, DOK3
Scoring Rubric
Full Credit 16 + 16 + 12 + 12 = 56 feet, 92 – 56 = 36 feet. Sample answer: First, I added the four walls of the room
to find how many feet of border were needed to go around every wall. Then, I subtracted that total from
the 92 feet of border in the roll.
Part A
4 points Partial Credit 2 points will be given for writing and solving the correct number sentences. Another (2 points) will be given
for an appropriate explanation.
No Credit No points will be given for an incorrect answer and an incorrect explanation.
Full Credit Seven 12-foot stripes of border; Sample answer: I subtracted 12 from 92 until I did not have at least 12 feet
left. I was able to do this 7 times.
Part B
2 points Partial Credit 1 point will be given for saying that there will be enough border for seven 12-foot stripes or border. .
No Credit No points will be given for an incorrect answer and an incorrect explanation.
Full Credit 4 feet left. Sample answer: An illustration such as the one below representing 36 – 32 = 4.
Part C
2 points
Partial Credit 1 point will be given for saying 4 feet will be left. Another (1 point) will be given for an appropriate drawing.
No Credit No points will be given for an incorrect answer.
TOTAL 8 points maximum
Online Content at connectED.mcgraw-hill.com Chapter 4 Subtract Two-Digit Numbers 284PT2

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for remediation and

Pacing: 1 day Pacing: 1 day Pacing: 1 day

Vocabulary All of the vocabulary words in this chapter

1 LAUNCH (5–10 min) 1 LAUNCH (5–10 min) 1 LAUNCH (5–10 min)

5 WRAP UP 5 WRAP UP 5 WRAP UP

4 Subtract From a Two-Digit Number

Pacing: 1 day Pacing: 1 day

Model the Math Model the Math Materials

1 LAUNCH (5–10 min) 1 LAUNCH (5–10 min)

Formative: pp. 243–244, 245–246 Formative: pp. 251–252, 253–254 Assessment

Beyond Level (10–15 min) Beyond Level (10–15 min)

Pacing: 1 day Pacing: 1 day

Materials Model the Math Model the Math

1 LAUNCH (5–10 min) 1 LAUNCH (5–10 min)

Assessment Formative: pp. 257–258, 259–260 Formative: pp. 263–264, 265–266

Response to Approaching Level (10–15 min) Approaching Level (10–15 min)

Beyond Level (10–15 min) Beyond Level (10–15 min)

Pacing: 1 day Pacing: 1 day

1 LAUNCH (5–10 min) 1 LAUNCH (5–10 min)

Formative: pp. 269–270, 271–272 Formative: pp. 275–276, 277–278 Assessment

Beyond Level (10–15 min) Beyond Level (10–15 min)

Where Most of this chapter concentrates on the Number and

What should WHAT STUDENTS SHOULD WHAT STUDENTS SHOULD

215E Chapter 4 Subtract Two-Digit Numbers

WHAT STUDENTS SHOULD WHAT STUDENTS SHOULD

Regroup When Subtracting

Online Content at connectED.mcgraw-hill.com Chapter 4 Subtract Two-Digit Numbers 215F

Real-World Problem Solving Library Professional Development

Critical Thinking and Problem Solving

Learning Station Title Use after

215G Chapter 4 Subtract Two-Digit Numbers

the S 3. Your group should plan to use manipulatives, visuals,

Watch a Lesson Plan

215 216 Chapter 4

Online Content at connectED.mcgraw-hill.com Chapter 4 Subtract Two-Digit Numbers 215–216

10. Maggie has 10 pretzels in her lunch.

Shade the boxes to show the problems you

Online Content at connectED.mcgraw-hill.com Chapter 4 217

217 Chapter 4 Subtract Two-Digit Numbers

For additional strategic intervention activities,

Developed by Stanford University, Redbird Mathematics provides online, research-

Online Content at connectED.mcgraw-hill.com Chapter 4 Subtract Two-Digit Numbers 217A

difference fact family sum My Vocabulary Cards PXOWP F CM

Complete the addition and subtraction sentences.

18 - 6 = 12 The boxed numbers are

18 - 12 = 6 called the difference .

The numbers 6, 12, and 18 are called a

218–220 Chapter 4 Subtract Two-Digit Numbers

How Do I Make It?

Follow the steps on

Online Content at connectED.mcgraw-hill.com Chapter 4 Subtract Two-Digit Numbers 221–222

Previous Now Next

For non-Spanish speaking ELLs, refer to the Multilingual eGlossary for

223A Chapter 4 Subtract Two-Digit Numbers

Investigate the Math

Online Content at connectED.mcgraw-hill.com Lesson 1 Two-Digit Fact Families 223B

Math in My World Guided Practice

Operations and Algebraic

Two-Digit Fact How can I subtract

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Online Content at connectED.mcgraw-hill.com $IBQUFS q -FTTPO $IBQUFS q -FTTPO

$IBQUFS q -FTTPO $IBQUFS q -FTTPO

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