enVision Mathematics Topics 10-11
2nd Grade; February – March (5 weeks); 3rd Trimester
Embedded Files
Topic Title(s):
Add Within 1,000 Using Models and Strategies (Topic 10)
Subtract Within 1,000 Using Models and Strategies (Topic 11)
Prepared Graduates:
MP1. Make sense of problems and persevere in solving them.
MP7. Look for and make use of structure.
Standard(s):
1. Number and Quantity
The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.
Students Can (Evidence Outcomes):
2.NBT.B. Number & Operations in Base Ten: Use place value understanding and properties of operations to add and subtract.
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.* (CCSS: 2.NBT.B.7)
Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. (CCSS: 2.NBT.B.8)
Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) (CCSS: 2.NBT.B.9)
Make sense of place value by modeling quantities with drawings or equations. (MP1)
Use the base-ten structure to add and subtract, composing and decomposing ones, tens, and hundreds as necessary. (MP7)
Inquiry Questions
Why might it be helpful to view subtraction as an unknown addend problem? (e.g., 278 + ? = 425)
Coherence Connections
This expectation represents major work of the grade.
In Grade 1, students use place value and properties of operations to make sense of the relationship between addition and subtraction.
In Grade 2, this expectation connects with representing and solving problems involving addition and subtraction and fluently adding and subtracting within 20.
In Grade 3, students use place value understanding and properties of operations to perform multi-digit arithmetic, including fluently adding and subtracting within 1000.
Academic Vocabulary & Language Expectations:
Assessments:
Instructional Resources & Notes:
enVision Mathematics Topics 10-11
Additional enVision Mathematics Resources
Let's Investigate! Yellow Brick Roads (TE) (supports Lessons 10-1, 10-2, 10-3)
Let's Investigate! Recycling Counts! (TE) (supports Lessons 11-2, 11-3, 11-4, 11-5)
3-Act Math Recording Sheets (Topic 11)
Additional Math Games: Addition & Subtraction Within 1,000 (additional materials and preparation may be required)
Notes:
*Students do not need to show mastery of all the strategies presented in Topics 10-11; rather, students should have exposure to a wide range of computational strategies to build number sense, using strategies that make sense to them when solving problems in multiple ways. Students do not need to know or use the standard algorithm.
Students should, however, have familiarity with using the number line since adding and subtracting within 100 on a number line is an evidence outcome for Topic 13.
Tier 1 Intervention & Supports (i-Ready Tools for Instruction):
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