Key Concept: When adding or subtracting three-digit numbers sometimes it is necessary to regroup a quantity.

Topic Overview | Standards Alignment | #### Common Core

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

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

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

MGSE2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

MGSE2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method.

MGSE2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. IEP Goals

In this topic, students use Base 10 blocks and number charts to build their understanding of addition and subtraction within 500. Students apply place value to add and subtract ones and ones, tens to tens, and hundreds and hundreds. They also use the relationships between the units to regroup when necessary and continue to build their understanding of the relationship between addition and subtraction.

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

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

MGSE2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method.

MGSE2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.

1. Given Base 10 blocks the student will add numbers with sums within 500 for 5 out of 6 examples by the completion of the IEP.

2. Given Base 10 blocks the student will subtract numbers with differences within 500 for 5 out of 6 examples by the completion of the IEP.

3. Given an open number line the student will add numbers with sums within 500 for 5 out of 6 examples by the completion of the IEP.

4. Given an open number line the student will subtract numbers with differences within 500 for 5 out of 6 examples by the completion of the IEP.

2. Given Base 10 blocks the student will subtract numbers with differences within 500 for 5 out of 6 examples by the completion of the IEP.

3. Given an open number line the student will add numbers with sums within 500 for 5 out of 6 examples by the completion of the IEP.

4. Given an open number line the student will subtract numbers with differences within 500 for 5 out of 6 examples by the completion of the IEP.

2.8-1-1 Use Base Ten Blocks to Add and Regroup to 500 |

View Guided Lesson Students use Base 10 blocks to add quantities to 500 with regrouping. (12-20 min)

2.8-1-2 Use Base Ten Blocks to Add and Regroup Two Times to 500 |

View Guided Lesson Students use Base 10 blocks to add quantities to 500 with regrouping in multiple place values. (12-20 min)

2.8-1-3 Use Base Ten Blocks to Subtract and Regroup to 500 |

View Guided Lesson Students use Base 10 blocks to subtract quantities within 500 with regrouping. (12-20 min)

2.8-1-4 Use Base Ten Blocks to Subtract and Regroup Two Times to 500 |

View Guided Lesson Students use Base 10 blocks to subtract quantities within 500 with regrouping in multiple place values. (12-20 min)

2.8-1-5 Use an Open Number Line to Add and Subtract Within 500 |

View Teacher-Facilitated Lesson Students use an open number line to add and subtract quantities to 500 with regrouping. (35-45 min)

2.8-1-6 Relate Addition and Subtraction on an Open Number Line to 500 |

Lesson Plan

View Teacher-Facilitated Lesson Students relate addition and subtraction on an open number line with quantities within 500. (35-45 min)

Key Concept: Word problems can involve multiple steps in order to solve.

Topic Overview | Standards Alignment | #### Common Core

2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g.by using drawings and equations with a symbol for the unknown number to represent the problem.

2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?#### Georgia

MGSE2.OA.1 Use addition and subtraction within 100 to solve one and two step word problems by using drawings and equations with a symbol for the unknown number to represent the problem. Problems include contexts that involve adding to, taking from, putting together/taking apart (part/part/whole) and comparing with unknowns in all positions.

MGSE2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? IEP Goals

In this topic students continue to extend their understanding of problem solving to solve two step problems. Students continue to explore using multiple operations to solve a problem. This topic also presents word problems that involve counting money.

2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

MGSE2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

1. The student will solve one-step word problems with unknowns in any position for 5 out of 6 examples by the completion of the IEP.

2. The student will solve two-step word problems with unknowns in any position for 5 out of 6 examples by the completion of the IEP.

3. The student will solve problems involving money for 5 out of 6 examples by the completion of the IEP.

2. The student will solve two-step word problems with unknowns in any position for 5 out of 6 examples by the completion of the IEP.

3. The student will solve problems involving money for 5 out of 6 examples by the completion of the IEP.

2.8-2-1 One-Step Word Problems |

Lesson Plan

View Teacher-Facilitated Lesson Students solve join, separate, part-part-whole, and comparison word problems with unknowns in various positions. (35-45 min)

2.8-2-2 Two-Step Word Problems to 100: Part 1 |

Lesson Plan

View Teacher-Facilitated Lesson Students use multiple strategies to solve two-step problems involving quantities to 100. (35-45 min)

2.8-2-3 Two-Step Word Problems to 100: Part 2 |

Lesson Plan

View Teacher-Facilitated Lesson Students use multiple strategies to solve more challenging two-step problems involving quantities to 100. (35-45 min)

2.8-2-4 Solve Word Problems with Money |

Lesson Plan

View Teacher-Facilitated Lesson Students apply their understanding of the value of coins and bills in order to solve problems. (35-45 min)

Key Concept: Place value units can be added and subtracted based on the quantity of each unit.

Topic Overview | Standards Alignment | #### Common Core

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

2.NBT.B.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.#### Georgia

MGSE2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method.

MGSE2.NBT.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. IEP Goals

In this topic, students extend their understanding of adding and subtracting place value units in order to mentally add and subtract tens, and hundreds. Students pay particular attention to combining tens and tens or hundreds and hundreds.

2.NBT.B.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.

MGSE2.NBT.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

1. Given a three-digit number, the student will add or subtract tens for 5 out of 6 examples by the completion of the IEP.

2. Given a three-digit number, the student will add or subtract hundreds for 5 out of 6 examples by the completion of the IEP.

3. Given a three-digit number, the student will add or subtract tens or hundreds for 5 out of 6 examples by the completion of the IEP.

2. Given a three-digit number, the student will add or subtract hundreds for 5 out of 6 examples by the completion of the IEP.

3. Given a three-digit number, the student will add or subtract tens or hundreds for 5 out of 6 examples by the completion of the IEP.

2.8-3-1 Add and Subtract Multiples of 10 |

Lesson Plan

View Guided Lesson Students add and subtract multiples of ten using Base 10 blocks and a number chart. (12-20 min)

2.8-3-2 Add and Subtract Multiples of 100 |

Lesson Plan

View Guided Lesson Students apply their understanding of adding and subtracting multiples of ten in order to add and subtract multiples of hundreds. (12-20 min)

2.8-3-3 Add and Subtract Multiples of 10 and 100 |

Lesson Plan

View Guided Lesson Students continue to build their understanding of adding and subtracting units. (12-20 min)

2.8-3-4 Mentally Add and Subtract Units of Tens or Hundreds |

Lesson Plan

View Teacher-Facilitated Lesson Students extend their understanding of adding and subtracting place value units in order to mentally add and subtract units. (35-45 min)

Key Concept: When adding or subtracting three-digit numbers sometimes it is necessary to regroup a quantity.

Topic Overview | Standards Alignment | #### Common Core

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

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

2.NBT.B.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.

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

MGSE2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

MGSE2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method.

MGSE2.NBT.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

MGSE2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. IEP Goals

In this topic, students use Base 10 blocks and number charts to build their understanding of addition and subtraction within 1000. Students apply place value to add and subtract ones and ones, tens and tens, and hundreds and hundreds. They also use the relationships between the units to regroup when necessary and continue to build their understanding of the relationship between addition and subtraction.

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

2.NBT.B.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.

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

MGSE2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method.

MGSE2.NBT.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

MGSE2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.

1. Given Base 10 blocks the student will add or subtract numbers with sums or differences within 1000 for 5 out of 6 examples by the completion of the IEP.

2. Given an open number line the student will add or subtract numbers with sums or differences within 1000 for 5 out of 6 examples by the completion of the IEP.

2. Given an open number line the student will add or subtract numbers with sums or differences within 1000 for 5 out of 6 examples by the completion of the IEP.

2.8-4-1 Use Base Ten Blocks to Add/Subtract/Regroup Within 1000 |

Lesson Plan

View Guided Lesson Students use Base 10 blocks to add and subtract quantities within 1000 with regrouping. (12-20 min)

2.8-4-2 Use Base Ten Blocks to Add/Subtract/Regroup Two Times Within 1000 |

Lesson Plan

View Guided Lesson Students use Base 10 blocks to add and subtract quantities within 1000 with regrouping in multiple place values. (12-20 min)

2.8-4-3 Use an Open Number Line to Add and Subtract Within 1000 |

Lesson Plan

View Teacher-Facilitated Lesson Students use an open number line to add and subtract quantities within 1000 with regrouping. (35-45 min)

2.8-4-4 Relate Addition and Subtraction on an Open Number Line to 1000 |

Lesson Plan

View Teacher-Facilitated Lesson Students relate addition and subtraction within 1000 using an open number line. (35-45 min)

Key Concept: Word problems can involve multiple steps in order to solve.

Topic Overview | Standards Alignment | #### Common Core

2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g.by using drawings and equations with a symbol for the unknown number to represent the problem.#### Georgia

MGSE2.OA.1 Use addition and subtraction within 100 to solve one and two step word problems by using drawings and equations with a symbol for the unknown number to represent the problem. Problems include contexts that involve adding to, taking from, putting together/taking apart (part/part/whole) and comparing with unknowns in all positions. IEP Goals

In this topic, students continue to extend their understanding of problem-solving to solve one and two step problems. Students continue to explore using multiple operations to solve a problem and make decisions about whether or not all of the information given is needed to solve the problem.

1. The student will solve one or two step word problems for 5 out of 6 examples by the completion of the IEP.

2.8-5-1 One- and Two-Step Word Problems: Part 1 |

Lesson Plan

View Teacher-Facilitated Lesson Students identify whether a problem requires one or two steps in order to solve. (35-45 min)

2.8-5-2 One- and Two-Step Word Problems: Part 2 |

Lesson Plan

2.8-5-3 One- and Two-Step Word Problems: Part 3 |

Lesson Plan

View Teacher-Facilitated Lesson Students create and solve one and two step word problems. (35-45 min)

In this unit, students apply their understanding of place value to add and subtract quantities to 1000. Students also apply their understanding of addition and subtraction to begin to solve multi-step word problems.

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

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

2.NBT.B.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.

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

2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

MGSE2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

MGSE2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

MGSE2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method.

MGSE2.NBT.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

MGSE2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.