Key Concept: When adding or subtracting numbers like place values are combined and sometimes it is necessary to regroup a quantity.

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

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

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

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

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 apply their understanding of place value to add and subtract quantities within 1,000 using Base 10 blocks. Students initially focus on combining like units and then begin to solve problems that involve regrouping. At the end of the topic, students will solve addition and subtraction problems within 1,000 that require regrouping up to two times.

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.

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.

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

T.7-1-5 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)

T.7-1-6 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)

T.7-1-7 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)

T.7-1-8 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)

T.7-1-9 Use Base Ten Blocks to Add/Subtract/Regroup Within 1000 |

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

T.7-1-10 Use Base Ten Blocks to Add/Subtract/Regroup Two Times Within 1000 |

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

Key Concept: Commutativity, associativity, unitizing, and decomposition are strategies for adding and subtracting.

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

2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.

2.NBT.A.1.A 100 can be thought of as a bundle of ten tens — called a "hundred."

2.NBT.A.1.B The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

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.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens — called a “hundred.” b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

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 apply their understanding of place value to add and subtract quantities within 1,000 using an open number line. Students apply their understanding of composition and decomposition in order to develop strategies for counting on and counting back on the open number line.

2.NBT.A.1.A 100 can be thought of as a bundle of ten tens — called a "hundred."

2.NBT.A.1.B The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

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.

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.

1. Given a number line, the student will add numbers with sums within 1000 for 5 out of 6 examples by the completion of the IEP.

2. Given a number line, the student will subtract numbers with differences within 1000 for 5 out of 6 examples by the completion of the IEP.

2. Given a number line, the student will subtract numbers with differences within 1000 for 5 out of 6 examples by the completion of the IEP.

T.7-2-6 Use an Open Number Line to Add and Subtract Within 500 |

Lesson Plan

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

T.7-2-7 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)

T.7-2-8 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)

T.7-2-9 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: When adding or subtracting numbers like place values are combined.

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 continue to build on their understanding of addition and subtraction of place value units. Students build their computational fluency and develop strategies to mentally add and subtract tens or hundreds from a quantity.

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 or hundreds for 5 out of 6 examples by the completion of the IEP.

T.7-3-1 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)

T.7-3-2 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)

T.7-3-3 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)

T.7-3-4 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)

In this unit, students extend their understanding of place value to add and subtract quantities within 1,000. During this unit, students will apply their understanding of place value to combine like units. They will also use their ability to flexibly build and group quantities in order to solve addition and subtraction problems that require regrouping of up to two units. Students will use Base 10 blocks and open number lines as tools.

2.NBT.1.A 100 can be thought of as a bundle of ten tens — called a "hundred."

2.NBT.1.B The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

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

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

2.NBT.B.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.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.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.