## Weekly Overview

Weekly Topics

The focus of this week’s instruction is to deepen students’ understanding of:

• Use mental strategies to relate compositions of 10 tens as 1 hundred to 10 ones as 1 ten
• Subtract from 200 and from numbers with zeros in the tens place
• Relate 10 more, 10 less, 100 more, and 100 less to addition and subtraction of 10 and 100
• Use math drawings to represent additions with up to two compositions and relate drawings to the addition algorithm.
• Subtract from multiples of 100 and from numbers with zero in the tens place

Materials Needed

• Student Print Packets for each day
• End of Week Assessment
• Dry erase board with markers
• Place Value Discs

Standards Covered

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

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

2.NBT.B.7 Add and subtract within 1000 using concrete models, drawings, strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to explain the reasoning used.

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 properties of operations and place value. (Explanations may include words, drawing, or objects.)

Representations

• Number bond
• Personal white boards
• Place value/Hundreds chart
• Place Value Discs
• Composing Numbers
• Decomposing Numbers
• Arrow Way
• Ten Frame Way
• Number Bond
• Tape Diagram
• Chip Model
• Vertical Method
• Algorithm

• Bundling, grouping (putting smaller units together to make a larger one, e.g., putting 10 ones together to make a ten or 10 tens together to make a hundred)
• Ones place (e.g., the 6 in 576 is in the ones place)
• Tens place (e.g., the 7 in 576 is in the tens place)
• Hundreds place (referring to place value)
• Make a ten (compose a unit of ten, e.g., 49 + 3 = 40 + 10 + 2)
• Base ten numerals (e.g., a thousand is 10 hundreds, a hundred is 10 tens, starting in Grade 3 a one is 10 tenths, etc.)
• Standard form (e.g., 576)
• Compose (e.g., to make 1 larger unit from 10 smaller units)
• Decompose (e.g., to break 1 larger unit into 10 smaller units)
• Bundle, unbundle, regroup, rename, change (compose or decompose a 10 or 100)
• Difference
• Place value (referring to the unit value of each digit in a given number)
• Subtraction
• Units of ones, tens, hundreds, thousands (referring to place value; 10 ones is the same as 1 unit
of ten)
• Renaming, changing (instead of carrying or borrowing, e.g., a group of 10 ones is renamed a ten when the ones are bundled and moved from the ones to the tens place; if using $1 bills, they may be changed for a$10 bill when there are enough)

## Materials List

The following materials list will be used for the entire four weeks: Materials List.