Second Grade
Mathematics
Unit: 04
Lesson: 05
Suggested Duration: 3 days
Modeling Addition and Subtraction Problems
Lesson Synopsis:
This lesson introduces addition and subtraction of two-digit numbers without regrouping using base-10 manipulatives,
recording a pictorial representation, connecting to the traditional algorithm, and selecting the operation of
addition/subtraction in story problems.
TEKS:
2.3
Number, operation, and quantitative reasoning. The student adds and subtracts whole numbers to solve problems.
2.3B
Model addition and subtraction of two-digit numbers, with objects, pictures, words, and numbers.
2.3C
Select addition or subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary.
Process TEKS:
2.13
Underlying processes and mathematical tools. The student communicates about Grade 2 mathematics using
informal language.
2.13A
Explain and record observations using objects, words, pictures, numbers, and technology.
2.13B
Relate informal language to mathematical language and symbols.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
• There is NO PERFORMANCE INDICATOR for this lesson because it is intended as a bridge to the next unit
utilizing base-ten blocks to develop the algorithm for addition and subtraction of two-digit numbers with and
without regrouping.
Key Understandings and Guiding Questions:
• Concrete representations of addition/subtraction can be represented in a variety of ways.
— How can you represent a given story problem with base-ten blocks and a place value mat?
— What are the similarities/differences between the base-ten blocks and place value mat representations?
— How are the processes for addition similar/different than subtraction using the base-ten blocks/place value
mat?
• Addition/subtraction can be represented with symbolic representations such as a number sentence.
— What number sentence can be written to describe your process with the base-ten blocks?
— What number sentence can be written to represent the story problem?
— What does the number sentence communicate in relation to the story problem?
• Real-world situations identify whether addition or subtraction will be applied.
— In reading the story problem, how did you determine whether to add or subtract?
Note: The above Key Understandings are NOT on the Instructional Focus Document since there was no formal
performance indicator for this lesson. This lesson is the bridge to Unit 5.
Vocabulary of Instruction:
•
•
•
•
tens
ones
base -ten blocks
100-flat
Materials:
• base-ten blocks (18 tens
and 18 ones per group of 2
students)
©2008, TESCCC
•
•
•
•
10 -long
unit
number sentence
sum
•
base-ten blocks
(overhead set)
09/01/08
•
•
•
•
addend
minuend
subtrahend
difference
page 1 of 27
2nd Grade
Mathematics
Unit: 04 Lesson: 05
Resources:
•
SPIRALING REVIEW
A new lesson component, Spiraling Review, will be introduced with this lesson. It is designed to provide a spiraling
review of previously introduced concepts. It is recommended that students be given 5 – 6 minutes to complete the
daily questions using their math journals. Approximately four minutes should be used for discussion. Two days of
each week are called “Fact Time” and are devoted to developing quick recognition of basic addition and
subtraction fact families. Teachers may use supplementary materials such as flashcards based on the needs of
each student in the classroom.
• Transparency: Place Value Mat (Tens and Ones) (Unit 02 Lesson 02) (1 per teacher)
• Handout: Place Value Mat (Tens and Ones) (Unit 02 Lesson 02) (1 per student pair)
Advance Preparation:
1. Transparency: Addition Story Problem (1 per teacher)
2. Transparency: Modeling Addition Work Mat (1 per teacher)
3. Handout: Modeling Addition Work Mat (1 per student)
4. Transparency: Two-Digit Addition Patterns (1 per teacher)
5. Handout: Two-Digit Addition Patterns (1 per student)
6. Transparency: Subtraction Story Problem (1 per teacher)
7. Transparency: Modeling Subtraction Work Mat (1 per teacher)
8. Handout: Modeling Subtraction Work Mat (1 per student)
9. Handout: Two-Digit Subtraction Patterns (1 per student)
10. Transparency: Modeling and Selecting Addition or Subtraction Work Mat (1 per teacher)
11. Handout: Modeling and Selecting Addition or Subtraction (1 per student)
12. Handout: Addition or Subtraction with Base-Ten Blocks (1 per student)
Background Information:
Students will have background knowledge of modeling, creating, writing, and recognizing addition and subtraction with
and without the use of concrete manipulatives limited to the sum of 18. This lesson will extend that knowledge to using
Base-ten manipulatives to adding and subtracting two-digit numbers without regrouping.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement, and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for
this unit. A Microsoft Word® template for this planning document is located at www.cscope.us/sup_plan_temp.doc. If a supplement is created
electronically, users are encouraged to upload the document to their Lesson Plans as a Lesson Plan Resource in your district Curriculum Developer site
for future reference.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Distribute base-ten blocks and the handout: Place Value Mat to each pair
of students.
2. Instruct students to find and hold up the smallest of the manipulative
pieces.
• Do you remember from first grade what this piece is called? (A
unit)
• What is the value of a unit? (one or 1)
3. Instruct students to find and hold up the next largest piece.
• Do you remember what this piece is called? (10-long)
• Can anyone tell me how many units it takes to make a 10-long?
(ten units)
• What is the value of one 10-long? (one ten or 10)
4. Instruct student pairs to build the number 36 with their blocks using the
fewest number of blocks on their handout: Place Value Mat.
5. Display the transparency: Place Value Mat. Ask for a student volunteer to
©2008, TESCCC
09/01/08
SPIRALING REVIEW
MATERIALS
• base-ten blocks (18 tens and 18
ones per group of 2 students)
• Handout: Place Value Mat
• Transparency: Place Value Mat
• base-ten blocks (1 overhead set)
TEACHER NOTE
If students do not remember how many
units are equivalent to a long, then take
time to have students build a long
connecting units and counting to
page 2 of 27
2nd Grade
Mathematics
Unit: 04 Lesson: 05
Instructional Procedures
Notes for Teacher
model building 36 on the overhead for students to compare their work.
6. Repeat with a few more two-digit numbers to give students time to work
with the manipulatives in building a number using the fewest number of
blocks.
determine. Repeat a similar activity for
the flat if necessary.
VOCABULARY NOTE
To ensure consistent vocabulary, baseten blocks will be identified as a 100-flat,
10-long, and unit throughout the lessons
in CSCOPE. Note, 100-flats are not
used in this lesson, but will be used in
Unit 05.
TEACHER NOTE
Monitor students to see if they use
exactly 3 longs and 6 units or whether
they use fewer longs with a larger
combination of units or maybe even all
units. Scaffolding will be required for
those students that do not understand
building a number using the fewest
number of blocks.
EXPLORE/EXPLAIN 1
1. Explain to student pairs that they are going to use the base-ten blocks and
a shared handout: Place Value Mat to model addition problems.
2. Place the transparency: Addition Story Problem on the overhead. Read
the story problem as the students follow along.
• What numbers are being added in the story? (47 and 32)
Remind students that these numbers are called addends.
• How do you know the numbers should be added together?
Answers will vary. I need to find out the total number of bones Maggie
hid, etc.
• What is the answer to an addition problem called? (The sum)
3. Instruct one partner to build the first addend (47) using their base-ten
blocks on their handout: Place Value Mat.
4. Display the transparency: Modeling Addition Work Mat. Distribute the
handout: Modeling Addition Work Mat
5. Ask a student to model drawing a pictorial representation of the base-ten
blocks for the first addend on the transparency: Modeling Addition Work
Mat. Then ask all students to draw a pictorial representation for the first
addend and record the number on their handout: Modeling Addition
Work Mat.
6. Then ask the other partner to build the second addend on his/her place
value mat.
7. Ask a student to model drawing a pictorial representation of the base-ten
blocks for the second addend. Then ask all students to draw a pictorial
representation for the second addend and record the number on their
handout: Modeling Addition Work Mat.
8. Instruct the partner pairs to add by combining “like” blocks on one of their
place value mats. Ask for a volunteer to share the solution with the class
by drawing a pictorial representation of the base-ten blocks for the
©2008, TESCCC
09/01/08
MATERIALS
• Handout: Place Value Mat (1 per
student pair)
• base-ten blocks (18 tens and 18
ones per group of 2 students)
• Transparency: Addition Story
Problem (1 per teacher)
• Transparency: Modeling Addition
Work Mat (1 per teacher)
• Handout: Modeling Addition Work
Mat (1 per student)
• Transparency: Two-Digit Addition
Patterns (1 per teacher)
• Handout: Two-Digit Addition
Patterns (1 per student)
TEACHER NOTE
It is best to sketch long tally marks for
the 10-longs and dots for the units to
model drawing the base-ten blocks.
Students have difficulty drawing
appropriately sized rectangles and
squares at this age. Also, it is quicker
and more convenient in the long run to
use lines and dots. Later, a larger
square will be added to represent the
flat.
page 3 of 27
2nd Grade
Mathematics
Unit: 04 Lesson: 05
Instructional Procedures
9.
10.
11.
12.
Notes for Teacher
solution. Then ask all students to draw a picture to represent the solution
(the sum).
Instruct students to move to the space on the recording sheet for the
number sentence. Model for students how to record the number sentence
horizontally and vertically using a line to separate the tens and ones place.
(See KEY).
• Does anyone see a relationship between the digits in the ones
place in the addends and the digit in the ones place for the sum?
Answers may vary. The numbers 7 and 2 add up to 9.
• Does anyone see a relationship between the digits in the tens
place in the addends and the digit in the tens place in the sum?
Answers may vary. The numbers 4 and 3 add up to 7.
• If we add the digits in the ones place in the addends, we find the
digit for the ones place in the sum. And if we add the digits in the
tens place in the addends, we find the digit for the tens place in
the sum. Do you think this will always work? Answers may vary.
Explain to students that they will explore this idea by working problems
with their base-ten blocks and their handout: Modeling Addition Work
Mat recording the pictorial representations and the number sentence
horizontally and vertically to check to see if the same pattern always
seems to work.
Distribute the handout: Two-Digit Addition Patterns to each student for
students to complete working in pairs.
When the students have completed the problems, ask for volunteers to
demonstrate solving the problems using the base-ten blocks and the
algorithm on the transparency: Two-Digit Addition Patterns.
• How is solving the problems using base-ten blocks similar to
using a 100s chart? Answers may vary. They both use tens and ones
to solve problems, etc.
• How is solving the problems using base-ten blocks different from
using a 100s chart? Answers may vary. The tens and ones on the
100s chart are all on one sheet with the numbers printed and the baseten blocks represent tens and ones and are separate blocks, etc.
• If you were using the 100s chart to solve this problem, where
would you start and which direction would you move? Answers
may vary. I would start on the first addend, 21, and move down four
tens and over to the right 3 ones landing on 64.
• What did you notice about the addends and the sum? (The ones
place in the sum was the total of the ones in the two addends and the
tens place in the sum was the total of the tens in the two addends.)
•••••
••
TEACHER NOTE
In Unit 04 Lessons 01, 02, and 03,
students practiced addition and
subtraction using the 100s chart.
EXPLORE/EXPLAIN 2
Suggested Day 2
1. Divide students into pairs. Explain to students that they are going to use
the base-ten blocks and their handout: Place Value Mat today to model
subtraction problems.
2. Place the transparency: Subtraction Story Problem on the overhead.
Read the story problem as the students follow along.
• What numbers are being subtracted in the story? (68 and 25)
Remind students that the number being subtracted from is called the
minuend and the number being subtracted is called the subtrahend.
• How do you know the numbers should be subtracted? Answers
may vary. Logan bought 63 stickers and has already used some; I
have to find out how many stickers are left, etc.
• What is the answer to a subtraction problem called? (the
difference)
3. Instruct one partner to build the minuend from the story using their baseten blocks on their handout: Place Value Mat.
4. Display the transparency: Modeling Subtraction Work Mat. Distribute the
SPIRALING REVIEW
MATERIALS
• base-ten blocks (18 tens and 18
ones per group of 2 students)
• Handout: Place Value Mat
• Transparency: Subtraction Story
Problem (1 per teacher)
• Transparency: Modeling
Subtraction Work Mat (1 per
teacher)
• Handout: Modeling Subtraction
Work Mat (1 per student)
• Handout: Two-Digit Subtraction
Patterns (1 per student)
©2008, TESCCC
09/01/08
page 4 of 27
2nd Grade
Mathematics
Unit: 04 Lesson: 05
Instructional Procedures
5.
6.
7.
8.
9.
Notes for Teacher
handout: Modeling Subtraction Work Mat to each student.
Ask for a student volunteer to model drawing a pictorial representation of
the base-ten blocks for the minuend on the transparency: Modeling
Subtraction Work Mat. Then ask all students to draw a representation for
the minuend and record the number on their handout: Modeling
Subtraction Work Mat.
Explain to students that they will be using the “remove model” to solve the
subtraction problem. Instruct the other partner to “remove” the blocks that
correspond to the subtrahend in the story problem from the blocks on their
place value mat.
Model how to demonstrate the “remove model” on the pictorial by drawing
an “X” on the blocks (preferably in red or a different color from the
minuend) on transparency: Modeling Subtraction Work Mat (see KEY).
• How did we show the base-ten blocks that have to be taken away
or removed? Answers may vary. We can put an X on each block that
is being subtracted.
Ask all students to draw the same representation on their handout and
write the subtrahend in the rectangle.(-25)
Explain to students that the blocks remaining represent the difference
between the minuend and the subtrahend. Instruct students to draw a
picture that represents the solution (the difference) on their handout.
Instruct students to count the number of tens with no Xs on them and draw
that number of tens in the section below. Then Instruct them to count the
number of ones with no Xs on them and draw that number of ones also in
the section below.
• How many tens are in the difference? (4 tens)
• How many ones are in the difference? (3 ones)
• What number does 4 tens and 3 ones equal? (43)
Instruct students to move to the space on the recording sheet for the
number sentence. Model for students how to record the number sentence
vertically 68 – 25 = 43 and also how to record the traditional number
sentence using a line to separate the tens and ones place.
T O
68
- 25
43
TEACHER NOTE
Students should draw only the minuend
and then show the “remove” process by
drawing an “X” over each block
removed as part of the subtrahend.
They should then determine what
remains in their picture and draw a final
version of those blocks to represent the
difference.
NOTE: In this lesson only, part of the
KEY is in black to easily distinguish the
minuend from the subtrahend.
•••••
•••
•
Does anyone see a relationship between the digits in the ones
place in the minuend and subtrahend and the digit in the ones
place for the difference? Answers may vary. The numbers 8 minus 5
makes 3.
• Does anyone see a relationship between the digits in the tens
place in the minuend and subtrahend and the digit in the tens
place in the difference? Answers may vary. The numbers 6 minus 2
makes 4.
• If we subtract the digits in the ones place, we find the difference
between the two numbers. And if we subtract the digits in the
tens place, we find the difference between the two numbers. Do
you think this will always work? Answers may vary.
10. Explain to students that they will explore this idea by working problems
with their base-ten blocks and recording the number sentence vertically to
check to see if the same pattern always seems to work. Explain to
students that they will also be drawing a pictorial representation for each
problem.
11. Distribute the handout: Two-Digit Subtraction Patterns to each student
for students to complete working in pairs.
12. When the students have completed the problems, ask for volunteers to
demonstrate solving their modeling and number sentences on the
©2008, TESCCC
09/01/08
page 5 of 27
2nd Grade
Mathematics
Unit: 04 Lesson: 05
Instructional Procedures
Notes for Teacher
overhead.
ELABORATE
Suggested Day 3
1. Divide students into pairs and distribute the base-ten blocks and handout:
Place Value Mat.
2. Display the transparency: Modeling and Selecting Addition or
Subtraction Work Mat. Explain to students that this mat is designed to be
used for addition or subtraction. Show students that either the two
addends will be recorded in the same section if the problem involves
addition, or the minuend and subtrahend will be recorded in the same
section if the problem involves subtraction. The rest of the work mat is the
same.
3. Distribute the handout: Modeling and Selecting Addition or
Subtraction. Instruct students to work together to determine whether each
problem represents an addition or subtraction situation. Explain to students
that they will continue working with their partner building with their base-ten
blocks on their Place Value Mat and recording the pictorial representation,
numbers, and number sentences on their handout.
4. When the students have completed the problems, ask for volunteers to
demonstrate solving the problems using the base-ten blocks and the
algorithm on the overhead.
5. As part of the class discussion, ask:
• In reading the story problems, how did you determine whether to
use addition or subtraction? Answers may vary.
• What number sentence can be written to describe your process
with the base-ten blocks? Answers may vary.
SPIRALING REVIEW
MATERIALS
• base-ten blocks (18 tens and 18
ones per group of 2 students)
• Handout: Place Value Mat
• Transparency: Modeling and
Selecting Addition or Subtraction
Work Mat (1 per teacher)
• Handout: Modeling and Selecting
Addition or Subtraction (1 per
student)
• base-ten blocks (overhead set)
EVALUATE
1. Distribute the handout: Addition or Subtraction with Base-Ten Blocks
to each student. Explain that they are to work individually using their baseten blocks to solve each problem while recording the pictorial
representation, numbers, and number sentences of their solution on their
handout.
MATERIALS
• Handout: Addition or Subtraction
with Base-Ten Blocks (1 per
student)
• base-ten blocks (9 tens and 9 ones
per student)
• Handout: Place Value Mat
TEACHER NOTE
This is an informal evaluation piece
designed to bridge to the next unit
where the formal performance indicator
is established and ultimately evaluated
involving two-digit addition and
subtraction with and without regrouping.
©2008, TESCCC
09/01/08
page 6 of 27
2nd Grade
Mathematics
Unit: 04 Lesson: 05
Addition Story Problem
Maggie hid 47 dog bones in the
backyard. The next day Maggie
hid 32 more dog bones in the
backyard. How many dog bones
has Maggie hidden in the
backyard?
©2008, TESCCC
09/01/08
page 7 of 27
2nd Grade
Mathematics
Unit: 04 Lesson: 05
Modeling Addition Work Mat KEY
Pictorial Representation
Number
Addend
47
Addend
32
Sum
79
Number Sentence
47 + 32 = 79
©2008, TESCCC
09/01/08
4
3
7
2
7
9
page 8 of 27
2nd Grade
Mathematics
Unit: 04 Lesson: 05
Modeling Addition Work Mat
Pictorial Representation
Number
Addend
Addend
Sum
Number Sentence
©2008, TESCCC
09/01/08
page 9 of 27
2nd Grade
Mathematics
Unit: 04 Lesson: 05
Two-Digit Addition Patterns (pp. 1 of 2) KEY
1. Gus plays football for a city team. He ran
for 21 yards in the first half of the game. He
ran another 43 yards in the second half of
the game. How many yards did Gus run in
the entire game?
©2008, TESCCC
2. Angelo has played soccer for two years.
Last year he scored a total of twenty-two
goals for his team. This year he scored a
total of thirty-four goals. How many goals
did he score in the last two years all
together?
09/01/08
page 10 of 27
2nd Grade
Mathematics
Unit: 04 Lesson: 05
Two-Digit Addition Patterns (pp. 2 of 2) KEY
3. Evelyn and Jacey are participating in a
school fundraiser. If Evelyn sold thirty-four
boxes of cookies and Jacey sold sixty-one
boxes of cookies, then how many boxes
have they sold as a team?
©2008, TESCCC
4. Kiera collects dolls. She has 31 dolls in
her toy box and 17 dolls on her shelf. How
many collectible dolls does Kiera have all
together?
09/01/08
page 11 of 27
2nd Grade
Mathematics
Unit: 04 Lesson: 05
Two-Digit Addition Patterns (pp. 1 of 2)
1. Gus plays football for a city team. He ran
for 21 yards in the first half of the game. He
ran another 43 yards in the second half of
the game. How many yards did Gus run in
the entire game?
©2008, TESCCC
2. Angelo has played soccer for two years.
Last year he scored a total of twenty-two
goals for his team. This year he scored a
total of thirty-four goals. How many goals
did he score in the last two years all
together?
09/01/08
page 12 of 27
2nd Grade
Mathematics
Unit: 04 Lesson: 05
Two-Digit Addition Patterns (pp. 2 of 2)
3. Evelyn and Jacey are participating in a
school fundraiser. If Evelyn sold thirty-four
boxes of cookies and Jacey sold sixty-one
boxes of cookies, then how many boxes
have they sold as a team?
©2008, TESCCC
4. Kiera collects dolls. She has 31 dolls in her
toy box and 17 dolls on her shelf. How
many collectible dolls does Kiera have all
together?
09/01/08
page 13 of 27
2nd Grade
Mathematics
Unit: 04 Lesson: 05
Subtraction Story Problem
Logan bought sixty-eight stickers to
use to decorate his scrapbook.
Logan has already used twenty-five
of the stickers. How many stickers
does Logan have left?
©2008, TESCCC
09/01/08
page 14 of 27
2nd Grade
Mathematics
Unit: 04 Lesson: 05
Modeling Subtraction Work Mat KEY
Pictorial Representation
Number
68
Minuend
X X XXXX
X
25
Subtrahend
43
Difference
Number Sentence
68 – 25 = 43
©2008, TESCCC
09/01/08
6
2
8
5
4
3
page 15 of 27
2nd Grade
Mathematics
Unit: 04 Lesson: 05
Modeling Subtraction Work Mat
Pictorial Representation
Number
Minuend
Subtrahend
Difference
Number Sentence
©2008, TESCCC
09/01/08
page 16 of 27
2nd Grade
Mathematics
Unit: 04 Lesson: 05
Two-Digit Subtraction Patterns (pp. 1 of 2) KEY
1. There are 36 zebras and only 21 tigers in
the zoo. The zoo has how many more
zebras than tigers?
©2008, TESCCC
2. Samantha scored eighty-eight points in the
first round of her video game. She only
scored sixty-five points in the second
round. How many more points did
Samantha score in the first round
compared to the second round?
09/01/08
page 17 of 27
2nd Grade
Mathematics
Unit: 04 Lesson: 05
Two-Digit Subtraction Patterns (pp. 2 of 2) KEY
3. Kalisha enjoys reading mystery books. The
book she is reading has 68 pages. Kalisha
read 26 pages of the book last night. How
many more pages does Kalisha have to
read to complete the book?
©2008, TESCCC
4. Nancy and Diane went to the beach to
collect shells. They put all of the shells in
one bucket and went home to count them. If
they counted a total of 88 shells and Diane
found 37 of them, how many shells did
Nancy find?
09/01/08
page 18 of 27
2nd Grade
Mathematics
Unit: 04 Lesson: 05
Two-Digit Subtraction Patterns (pp. 1 of 2)
1. There are 36 zebras and only 21 tigers in
the zoo. The zoo has how many more
zebras than tigers?
©2008, TESCCC
2. Samantha scored eighty-eight points in the
first round of her video game. She only
scored sixty-five points in the second
round. How many more points did
Samantha score in the first round
compared to the second round?
09/01/08
page 19 of 27
2nd Grade
Mathematics
Unit: 04 Lesson: 05
Two-Digit Subtraction Patterns (pp. 1 of 2)
3. Kalisha enjoys reading mystery books. The
book she is reading has 68 pages. Kalisha
read 26 pages of the book last night. How
many more pages does Kalisha have to
read to complete the book?
©2008, TESCCC
4. Nancy and Diane went to the beach to
collect shells. They put all of the shells in
one bucket and went home to count them. If
they counted a total of 88 shells and Diane
found 37 of them, how many shells did
Nancy find?
09/01/08
page 20 of 27
2nd Grade
Mathematics
Unit: 04 Lesson: 05
Modeling and Selecting Addition or Subtraction Work Mat
Pictorial Representation
Number
Addend
or
Minuend
Addend
or
Subtrahend
Sum
or
Difference
Number Sentence
©2008, TESCCC
09/01/08
page 21 of 27
2nd Grade
Mathematics
Unit: 04 Lesson: 05
Modeling and Selecting Addition or Subtraction KEY
1. Jayden races go-carts on the weekend. On 2. Santiago collects stamps. He had 87 stamps
his first race, his time was 76 seconds. On
in his collection. Santiago’s sister had a
collection of 12 stamps. If she gave him all
his second race, he improved his time by
of her stamps, how many stamps does
14 seconds. What was Jayden’s time on his
Santiago now have in his stamp collection?
second race?
©2008, TESCCC
09/01/08
page 22 of 27
2nd Grade
Mathematics
Unit: 04 Lesson: 05
Modeling and Selecting Addition or Subtraction
2. Santiago collects stamps. He had 87 stamps
1. Jayden races go-carts on the weekend. On
in his collection. Santiago’s sister had a
his first race, his time was 76 seconds. On
collection of 12 stamps. If she gave him all of
his second race, he improved his time by
her stamps, how many stamps does
14 seconds. What was Jayden’s time on his
Santiago now have in his stamp collection?
second race?
©2008, TESCCC
09/01/08
page 23 of 27
2nd Grade
Mathematics
Unit: 04 Lesson: 05
Addition or Subtraction with Base-Ten Blocks (pp. 1 of 2) KEY
1. Belinda collected twenty-four box tops for
her class competition. Sarah collected
thirty-five box tops. How many box tops did
they collect all together?
©2008, TESCCC
2. Justin won 67 tickets at the video arcade.
He spent 44 tickets on prizes. How many
tickets does Justin have left?
09/01/08
page 24 of 27
2nd Grade
Mathematics
Unit: 04 Lesson: 05
Addition or Subtraction with Base-Ten Blocks (pp. 2 of 2) KEY
3. Klein caught forty-eight bugs for his science
project. Derek caught thirty-three bugs for
his science project. How many more bugs
did Klein catch than Derek?
©2008, TESCCC
4. Caroline earned 32 badges in her scouting
club this year. Katey earned 36 badges in
her scouting club this year. If Caroline and
Katey put their badges together, how many
badges would they have?
09/01/08
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2nd Grade
Mathematics
Unit: 04 Lesson: 05
Addition or Subtraction with Base-Ten Blocks (pp. 1 of 2)
1. Belinda collected twenty-four box tops for
her class competition. Sarah collected
thirty-five box tops. How many box tops did
they collect all together?
©2008, TESCCC
2. Justin won 67 tickets at the video arcade.
He spent 44 tickets on prizes. How many
tickets does Justin have left?
09/01/08
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2nd Grade
Mathematics
Unit: 04 Lesson: 05
Addition or Subtraction with Base-Ten Blocks (pp. 1 of 2)
3. Klein caught forty-eight bugs for his science
project. Derek caught thirty-three bugs for
his science project. How many more bugs
did Klein catch than Derek?
©2008, TESCCC
4. Caroline earned 32 badges in her scouting
club this year. Katey earned 36 badges in
her scouting club this year. If Caroline and
Katey put their badges together, how many
badges would they have?
09/01/08
page 27 of 27