Common Core Resource Guide
Common Core Resource Guide
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Think Math! Common Core Resource Guide, Grade 2
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1380842
978-1-60902-625-7
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Contents
▼ ▼
Common Core Resource Guide Overview. ...................................................... CC iv
Teaching Resources ..........................................................................................CC 2–CC 59
Resources are included for Chapters 7, 8, 10, and 12.
Chapter 7 Doubling, Halving, and Fractions
7.2
7.4
Finding Half: Even or Odd ................................................................................CC 2
Halving and Doubling Time and Numbers .....................................................CC 4
Chapter 8 Building Addition and Subtraction Fluency
8.10-1 Story Problems: Adding Up, Taking Away .....................................................CC 6
8.10-2 Story Problems: Putting Together, Taking Apart .......................................CC 16
8.10-3 Story Problems: Comparing ..........................................................................CC 26
Chapter 10 Adding and Subtracting Larger Numbers
10.8-1 Mental Math with 10 and 100 .......................................................................CC 38
Chapter 12 Measuring Length
12.2
12.3
12.4
Measuring to the Nearest Inch .....................................................................CC 50
Measuring in Inches, Feet, and Yards ..........................................................CC 54
Relating Inches, Feet, and Yards . .................................................................CC 56
CC iii
OVERVIEW Think Math! Common Core Resource Guide
This guide is your Think Math! road map for meeting the Common Core State Standards for Mathematics
for your grade. It contains teaching resources that extend existing Think Math! chapters, deepening the
program’s coverage of Common Core concepts and skills.
Think Math! and the Common Core State Standards
Think Math! is a comprehensive K–5 core curriculum created by Education Development Center (EDC)
that builds strong computational skills, engages students and teachers in understanding mathematics,
and prepares all learners to use mathematics to make sense of the world.
The Common Core State Standards for Mathematics provide clear statements of purpose, set high
expectations for students, and emphasize mathematical habits of mind. This focus on mathematical ways
of thinking fits EDC’s research-based approach to mathematics education. Members of EDC’s Science and
Mathematics Programs staff craft their curriculum and professional development work accordingly, while
establishing connections between topics and promoting multiple approaches to topics.
The authors of Think Math!, along with other EDC staff, provided commentary during the development
of the Common Core State Standards and continue to be involved in identifying and addressing issues of
curriculum design to support improved teaching and learning across the country.
Common Core Standards for Mathematical Content
Think Math! balances skill practice with developing conceptual understanding in the five Common Core domains:
• Operations and Algebraic Thinking
• Number and Operations in Base Ten
• Number and Operations–Fractions
• Measurement and Data
• Geometry
Common Core Standards for Mathematical Practice
Think Math! emphasizes problem solving and reasoning, supporting the Common Core practices:
1.  Make sense of problems and persevere in solving them.
2.  Reason abstractly and quantitatively.
3.  Construct viable arguments and critique the reasoning of others.
4.  Model with mathematics.
5.  Use appropriate tools strategically.
6.  Attend to precision.
7.  Look for and make use of structure.
8.  Look for and express regularity in repeated reasoning.
CC iv Common Core Resource Guide
Overview
Using This Guide
Whenever you begin a new chapter in Think Math!, turn to the table of contents of this Common Core
Resource Guide to see if additional teaching resources have been provided for that chapter. As necessary,
familiarize yourself with those pages as you plan your lessons.
Teaching Resources pages in this guide always begin with a Lesson Planner page. This page includes
Lesson Notes that tell you exactly how to use the Common Core teaching resource with your Think Math!
teacher guide.
Two types of teaching resources are provided:
• Extended lessons include either an added or an extended Teach and Practice
Activity and may include Activity and/or Explore masters.
• Added lessons contain all the features of existing Think Math! lessons,
including student pages.
Extended Lesson — Lesson Planner Page
Added Lesson — Lesson Planner Page
Standards and
Objectives are listed
for the extended lesson.
Lesson Number uses a dash
to show the relationship of the
added lesson to existing lessons.
Chapter 1
Chapter 8
1
10
13
Lesson
Lesson
Lesson -1 .1
Comparing Lengths and
Measuring Our Shoes
Lesson
Lesson
1
.1 -1
13
Ten and Some Ones
NCTM Standards 1, 2, 3, 4, 6, 7, 8
Common Core State Standards K.CC.1, 3, 4, 5, K.NBT 1
NCTM Standards 1, 2, 3, 4, 6, 7, 8, 9, 10
Common Core State Standards K.MD 1
Lesson Planner
Lesson Planner
STUDENT OBJECTIVE
n To describe several measurable attributes of a single object
(CCRG p. CC 5)
CCRG p. CC 17
Extended
Activity
STUDENT OBJECTIVES
n To know the names and values of numbers 11 to 19
n To understand and write numbers from 11 to 19 as ten
and some ones
Open Ended Problem Solving / Headline Story
Skills Practice and Review—Erase the Wrong Numbers
n Comparing Rectangles
• Flip Chart p. 52
(CCRG p. CC 6)
n Making Numbers from 11 to 19
• CCRG: Activity Masters, Writing
Numbers from 10 to 19, Telling
Stories About Ten and Some
More, Number Cards 11 to 19,
Sums 11 to 19
n Writing Numbers from 11 to 19
Lesson Notes
(CCRG p. CC 7 – CC 9)
Replace the current Whole Class Math Activity “Comparing Rectangles” in Lesson 8.13 with this extended activity. About the Activity
Center 1: Ten and Some More LAB
• connecting cubes
Center 2: Telling Stories About Ten and Some More
•
Center 3: Game: Number Match
In this extended Whole Class Math Activity “Comparing Rectangles,” the Talk Math feature has been rewritten to explore the idea that a single object can have several measurable attributes.
LAB Master, CCRG
pp. CC 10 – CC 11
Lesson Notes
Lesson 1.13-1 has been added. Use Lesson 1.13-1 after Lesson 1.13.
Teach and
Practice Activities
in bold have been
added or enhanced in
the extended lesson.
CC 16 Common Core Resource Guide
TMGKCCRG_CH08_L13_TG_p16-p17.indd 16
Overview
Lesson Notes
describe how and
when to use the
extended lesson.
About the Lesson
About the Mathematics
In this lesson, children will recognize, name, and
write numbers from 11 to 19. Children should be
comfortable recognizing, naming, and writing
numbers to 10 before learning numbers beyond 10.
If you feel that your class is not ready to move on
to the teen numbers, you may want to introduce
this lesson in Chapter 3, before Lesson 10 or in
Chapter 4, before Lesson 1.
Ten is an important benchmark in our number system.
By thinking of the numbers 11 to 19 as 10 and some
ones, children are introduced to the place-value
structure of our base-ten number system.
Lesson Notes describe
how and when to use the
added lesson.
CC 4 Common Core Resource Guide
Chapter 8 • Lesson 13
12/21/10 9:25:45 AM
Chapter 1 • Lesson 13-1
TMGKCCRG_CH01_L13-1_TG_p04-p09.indd 4
12/21/10 9:27:16 AM
Common Core Resource Guide CC v
Use the following Teaching Resources
pages in conjunction with your Think
Math! teacher guide. Be sure to refer to
the Lesson Planner page at the start of
each resource for important information
about how and when to use it.
Teaching
Resources
Chapter 7
Lesson
2
Finding Half: Even or Odd
NCTM Standards 1, 2, 6, 7, 8, 9, 10
Common Core State Standards 2.OA 3
STUDENT OBJECTIVES
Lesson Planner
• n
• n
To recognize even and odd numbers
To write an equation to express an even number as the sum of two equal
addends
Exploring Half of a Number (TG p.470–471)
Extended
Activity
Discussing Even and Odd (CCRG p. CC 3)
Half of Even and Odd Numbers (TG p. 473)
Playing a Game: Stand Up, Sit Down
Silent Teaching (TG p. 474)
Lesson Notes
Replace the current Teach and Practice Activity B in Lesson 7.2 with this extended activity.
About the Activity
In Activity B, children are asked to express even
numbers as the sum of two equal addends.
CC 2 Common Core Resource Guide
TMG2CCRG_CH7_L2_TG_p02-p03.indd 2
Chapter 7 • Lesson 2
12/21/10 11:19:06 AM
Discussing Even and Odd
whole class
15
MIN
Purpose To discuss the difference between halving even and odd numbers
Introduce Discuss the terms even and odd. Ask children if they have heard the words
NCTM Standards 1, 2, 6, 7, 8, 9, 10
CCSS 2.OA 3
before, and have them explain the context in which they were used. You may wish to
define the terms now or wait until they are used in context in the following Task.
Task Refer to the completed table on the board from Activity A.
Have children make generalizations about the numbers that can
be halved without leftovers and those that can only be halved by
splitting a leftover block in half.
Talk Math
What do you notice about the table? Possible answers: Some of the
numbers can be divided into halves evenly and some can’t. It looks like
even numbers can be divided into halves evenly; Half of odd numbers
have “ 12 ” as part of the number.
Whole
48
62
80
56
43
87
Half
48
62
80
56
43
87
What numbers can be halved without any leftovers? Possible answers:
numbers that end in 0, 2, 4, 6, or 8; even numbers
What numbers have a leftover when you find half? Possible answers:
numbers that end in 1, 3, 5, 7, and 9; odd numbers
At this point, you may wish to define the terms even and odd in relation to the numbers
that can be halved (even numbers) and the numbers that have a leftover when they are
halved (odd numbers). If children don’t bring it up, point out that only numbers in which
the ones digit is odd require splitting a unit in half. Finally, you may want to note that all
even numbers can be halved into two whole numbers while halves of odd numbers will
contain 12 .
Look back at your table and make a list of all of the even numbers, or all the numbers that
can be divided into halves evenly. Point out that all even numbers can be expressed as the
sum of two equal halves. On the board, write an equation that represents this situation
such as 48 5 24 1 24. Ask for volunteers to write a similar equation for each of the other
even numbers in the table.
Chapter 7 • Lesson 2
TMG2CCRG_CH7_L2_TG_p02-p03.indd 3
Differentiated
Instruction
Basic Level Using one-digit
numbers as examples of even
and odd numbers may help
to clarify this concept. For
example, 4 is an even number,
and half of 4 is 2. 5 is an odd
1
number, and half of 5 is 2 2 .
Common Core Resource Guide CC 3
12/21/10 11:19:06 AM
Chapter 7
14-1
Lesson
Lesson
Halving and Doubling
Time and Numbers
NCTM Standards 1, 2, 6, 7, 8, 9, 10
Common Core State Standards 2.MD 7
Lesson Planner
STUDENT OBJECTIVE
• n
To tell and write time from analog and digital clocks, using a.m. and p.m.
Doubling Halves (TG p. 486)
Doubling Times (TG p. 487)
Playing a Game: Race to Tomorrow (CCRG p. CC 5)
Added
Activity
•TR: Activity, AM46–AM48
•card stock or index cards
Halving and Doubling (TG p. 489)
Lesson Notes
Replace the current Teach and Practice Activity C in Lesson 7.4 with this extended activity.
About the Activity
In Activity C, children are asked to use a.m. and p.m
when writing and telling time from analog and digital
clocks.
CC 4 Common Core Resource Guide
TMG2CCRG_CH07_L4_TG_p04-05.indd 4
Chapter 7 • Lesson 4
12/21/10 11:43:41 AM
Playing a Game: Race to Tomorrow
Race to Tomorrow Gameboard
times in a chain
get past midnight or be closest to midnight
when you reach the last clock. This game
provides an opportunity for children to
practice telling time and adding amounts of
time. To introduce the game, you might want
to play one or two rounds as a class, with each
child filling in his or her own gameboard.
Time Game Cards I
Time Game Cards II
2 hours
half an hour
1
_
2
20 minutes
hour
50 minutes
60 minutes
Prepare Materials Make a set of 24
game cards for each pair of children. Copy
Activity Masters 47 and 48: Time Game Cards
I and II, onto card stock or cut out the cards
and glue them onto index cards.
20
MIN
Materials
Purpose To practice telling time by adding
Goal The object of the game is to be first to
pairs
60 minutes
90 minutes
90 minutes
1 hour and
20 minutes
40 minutes
40 minutes
Double Time
Half Time
Pick another
card and double
its value.
Pick another
card and use
half of its value.
10 minutes
1 hour
30 minutes
40 minutes
1 hour
• For the teacher: multiple
copies of AM47 and
AM48, card stock or
index cards
• For each pair: 2 copies
of AM46
NCTM Standards 1, 2, 6, 7, 8, 9, 10
CCSS 2.MD 7
50 minutes
20 minutes
1 and a half
hours
120 minutes
Activity
Master 46
1 hour and
1 hour and
10 minutes
30 minutes
Activity Master 47
Concept Alert
The task of telling time
after midnight can be
challenging for children
who are unfamiliar with
transitions into another
day. For example, children
trying to add 90 minutes to
11:30 p.m. might be unsure
of what to do. Remind them
that midnight is 12:00 and
works just like noon. They
can first add 30 minutes to
get to midnight and then add
the remaining 60 minutes to
midnight. A demonstration
clock can help children
visualize the time intervals.
Activity Master 48
How to Play
Give each pair a deck of 24 game cards. Each child needs a copy of
Activity Master 46: Race to Tomorrow Gameboard.
For each round, players take turns drawing a card from the deck. Each
player reads the time on the card and adds this to the time on the next
blank clock on their gameboard. For the first round, the time on the
card is added to noon. Discuss that the times between 12 noon and
midnight are referred to as p.m. Explain that the times between midnight
and noon are referred to as a.m. For example, if a player selects the card
for 50 minutes, he or she would draw the clock hands for 12:50 and
write 12:50 p.m. in the box under the second clock.
Players continue playing rounds, each turn writing the new time on the
next blank clock on the gameboard.
Teacher Story
The first player to get a time past midnight exclaims, “It is tomorrow!”
and wins the game. If neither player is past midnight when they reach
the last clock, they should find how much more time is needed to get to
midnight. Then the winner is the player closest to midnight.
In my classroom, children
“began
playing Race to
Extension As children gain proficiency with the game, you may want to create a set
of more advanced cards with times in 5-minute intervals. Put these advanced cards on a
different-color card stock so children may choose to play the easier or harder version of
the game.
Tomorrow during this lesson
and continued playing it for the
rest of the year. Initially, they
played with the game cards.
I watched as they became more
comfortable with telling time
to 10 minutes and then created
more difficult cards with times
to 5 minutes. Children enjoyed
making tricky cards and
invented Time Travel Cards that
take hours and minutes off an
opponent’s clock.
”
Chapter 7 • Lesson 4
TMG2CCRG_CH07_L4_TG_p04-05.indd 5
Common Core Resource Guide CC 5
12/21/10 11:43:47 AM
Chapter 8
Lesson
1-1-1
10
Story Problems: Adding
Up, Taking Away
NCTM Standards 1, 2, 6, 7, 8, 9, 10
Common Core State Standards 2.OA 1, 2.NBT 5, 7
Lesson Planner
STUDENT OBJECTIVES
• n
• n
To create and solve two-step word problems
To write number sentences to match two-step word problems
(CCRG p. CC 9)
Open Ended Problem Solving/Headline Story
Skills Practice and Review—
Out from the Middle by 8s
(CCRG pp. CC 8–CC 10)
Missing Numbers (CCRG p. CC 8)
•counters
Stories with Missing Pieces (CCRG p. CC 9)
•
LAB Masters, CCRG pp. CC 12–CC 13
Working with Story Problems (CCRG p. CC 10)
(CCRG p. CC 11)
Leveled Problem Solving (CCRG p. CC 11)
Practice Master, CCRG p. CC 14
Intervention Activity (CCRG p. CC 11)
Extension Master, CCRG p. CC 15
Extension Activity (CCRG p. CC 11)
Lesson Notes
Lesson 8.10-1 has been added. Use Lesson 8.10-1 after Lesson 8.10.
About the Lesson
About the Mathematics
In this lesson, children continue their work with word
problems, extending to problems with more than one
step. They will see how a complete story, without
any missing information, can be made into several
different problems. Working with the same story,
but with different numbers acting as the unknown,
children will begin to see how important it is to make
sense of the whole problem.
In the problems presented in this lesson, the unknown
may be the beginning, the change, or the ending. Your
children will solve most of these problems by modeling
them with concrete objects. When the beginning
number or the change is unknown, the Guess and
Check strategy can be very helpful. Encourage children
to think about the result they get from a first guess.
They should be able to decide if their original guess
was too large or too small. Some may be able to
decide how much too large or small it is.
CC 6 Common Core Resource Guide
TMG2CCRG_CH08_L10-1_TG_p06-p11.indd 6
Chapter 8 • Lesson 10-1
12/21/10 4:04:19 PM
Developing
Mathematical
Language
Vocabulary: adding to,
taking from, total, unknown
The problems in this lesson
will involve situations in which
numbers are added to or taken
from a total. Children will need to
interpret what they read to know
whether addition or subtraction
is taking place. The problems
will also have an unknown
value. That value may appear
in any position in the statement
of the problem—as a starting
value, a number being added or
subtracted, or as a final total.
Encourage children to read the
question carefully to identify the
unknown for each problem.
Pair ELL children with fluent
readers from your class. Encourage
them to participate in acting out
and modeling problems with
concrete materials.
Beginning Write a simple word
problem on the board. Read it aloud,
tracking the print with your finger.
Ask children to describe the action in
the problem in their own words.
Intermediate Write a simple
word problem on the board. Read
it with your children. Ask whether
the situation involves adding or
subtracting.
Open-Ended Problem Solving
Read the Headline Story to the class. Ask children to think about
what they know and do not know about this situation. Is there
anything they can say for sure? What might be true?
Zak collects marbles. He
bought 7 new marbles today.
Then he gave 2 marbles to
his little brother.
Possible responses:
We don’t know how many marbles Zak had before today. If he had
20 marbles this morning, then he has 25 now. 7 are added and then
2 are taken away. He has 5 more than he started with.
Skills Practice and Review
Out from the Middle by 8s
Explain that you are going to make a list of numbers by skipcounting by 8s. Write a two-digit number such as 54 on the board.
Call on a child and say, “Add 8.” Write the answer to the right of
your number. Point again to the number you started with. Call on
another child and say, “Subtract 8.” Write this answer to the left of
your number. Continue the list by pointing to the rightmost number
and asking a child to add 8 or by pointing to the leftmost number
and asking a child to subtract 8.
Advanced Ask children to
describe situations they know that
involve addition and subtraction.
For example, addition can involve
items that are bought, made, or
found. Subtraction can involve items
that are lost, eaten, or given away.
Common Core Resource Guide TMG2CCRG_CH08_L10-1_TG_p06-p11.indd 7
CC 7
12/21/10 4:04:20 PM
whole class
10
MIN
NCTM Standards 1, 2, 6, 7, 8, 9, 10
CCSS 2.OA 1, 2.NBT 5, 7
Missing Numbers
Purpose To complete a two-step mathematical story by filling in numbers so
that the story makes sense
Introduce On the board, write a
mathematical story involving two changes
to an amount. Put boxes in place of the
numbers in the story. Tell children that
this is a math story, but all of the numbers
are missing.
Ana has
balloons.
She pops
balloons.
Then she blows up
Now Ana has
balloons.
balloons.
Problem Which numbers should we put in the boxes? Ask children to choose
numbers to go in each of the boxes in order, and to explain their choices.
Concept Alert
When asking children
whether addition or
subtraction is going on in
each step, try not to focus
only on key words. Instead,
ask children to picture what
is happening in the context of
the problem.
Talk Math
What number could go in the first box? How do you know? Possible
answer: 14. Ana has some balloons so I can choose any number but 0 to
start with.
What number will you pick for the second box? How did you decide?
Possible answer: 6. I have to choose a number less than 14 because Ana
can’t pop balloons she doesn’t have.
What number will you pick for the third box? How did you decide?
Possible answer: 10. I can choose any number I want.
What number will you pick for the fourth box? How did you decide?
Possible answer: 18. After Ana pops the balloons, she has 8 left. Then,
when she blows up 10 more, she has to have 18.
Model the story that children have created with two number sentences. For the example
above, the sentence would be 14 2 6 5 8 and 8 1 10 5 18. Talk with the class about
how you know which operations to use.
CC 8 Common Core Resource Guide
TMG2CCRG_CH08_L10-1_TG_p06-p11.indd 8
Chapter 8 • Lesson 10-1
12/21/10 4:04:21 PM
Stories with Missing Pieces
small groups
Purpose To develop and share strategies for solving two-step word problems with
one missing value
Introduce Write three problems like the ones below on the board and read them
with your class.
A squirrel has 12
acorns. He finds 9
more. Then he eats
some acorns. Now he
has 18 acorns. How
many did he eat?
May has some toy cars.
She gives 3 to her
friend. She buys 5 new
cars. Now she has 14
toy cars. How many did
she have to start with?
20
MIN
Materials
• For each group: counters
NCTM Standards 1, 2, 6, 7, 8, 9, 10
CCSS 2.OA.1, 2.NBT 5, 7
Don built 8 towers. He
knocked some down.
He built 5 more. Now
there are 6 towers.
How many towers did
he knock down?
Practice Have children work in small groups, and assign each group one of the
problems to work on first. Groups should be prepared to share their solution and
the methods they used to find it. Have counters available for children who want to
model the problems. Encourage groups to solve the other problems after they finish
their first problem.
Share Have groups present their solutions and explain their strategy. Model each
of the problems with a number sentence.
Some children may be
reluctant to use counters
to model a problem even
if they need the support.
Encourage all children to
use the counters to
check their work.
Talk Math
How did you solve the first problem? Possible answer: He starts with 12.
After he finds 9, he has 21. If you take away the 18 acorns he did not eat,
you can see he ate 3 acorns.
How did you solve the second problem? Possible answer: We didn’t know
how many cars to start with. We just picked 10. After she gave 3 cars to
her brother, she had 7, and then after buying 5, she had 12. Our answer
was too small by 2. We tried 12 next, and it worked.
How did you solve the third problem? Possible answer: We worked
backward. He has 6 towers at the end. Before he builds the 5 towers, he
must only have had 1 tower. That means that he knocked down 7 towers.
Chapter 8 • Lesson 10-1
TMG2CCRG_CH08_L10-1_TG_p06-p11.indd 9
Common Core Resource Guide CC 9
12/21/10 4:04:22 PM
Working with Story Problems LAB Masters, CCRG
individuals
15
pp. CC 12–CC 13
MIN
NCTM Standards 1, 2, 6, 7, 8, 9, 10
CCSS 2.OA 1, 2 NBT 5, 7
Purpose To solve two-step word problems and to model word problems with number
sentences
Lesson Activity Book Master, CCRG p. CC 12
Chapter 8
Lesson
Lesson Activity Book Master, CCRG p. CC 13
Solve the problem. Show your work.
Date/Time
Name
10-1 Story Problems: Adding
3. At 12:00, the bakery has some pies.
Then Rob sells 4 pies.
He bakes 10 new pies.
Now there are 18 pies.
How many pies does the bakery
have at 12:00?
Up, Taking Away
NCTM Standards 1, 2, 7, 8, 9, 10
Common Core State Standards 2.OA 1, 2.NBT 5, 7
Solve the problem. Complete the number sentence.
1. Lee has 6 pencils.
She gives away 2 pencils.
She buys 1 new pencil.
The bakery has
at 12:00.
Show your work.
How many pencils does Lee
have now?
5
2. Matt has 12 erasers.
He gives 8 erasers to a friend.
He buys some new erasers.
Now Matt has 6 erasers.
Kelly’s mother gives her
peas.
Show your work.
How many erasers does Matt
buy?
Summer has 19 shells.
She finds some shells on the beach.
She gives some shells to her sister.
Now she has 24 shells.
© School Specialty
=6
© School Specialty
2
5. If Summer finds 12 shells, how many shells does
7
she give to her sister?
6. If Summer gives 8 shells to her sister, how many
shells does she find? 13
NOTE: Your child is learning to solve story problems with two steps. Ask your child to act out one of the
problems for you and explain how to solve it.
CC 12 Common Core Resource Guide
TMG2CCRG_CH08_L10-1_LAB_p12-p13.indd 12
Teaching Notes for LAB Master,
CCRG page CC 12
28
Challenge
12 – 8 = 4
4+
pies
4. Kelly counts 23 peas on her plate.
Her mother gives her more peas.
Then Kelly eats 19 peas.
Now she has 32 peas on her plate.
How many peas does Kelly’s mother
give her?
6–2=4
4+1=
12
Common Core Resource Guide
12/21/10 12:36:20
TMG2CCRG_CH08_L10-1_LAB_p12-p13.indd
PM
13
CC 13
12/21/10 12:36:20 PM
Teaching Notes for LAB Master,
CCRG page CC 13
These problems are worded in a parallel way, but have the
unknown in different places. Number sentences are given for
children to complete.
For these problems, the beginning number or the change is
unknown so students will likely use the Guess and Check
strategy to solve the problems.
Ongoing Assessment As children are working, check
to see how they are adding and subtracting. Some children
will need to use counters, others will count on or count back
on their fingers, and still others will use remembered facts.
Encourage children to try a new strategy, then check their
work with a familiar strategy.
Challenge Problem Children are given a situation with
two unknowns. Then, they are asked to find two alternative
solutions with different given information.
Reflect and Summarize the Lesson
Rick had some grapes. He ate 3 grapes. His mom gave him 5 more. Now he has 7
grapes. Explain how to find out how many grapes Rick had to start with.
Possible answer: You can guess a number, like 10. Then he eats 3, so he has 7 left. Then
he gets 5 more, so he has 12. But he should have 7. That means the guess was 5 too big.
He must start with only 5 grapes. Then he eats 3 and has 2 left. Then he gets 5 more
and has 7 grapes. He started with 5 grapes.
CC 10 Common Core Resource Guide
TMG2CCRG_CH08_L10-1_TG_p06-p11.indd 10
Chapter 8 • Lesson 10-1
12/21/10 4:04:23 PM
Leveled Problem Solving
Ki has 13 marbles. She loses some.
Basic Level
Now Ki has 8 marbles. How many
did she lose? Ki lost 5 marbles.
On Level
Then her brother gives her 6 more
marbles. Now Ki has 8 marbles.
How many did she lose? Ki lost
11 marbles.
Practice Master,
CCRG p. CC Practice
14
Date
Name
Extension Master, CCRG p. CCExtension
15
Name
Lesson
Lesson10-1
14
Above Level
Then her brother gives her 6 more
marbles. Now Ki has 5 fewer
marbles than she started with.
How many marbles did she
lose? Ki lost 11 marbles.
Date
Lesson 10-1
Solving Two-Step Story Problems
Stories with Many Solutions
Solvetheproblem.Completethenumbersentences.
Find three different solutions to this story.
1. Mr. Kim has 8 eggs.
He uses 6 of them.
Then he buys 12 more eggs.
How many eggs does Mr. Kim have
now?
14
Mr. Kim has
eggs.
2
8265
14
Jen got
2. Eva has 19 beads.
She buys 14 more beads.
Then she makes a bracelet with
20 beads.
How many beads does Eva
have now?
13
Eva has
6 2
Showyourwork.
+
14
5
33
33
2
20
5
13
4
6
Jen got
6 2
beads now.
19
5
2. Jen gave
4
3
5
3. Jen gave
Jen got
© School Specialty
1 12 5
5
7
1. Jen gave
© School Specialty
2
Jen has 6 stuffed animals.
She gives some stuffed animals to
her little sister.
Then Jen gets some more stuffed
animals for her birthday.
Now she has 8 stuffed animals.
Showyourwork.
6 2
3
Solutions will vary.
Some possible
solutions are
shown.
stuffed animals for her birthday.
stuffed animals to her sister.
1
7
58
stuffed animals to her sister.
stuffed animals for her birthday.
1
6
58
stuffed animals to her sister.
stuffed animals for her birthday.
1
5
58
4. What is the same about all of your solutions?
Jen gets two more animals than she gives.
CC 14 Common Core Resource Guide
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Common Core Resource Guide
12/21/10 12:30:09 PM
Intervention Activity
TMG2CCRG_CH08_L10-1_Extension_p15.indd 15
CC 15
12/21/10 12:41:04 PM
Extension Activity
Two-Step Number Sentences
Who’s on the Bus? Give children a two-step number sentence with a missing
value in any position. Have them tell or write a story
about the sentence. Then have children act out the story
with counters to find the missing value and complete the
number sentence.
Have a small group of children cooperate to write a
story problem about a bus driver. Have them start with
an unknown number of passengers. Then at each stop,
people can get on and/or get off the bus. Allow them
to have as many stops as they like. When the story is
finished, have them come to you for the final number
of passengers on the bus. Then have them solve their
problem.
Chapter 8 • Lesson 10-1
TMG2CCRG_CH08_L10-1_TG_p06-p11.indd 11
Common Core Resource Guide CC 11
12/21/10 4:04:25 PM
Chapter 8
Lesson
Date/Time
Name
10-1 Story Problems: Adding
Up, Taking Away
NCTM Standards 1, 2, 7, 8, 9, 10
Common Core State Standards 2.OA 1, 2.NBT 5, 7
Solve the problem. Complete the number sentence.
1. Lee has 6 pencils.
She gives away 2 pencils.
She buys 1 new pencil.
Show your work.
How many pencils does Lee
have now?
6 – 2 = 4
4 + 1 = 2. Matt has 12 erasers.
He gives 8 erasers to a friend.
He buys some new erasers.
Now Matt has 6 erasers.
Show your work.
How many erasers does Matt
buy?
12 – 8 = 4
=6
© School Specialty
4 +
NOTE: Your child is learning to solve story problems with two steps. Ask your child to act out one of the
problems for you and explain how to solve it.
CC 12 Common Core Resource Guide
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12/21/10 12:36:05 PM
Solve the problem. Show your work.
3. At 12:00, the bakery has some pies.
Then Rob sells 4 pies.
He bakes 10 new pies.
Now there are 18 pies.
How many pies does the bakery
have at 12:00?
The bakery has
at 12:00.
pies
4. Kelly counts 23 peas on her plate.
Her mother gives her more peas.
Then Kelly eats 19 peas.
Now she has 32 peas on her plate.
How many peas does Kelly’s mother
give her?
Kelly’s mother gives her
peas.
Challenge
© School Specialty
Summer has 19 shells.
She finds some shells on the beach.
She gives some shells to her sister.
Now she has 24 shells.
5. If Summer finds 12 shells, how many shells does
she give to her sister?
6. If Summer gives 8 shells to her sister, how many
shells does she find?
Common Core Resource Guide CC 13
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12/21/10 12:36:05 PM
Name
Practice
Lesson
Lesson10-1
14
Date
Solving Two-Step Story Problems
Solve the problem. Complete the number sentences.
1. Mr. Kim has 8 eggs.
He uses 6 of them.
Then he buys 12 more eggs.
How many eggs does Mr. Kim have
now?
Mr. Kim has
8265
1 12 5
eggs.
2. Eva has 19 beads.
She buys 14 more beads.
Then she makes a bracelet with
20 beads.
How many beads does Eva
have now?
Eva has
Show your work.
Show your work.
+
5
2
5
© School Specialty
beads now.
CC 14 Common Core Resource Guide
TMG2CCRG_CH08_L10-1_Practice_p14.indd 14
12/21/10 12:30:26 PM
Name
Extension
Lesson 10-1
Date
Stories with Many Solutions
Find three different solutions to this story.
Jen has 6 stuffed animals.
She gives some stuffed animals to
her little sister.
Then Jen gets some more stuffed
animals for her birthday.
Now she has 8 stuffed animals.
1. Jen gave
Jen got
6 2
stuffed animals to her sister.
stuffed animals for her birthday.
1
2. Jen gave
Jen got
6 2
stuffed animals to her sister.
stuffed animals for her birthday.
1
3. Jen gave
© School Specialty
Jen got
6 2
58
58
stuffed animals to her sister.
stuffed animals for her birthday.
1
58
4. What is the same about all of your solutions?
Common Core Resource Guide CC 15
TMG2CCRG_CH08_L10-1_Extension_p15.indd 15
12/21/10 12:40:54 PM
Chapter 8
Lesson
Lesson
1
-1 -2
10
Story Problems: Putting
Together, Taking Apart
NCTM Standards 1, 2, 6, 7, 8, 9, 10
Common Core State Standards 2.OA 1, 2.NBT 5, 7
STUDENT OBJECTIVES
Lesson Planner
• n
• n
To use logical reasoning to draw conclusions
To solve two-step word problems involving putting together and taking
apart
(CCRG p. CC 17)
Open Ended Problem Solving/Headline Story
Skills Practice and Review—
Mental Math
(CCRG p. CC 18–CC 20)
Drawing Conclusions (CCRG p. CC 18)
•counters (optional)
Finding Facts (CCRG p. CC 19)
•
LAB Masters, CCRG pp. CC 22–CC 23
Solving Story Problems (CCRG p. CC 20)
(CCRG p. CC 21)
Leveled Problem Solving (CCRG p. CC 21)
Practice Book Master, CCRG p. CC 24
Intervention Activity (CCRG p. CC 21)
Extension Book Master, CCRG p. CC 25
Extension Activity (CCRG p. CC 21)
Lesson Notes
Lesson 8.10-2 has been added. Use this lesson after Lesson 8.10-1.
About the Lesson
About the Mathematics
Lesson 8.10-2 is the second in a series of three
lessons on two-step word problems. You might wish
to save this lesson and the one that follows to use
later in the year. You might also use these lessons
when you have a short week and prefer not to
introduce new material.
There are several ways to think about addition and
subtraction. In the previous lesson, addition and
subtraction were modeled by adding and taking away.
Children model this type of problem readily with
counters or other small objects, adding or taking away
objects one by one as they count.
If you do move the lessons to later in the year, you can
substitute greater numbers in the problems or relate
the topics of the example problems to the surrounding
lessons.
In this lesson, addition is thought of as putting
together two groups of objects. Subtraction is seen
as taking apart. Children model these problems with
counters, too, using a different type of action. To model
addition, a child will form two groups of counters and
then push them together. Similarly, they will model
subtraction by forming a subgroup of counters and
then pulling it away from the main group.
CC 16 Common Core Resource Guide
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Chapter 8 • Lesson 10-2
12/21/10 2:17:29 PM
Developing
Mathematical
Language
Vocabulary: put together,
take apart, group, sort
In this lesson, children will sort
themselves into groups. They will
put together two groups to make
a larger group, modeling addition,
and they will take apart a group
to make separate smaller groups,
modeling subtraction.
Open-Ended Problem Solving
Share this headline story with your class. Ask children to think
about what they can conclude about Ms. Toma’s class from this
information.
In Ms. Toma’s class, there
are 12 girls and 8 boys.
6 boys are wearing sneakers.
The rest of the boys are
wearing boots.
While working on word problems,
pair ELL children with fluent
readers. Encourage them to
use concrete materials, such as
counters, to work out problems.
Beginning Think of simple ways
to sort the children in your group.
For example, you might ask all the
children with sweaters on to stand
on one side, and all the children
without sweaters to stand on the
other. When children are in place,
restate the rule for the grouping.
Intermediate Sort your children
into two groups, without telling
them the rule you are using. Ask
them to look closely and guess
what rule you used. Have children
justify their guesses.
Advanced Ask a student to sort
the rest of the children into two
groups using a rule. Then have the
children guess the rule, and justify
their guesses.
Possible responses:
There are 20 children in Ms. Toma’s class. 2 boys are wearing boots.
We don’t know what kind of shoes the girls are wearing.
Skills Practice and Review
Mental Math
Explain that you want children to solve the problems you will write
on the board using mental math. Write an addition or subtraction
problem that does not involve regrouping on the board. Call on
a student for the answer. If your class enjoys silent teaching, just
hand the chalk to the student you wish to answer. At the end of the
practice, ask children what was the same about all of the problems.
See if they noticed that none of the problems required regrouping.
Have them share their strategies for solving these problems quickly.
Common Core Resource Guide CC 17
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12/21/10 2:17:29 PM
whole class
15
MIN
NCTM Standards 1, 2, 6, 7, 8, 9, 10
CCSS 2.OA 1, 2.NBT 5, 7
Drawing Conclusions
Purpose To explore drawing conclusions from limited information
Introduce Tell the class that you are going to ask some questions. Then after you learn
each new fact, you’re going to see if there are any other facts you can figure out. Draw a
vertical line on the board. Label the left side, “What We Know” and the right side “What
We Can Figure Out.”
Task Have the class draw conclusions from facts they know. Start with the
question, “How many children are in this class?” Have your children raise their hands
and count them out loud. Write the information on the left side of the line. Model your
thinking, by saying something like, “Is there anything else I know? I don’t think so. I’ll ask
another question.”
Concept Alert
It can be more difficult for
some children to understand
that a group can be identified
by an attribute that they
do not have. You might
physically group children who
are wearing red on one side
of the room, and children not
wearing red on the other.
Let everyone look at the two
groups. Everyone in the class
belongs in one group or the
other.
Next ask, “How many girls are in the class?” The girls raise their hands. When this new
fact is on the board, say “I think I know something else without even asking.” Children
may realize that they can now figure out the number of boys in the class. Write this fact
on the right side of the board with the number sentence that allowed you to compute it.
Choose a color that some boys in your class are wearing. Now ask, for example, “How
many boys are wearing red?” Record the new fact on the left side of the board.
Practice Is there anything else we can figure out? Work out the logic with your
class. If necessary, explain that if you subtract the number of boys wearing red from
the total number of boys, you will know the number of boys not wearing red. Write the
number of boys who are not wearing red on the right side of your chart with the number
sentence you used. Whenever you write a new fact on the right side of the board, show
the number sentence that allows you to find it.
Next ask, “How many children are wearing red?” and put that fact on the left side of the
board.
Talk Math
What else can we figure out? Possible answer: We can figure out how
many children are not wearing red, how many girls are not wearing red,
and how many girls are wearing red.
Is there anything else to figure out about boys and girls and wearing red
or not wearing red? Possible answer: No, we know how many boys are
wearing red or not wearing red and how many girls are wearing or not
wearing red.
CC 18 Common Core Resource Guide
TMG2CCRG_CH08_L10-2_TG_p16-p21.indd 18
Chapter 8 • Lesson 10-2
12/21/10 2:17:30 PM
Finding Facts
small groups
15
MIN
Purpose To practice drawing conclusions from limited information
NCTM Standards 1, 2, 6, 7, 8, 9, 10
CCSS 2.OA 1, 2.NBT 5, 7
Introduce Tell children that you are going to start a new chart that they will
complete. Choose two attributes to think about, such as riding the bus to school and
playing soccer. Here is a sample chart, with sample student responses shown in the
What We Can Figure Out column:
What We Know
There are
What We Can Figure Out
children in the class.
children in the class are girls.
children in the class are boys
children ride the bus.
children do not ride the bus.
children play soccer.
children in the class do not play soccer.
girls play soccer
boys play soccer
girls do not play soccer
Each of the sentences in the chart has a blank where the number will go. Explain that
you will fill in the blanks after everyone has had a chance to think about what facts
they can figure out. Explain that children should also leave blanks for the numbers on
their side of the chart.
Problem What Can We Figure Out? Have children work in small groups to think
about what facts they will be able to figure out when the information on the left side
of the chart is completed. If they have trouble getting started, you might clarify the
problem by saying, “If you know the total number of children in the class, and you
know how many ride the bus, what else do you know?”
Talk Math
As groups are working,
check to see that they are
drawing correct conclusions.
Identify children who need
more help with logical
reasoning.
If we know how many children play soccer, what can we figure out?
Possible answer: We can figure out how many children do not play
soccer.
What can we figure out once we know how many girls in the class
play soccer? Possible answer: We will know how many boys in the
class play soccer.
Share Ask the questions necessary to fill in the left side of the chart. As you fill in the
left side of each row, stop and ask groups what they have been able to figure out so
far. If you like, check some of the answers by asking the appropriate children to raise
their hands and be counted directly.
Chapter 8 • Lesson 10-2
TMG2CCRG_CH08_L10-2_TG_p16-p21.indd 19
Common Core Resource Guide CC 19
12/21/10 2:17:30 PM
individuals
Solving Story Problems LAB Masters, CCRG pp. CC 22–CC 23
20
MIN
Purpose To solve two-step word problems involving putting together and taking apart
NCTM Standards 1, 2, 6, 7, 8, 9, 10
CCSS 2.OA 1, 2.NBT 5, 7
Lesson Activity Book Master, CCRG p. CC 22
Chapter 8
Lesson
Lesson
Name
Lesson Activity Book Master, CCRG p. CC 23
Answer each question. Show your work.
Date/Time
-1 Story Problems: Putting
10
10-2
5.
Together, Taking Apart
NCTM Standards 1, 2, 6, 7, 8, 9, 10
Common Core State Standards 2.OA 1, 2.NBT5, 7
Nan has 13 blue beads.
She also has 18 green beads.
Nan uses 25 of her beads to
make a bracelet. How many
beads does Nan have left?
There are 12 boys and 14 girls in
Mr. Lee’s class. 9 children in the
class walk to school.
Sample work is shown.
How many beads does
Nan have in all? 31
13 + 18 = 31
How many beads does Nan
have left? 6
31 – 25 = 6
6. Tony has 23 toy cars.
12 of his toy cars are plastic.
His other toy cars are metal.
6 of Tony’s metal cars are not
red. How many metal cars are
not red?
1. Circle a question that you can answer from the story.
How many girls walk to school?
How many children are in Mr. Lee’s class?
How many boys walk to school?
How many of Tony’s toy cars are
metal? 11
23 – 12 = 11
How many metal cars are not
red? 5
11 – 6 = 5
2. Write a number sentence to match the question you
circled.
Challenge
Possible answer: 12 + 14 = 26
7. Write three questions you can
answer from this story.
3. How many children are in Mr. Lee’s class?
There are 26 children in Mr. Lee’s class.
© School Specialty
17 children in Mr. Lee’s class do not
walk to school.
Show how you answered the question.
© School Specialty
4. How many children in Mr. Lee’s class do not walk to
school?
Mai has 31 beads. 8 beads
are blue. 3 of the blue beads
are square. She has 16
square beads.
How many beads are not blue?
How many beads are not square?
How many blue beads are not square?
26 - 9 = 17
NOTE: Your child is learning to solve story problems with logical reasoning. Ask your child to explain how to
solve Problem 4.
CC 22 Common Core Resource Guide
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Common Core Resource Guide
CC 23
12/21/10 12:54:35 PM
TMG2CCRG_CH08_L10-2_LAB_p22-p23.indd 23
12/21/10 12:54:36 PM
Teaching Notes for LAB Master,
CCRG page CC 22
Teaching Notes for LAB Master, CCRG
page CC 23
Children identify a question they can answer from the story.
This answer is the first step in answering Problem 4.
In Problems 5 and 6, the first question is the first step in
answering the second question.
Ongoing Assessment Children who are not able
to identify the questions they can answer from the given
information may need to make a more concrete representation
of the problem. Suggest that they draw a set of circles to
represent the children in the class, and mark them to match
the facts.
Challenge Problem This problem asks children to find
several questions they can answer from the given information.
Reflect and Summarize the Lesson
Cho had 15 blue blocks and 7 green blocks. Then her brother gave her some red blocks.
Now Cho has 30 blocks. What can you figure out from this information?
Possible answer: I can figure out that Cho had 22 blocks, and that her brother gave her 8 red
blocks.
CC 20 Common Core Resource Guide
TMG2CCRG_CH08_L10-2_TG_p16-p21.indd 20
Chapter 8 • Lesson 10-2
12/21/10 2:17:30 PM
Leveled Problem Solving
There are 8 children at a birthday party. 3 of them have red balloons. The others have blue balloons.
Basic Level
How many children have blue
balloons? 5 children have blue
balloons.
On Level
Two of the children with blue
balloons are boys. How many
children with blue balloons are
girls? 3 children with blue
balloons are girls.
Practice Master, CCRG p. CC 24
Name
Extension Master, CCRG p. CC 25
Practice
Lesson
Lesson10-2
10.2
24
Date
Above Level
What is the largest possible
number of boys who have blue
balloons? Explain how you know.
5 is the largest possible number of
boys who have blue balloons. 5
children have blue balloons. If
none of those children are girls,
then 5 boys could have blue
balloons.
Name
Extension
Lesson 10-2
Date
Solving Story Problems
A Story with Many Questions
Solve the problem.
Answer the questions about this story.
1. Mike has 19 small marbles.
He has 13 large marbles.
Mike loses 7 of his marbles.
How many marbles does Mike
have now?
Mike has
25
How many oranges does Ed buy?
3
Ani is playing with 21 blocks.
The blocks are red, blue, or green.
The blocks are triangles or squares.
15 of the blocks are squares.
7 blocks are blue.
Ani has 1 red triangle.
She has 5 blue squares.
She has 6 green squares.
Ani has 3 green triangles.
Show your work.
19 1 13 5 32 marbles
in all
32 2 7 5 25 marbles now
marbles now.
2. Ed buys 5 apples, 4 pears, and
some oranges.
He buys 12 pieces of fruit in all.
Ed buys
Sample work is shown.
oranges.
4
G
2
3
6
S
4
5
6
15
5
7
9
21
6
Show your work.
1. How many of the blocks are triangles?
2. How many of the blocks are blue triangles?
12 2 9 5 3 oranges
4
4
6 2 2 5 4 goldfish that
are not white
© School Specialty
9 2 3 5 6 goldfish
goldfish are not white.
© School Specialty
6. How many of the triangles are not blue?
Show your work.
5
9. How many of the blocks are not green?
12
10. How many of the squares are not blue?
10
CC 24 Common Core Resource Guide
TMG2CCRG_CH08_L10-2_Practice_p24.indd 24
2
9
7. How many of the blocks are green?
8. How many of the blocks are red?
2
11
3. How many of the squares are not red?
4. How many of the squares are red?
How many of the goldfish
are not white?
B
1
5 1 4 5 9 pears and
apples
5. How many of the triangles are blue?
3. Donna has 9 fish.
3 of them are angelfish.
The rest are goldfish.
2 goldfish are white.
R
T
Common Core Resource Guide
12/21/10 12:51:47 PM
Intervention Activity
TMG2CCRG_CH08_L10-2_Extension_p25.indd 25
CC 25
12/20/10 4:18:53 PM
Extension Activity
Writing and Solving Story Problems
Working in Pairs Provide small objects, such as buttons, for children to
sort by color, shape, and size. Have them write and solve
one-step and then two-step problems about their sorted
objects. Put the problems for a given set of buttons into
an envelope with the buttons. Then another student can
solve the problem and check their work using the buttons
in the envelope.
Have children work in pairs to write a story problem.
They can take turns writing sentences. Both children
should check to make sure that their information goes
together. Have them provide a solution. You may want to
collect these problems together to give to other children
who finish early.
Chapter 8 • Lesson 10-2
TMG2CCRG_CH08_L10-2_TG_p16-p21.indd 21
Common Core Resource Guide CC 21
12/21/10 2:17:31 PM
Chapter 8
Lesson
Lesson
Name
Date/Time
-1 Story Problems: Putting
10
10-2
Together, Taking Apart
NCTM Standards 1, 2, 6, 7, 8, 9, 10
Common Core State Standards 2.OA 1, 2.NBT5, 7
There are 12 boys and 14 girls in
Mr. Lee’s class. 9 children in the
class walk to school.
1. Circle a question that you can answer from the story.
How many girls walk to school?
How many children are in Mr. Lee’s class?
How many boys walk to school?
2. Write a number sentence to match the question you
circled.
3. How many children are in Mr. Lee’s class?
Show how you answered the question.
© School Specialty
4. How many children in Mr. Lee’s class do not walk to
school?
NOTE: Your child is learning to solve story problems with logical reasoning. Ask your child to explain how to
solve Problem 4.
CC 22 Common Core Resource Guide
TMG2CCRG_CH08_L10-2_LAB_p22-p23.indd 22
12/21/10 12:54:20 PM
Answer each question. Show your work.
5. Nan has 13 blue beads.
She also has 18 green beads.
Nan uses 25 of her beads to
make a bracelet. How many
beads does Nan have left?
How many beads does
Nan have in all?
6. Tony has 23 toy cars.
12 of his toy cars are plastic.
His other toy cars are metal.
6 of Tony’s metal cars are not
red. How many metal cars are
not red?
How many of Tony’s toy cars are
metal?
How many beads does Nan
have left?
How many metal cars are not
red?
Challenge
© School Specialty
7. Write three questions you can
answer from this story.
Mai has 31 beads. 8 beads
are blue. 3 of the blue beads
are square. She has 16
square beads.
Common Core Resource Guide CC 23
TMG2CCRG_CH08_L10-2_LAB_p22-p23.indd 23
12/21/10 12:54:20 PM
Name
Practice
Lesson
Lesson10-2
10.2
24
Date
Solving Story Problems
Solve the problem.
1. Mike has 19 small marbles.
He has 13 large marbles.
Mike loses 7 of his marbles.
Show your work.
How many marbles does Mike
have now?
Mike has
marbles now.
2. Ed buys 5 apples, 4 pears, and
some oranges.
He buys 12 pieces of fruit in all.
Show your work.
How many oranges does Ed buy?
oranges.
3. Donna has 9 fish.
3 of them are angelfish.
The rest are goldfish.
2 goldfish are white.
Show your work.
© School Specialty
Ed buys
How many of the goldfish
are not white?
goldfish are not white.
CC 24 Common Core Resource Guide
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Name
Extension
Lesson 10-2
Date
A Story with Many Questions
Answer the questions about this story.
Ani is playing with 21 blocks.
The blocks are red, blue, or green.
The blocks are triangles or squares.
15 of the blocks are squares.
7 blocks are blue.
Ani has 1 red triangle.
She has 5 blue squares.
She has 6 green squares.
Ani has 3 green triangles.
R
T
B
1
S
G
3
5
7
6
15
21
1. How many of the blocks are triangles?
2. How many of the blocks are blue triangles?
3. How many of the squares are not red?
4. How many of the squares are red?
5. How many of the triangles are blue?
© School Specialty
6. How many of the triangles are not blue?
7. How many of the blocks are green?
8. How many of the blocks are red?
9. How many of the blocks are not green?
10.How many of the squares are not blue?
Common Core Resource Guide CC 25
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Chapter 8
Lesson
1
-1 -3
10
Story Problems About
Comparing
NCTM Standards 1, 2, 6, 7, 8, 9, 10
Common Core State Standards 2.OA.1, 2.NBT 5, 7
STUDENT OBJECTIVES
Lesson Planner
• n
• n
o choose the appropriate operation in addition and subtraction
T
situations
To solve two-step word problems involving comparisons
(CCRG p. CC 27)
Open Ended Problem Solving / Headline Story
Skills Practice and Review—
Mental Math
(CCRG p. CC 28–CC 30)
Comparing Secret Numbers (CCRG p. CC 28)
Creating and Solving Story Problems (CCRG p. CC 29)
Solving More Story Problems (CCRG p. CC 30)
•CCRG: Activity Master, Writing Your Own
Story Problem
•sticky notes
•counters (optional)
•
LAB Masters, CCRG pp. CC 32–CC 33
(CCRG p. CC 31)
Leveled Problem Solving (CCRG p. CC 31)
Practice Master, CCRG p. CC 34
Intervention Activity (CCRG p. CC 31)
Extension Master, CCRG p. CC 35
Extension Activity (CCRG p. CC 31)
Lesson Notes
Lesson 8.10-3 has been added. Use after Lesson 8.10-2.
About the Lesson
Lesson 8.10-3 is the third in a series of three lessons
on two-step word problems. If you are using this
lesson later in the year, after Chapter 10, you may
want to use three-digit numbers in the classroom part
of the lesson.
About the Mathematics
The comparison model is another way for children to
think about subtraction. To compare two numbers to
find their difference, children can form two separate
groups of counters to represent the numbers. Then
they line up the counters in the two groups, matching
them one-to-one. When no more matches can be
made, the counters left over in the larger number
represent the difference.
CC 26 Common Core Resource Guide
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In solving word problems involving comparing, the
critical skill is identifying which operation to use. For
example, if you know that Jake has 3 more marbles
than Dana, and then find out that Jake has 15 marbles,
how do you know whether to add or subtract the 3
to find out how many marbles Dana has? Help your
children think about this by asking them to identify
the larger of the two numbers. Jake has more marbles,
so to find out how many Dana has, you will want to
subtract the difference, 3, from Jake’s total.
Chapter 8 • Lesson 10-3
12/21/10 4:06:49 PM
Developing
Mathematical
Language
Vocabulary: compare,
difference, more, less, fewer
While working on word problems,
pair ELL students with fluent
readers. Encourage children to
think carefully about the meaning
of sentences involving comparison
words.
Open-Ended Problem Solving
Share this headline story with your class. Encourage children to think
about all the possible numbers of cars that Jack might have, and to
compare those numbers to the number that Amy and Rory have.
Amy has 23 toy cars. Rory
has 32 toy cars. Jack has
more cars than Amy, but
fewer cars than Rory.
Beginning Count out 13 counters
and hand them to one student.
Then count out 8 counters and
hand them to another student.
Say, write, and read sentences
comparing the counters that the
two children have, “Jon has 5 more
counters than Ali. Ali has 5 fewer
counters than Jon.”
Possible responses:
Jack might have 24 cars. That is 1 more than Amy but 8 fewer than
Rory. He could have 28 toy cars. That is 5 more than Amy and 5
fewer than Rory. He could have anywhere from 24 to 31 toy cars.
Intermediate Have children take
some counters from a pile and
count them. Take 12 counters for
yourself. Say, “I have 12 counters.
Who has more than 12?” and
then, “Who has fewer than 12?”
Help children compare the number
of counters they have to 12.
“I have 15 counters. That is 3 more
than 12.” Write some of their
comparisons on the board.
Advanced Have children take
some counters from a pile and
count them. Then ask children to
compare the number of counters
they have to the number that
others have. “I have 3 more
counters than Jon, but 2 fewer
than Ali.” Write some of these
sentences on the board.
Skills Practice and Review
Mental Math
Write an addition or subtraction problem on the board. Call on a
student for the answer. Explain that you want children to use mental
math to solve the problems. If your children enjoy silent teaching,
you can do this activity silently by handing the chalk to the student
you wish to answer. Start by presenting problems that do not require
regrouping. If children are successful, try some with regrouping in
one place. At the end of the practice, ask children to share their
strategies for solving these problems.
Common Core Resource Guide CC 27
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12/21/10 4:06:49 PM
whole class
15
MIN
NCTM Standards 1, 2, 6, 7, 8, 9, 10
CCSS 2.OA.1, 2.NBT.5, 7
Comparing Secret Numbers
Purpose To explore problems involving comparing
Introduce Without letting your children see what numbers you are writing, write
three two-digit numbers on the board such as 28, 37, and 41. Cover each number with a
sticky note. Label the sticky notes A, B, and C. Tell your class that these are your secret
numbers.
Give the following clues to the secret numbers:
• A is 9 less than B
As you are working with the
class, look for children who
are having trouble choosing
an operation to solve
comparing problems. During
the second activity, you may
be able to work more closely
with these children and help
them understand how to
make the correct choices.
• C is 13 more than A
• B is 4 less than C
Work with your class to rephrase each of the three clues, until you have this list:
• A is 9 less than B; B is 9 more than A
• C is 13 more than A; A is 13 less than C
• B is 4 less than C; C is 4 more than B
Problem Is there anything else we can figure out? Let children work on this for a
bit. Hopefully, they will come up with more than one solution. Possible solutions include
A 5 5, B 5 14, C 5 18; A 5 68, B 5 77, C 5 81. As a class, decide that you don’t have
enough information to figure out the numbers. Reveal any one of the three numbers, for
example, show that B = 37. Have children figure out what the other two are.
Talk Math
I know that B is 4 less than C. Should I add or subtract 4 from B to find
C? Possible answer: C has to be greater than B, so you should add 4 to
get 41.
Once you know all three numbers, what questions could you ask about
them? Possible answer: We could ask for the sum of the three numbers.
We could ask which one is the greatest.
Write a word problem using your numbers. Let children help you decide about what
objects will be counted in the problem and the names you will use. Here is a sample
problem for these numbers:
Jesse has 13 more marbles than Sophie. Sophie has 4 fewer marbles than Dale. Dale has
37 marbles. How many marbles does Jesse have?
Help children see that they can solve this problem with only two comparing sentences.
Children should already realize that they have to reveal at least one number for the
problem to be solvable. Discuss how you would solve this problem if you didn’t already
know the secret numbers.
CC 28 Common Core Resource Guide
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Chapter 8 • Lesson 10-3
12/21/10 4:06:49 PM
Creating and Solving Story Problems
pairs
Materials
Purpose To write and solve two-step word problems involving comparing
• For each child: AM:
Writing Your Own Story
Problem
Introduce Tell children that you want them to write their own comparing problems.
Give each student a copy of Activity Master: Writing Your Own Story Problem. Go
through the instructions for the page with the class.
Name
Date
6Xi^k^inBVhiZgM
6Xi^k^inBVhiZg
NCTM Standards 1, 2, 6, 7, 8, 9, 10
CCSS 2.0A 1, 2.NBT 5, 7
Writing Your Own Story Problem
Master: Writing Your Own Story Problem, each student
writes a comparison story problem. When the word
problem is complete, children should fold the top edge of
the paper down to the dotted line on the activity master
to hide the solution. You may need to demonstrate how to
fold the paper.
Next, children exchange papers with a partner and solve
the problem they get on a separate piece of paper. They
can check their work by unfolding the paper to see the
solution.
Choose 3 secret numbers.
A
B
Which secret number will you tell?
Write a question you can ask about your numbers.
After you write your story,
fold the top edge of your paper
down to the dotted line to cover
the answers.
Write a story problem about your numbers.
88(+ 8dbbdc8dgZGZhdjgXZ<j^YZ
Activity Master: Writing Your
Own Story Problem
Talk Math
Concept Alert
How do you know whether to add or subtract? Possible answer: I just
think about which number is supposed to be greater. If the number I
want to find is less than the number I know, I subtract. If the number I
want to find is greater than the number I know, I add.
Share Ask children to share any strategies they have developed for solving these
problems. Children may also want to share problems they thought were funny
or especially tricky. You can keep this collection of story problems for children to
use for practice. Since the solutions are included, children will be able to practice
independently.
Chapter 8 • Lesson 10-3
C
Write some sentences comparing the numbers.
© School Specialty
Task Write your own story problem. Using Activity
'%
B>C
As children are working,
check to see that they are
writing problems with enough
information to be solvable. For
example, if they don’t include
a comparison sentence that
mentions one of the numbers,
it may not be possible to find
that number later.
Common Core Resource Guide CC 29
individuals
Solving More Story Problems LAB Masters,
20
CCRG pp. CC 32–CC 33
MIN
Purpose To write comparison sentences and to solve two-step word problems
NCTM Standards 1, 2, 6, 7, 8, 9, 10
CCSS 2.OA 1, 2.NBT 5, 7
involving comparisonsPurpose To solve two-step word problems involving putting together
and taking apart
Lesson Activity Book Master, CCRG p. CC 32
Chapter 8
Lesson
Name
Lesson Activity Book Master, CCRG p. CC 33
Answer each question. Show your work.
Date/Time
10-3 Story Problems About
Comparing
NCTM Standards 1, 2, 6, 7, 8, 9, 10
Common Core State Standards 2.OA 1, 2.NBT 5, 7
4. Bevfound23plasticbottles.
Tomfound9fewerplastic
bottles.Thetwochildren
recycledallthebottlesthey
found.Howmanybottlesdid
theyrecycle?
Sample work is shown.
Evan has 22 baseball cards.
Drew has 41 more cards than Evan.
Evan
37
1. Circle the name of the person who has more
baseball cards.
2. How many baseball cards does Drew have?
Show your work.
Possible response: Drew has 63 cards.
Drew has 41 more cards than Evan, so Drew has
22 + 41 = 63 cards.
2
moreflowers
© School Specialty
© School Specialty
Answer your question. Show your work.
Kerry
Jo
Eric
HowmanyflowersdidKyleplant?
15
7 + 8 = 15
HowmanymoreflowersdidMaya
plant? 13
Possible solutions are shown.
6. F
indthreedifferentsolutions
tothisproblem.
Possible response: How many baseball cards do
Evan and Drew have in all?
Evan and Drew have 85 cards altogether.
22 + 63 = 85 cards
Howmanybottlesdidthey
recycle? 37 bottles
9 + 4 = 13
Challenge
3. Write another question about the baseball cards.
14
23 – 9 = 14
23 + 14 = 37
bottles
5. Kyleplanted7rosesand8
tulips.Mayaplanted9roses
and4tulips.Howmanymore
flowersdidKyleplantthan
Maya?
Drew
Sample work is shown.
HowmanybottlesdidTomfind?
Kerryhas21moreraisins
thanJo.Erichas12fewer
raisinsthanKerry.Howmany
raisinsdoeseachhave?
Solution 1
Solution 2
Solution 3
31
10
19
41
20
29
51
30
39
NOTE: Your child is learning to solve story problems involving comparisons. Play a game where you and
your child guess numbers from clues, such as, “My number is 18 more than 53.”
CC 32 Common Core Resource Guide
TMG2CCRG_CH08_L10-3_LAB_p32-p33.indd 32
Common Core Resource Guide
CC 33
12/21/10 1:19:12TMG2CCRG_CH08_L10-3_LAB_p32-p33.indd
PM
33
12/21/10 1:19:12 PM
Teaching Notes for LAB Master,
CCRG Page CC 32
Teaching Notes for LAB Master,
CCRG Page CC 33
Problem 1 guides children to make sense of what they are
reading by having them identify the person with the greater
number of baseball cards. Then, they answer one question
about the problem and write another question that could be
answered from the information in the problem.
Encourage children to start each problem by looking for a
number they know or can find. Then they should look for a
number compared to the number they know.
Ongoing Assessment Children who are not sure
what operation to use may need more help with interpreting
comparison statements. Children who have difficulty finding a
place to start may need more help with logical reasoning and
reading comprehension.
Challenge Problem In this problem, children are not
given any of the numbers they are looking for. They will have
to choose a value for one of the numbers, and then figure
out the other two from that value. Encourage children to
investigate the solutions they find and look for patterns.
Reflect and Summarize the Lesson
There are 12 bicycles in the rack. 7 are blue. The rest of the bicycles in the rack are red.
How many more blue bicycles than red bicycles are in the rack?
Possible answer: I know that there are 12 bicycles and that 7 of them are blue. That means that 5
bicycles are red. That means that there are 2 more blue bicycles than red bicycles.
CC 30 Common Core Resource Guide
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Chapter 8 • Lesson 10-3
12/21/10 4:06:50 PM
Leveled Problem Solving
Sami found 16 golf balls at the park. Mark found 7 fewer golf balls than Sami.
Basic Level
How many golf balls did Mark
find? Mark found 9 golf balls.
On Level
Kofi found 12 more than Mark.
How many golf balls did Kofi
find? Kofi found 21 golf balls.
Practice Master, CCRG p. CC 34
Name
Extension Master, CCRG p. CC 35
Practice
Lesson
Lesson10-3
34
Date
Above Level
Rona found three fewer golf balls
than Sami and Mark put together.
How many did Rona find? Mark
found 9. Together Sami and Mark
found 25. That means that Rona
found 23 golf balls.
Name
Extension
Lesson 10-3
Date
Solving Story Problems with Comparing
Stories with Many Steps
Solve the problem.
Solve the problem.
Sample work is shown.
1. Anna ate 26 carrot sticks. Anna ate
13 more carrot sticks than Bret. Bret
ate 18 fewer carrot sticks than Dana.
Carly ate 15 fewer carrot sticks than
Dana. Eliot ate 10 more carrot sticks
than Carly.
Show your work.
Sample work is shown.
1. Emma buys 3 shirts at one store and
2 shirts at another store.
She buys 1 more shirt than Gail did.
How many shirts does Gail buy?
Gail buys
4
shirts.
Show your work.
Emma buys:
3 1 2 5 5 shirts
Gail buys:
5 2 1 5 4 shirts
Who else ate the same number of
carrot sticks as Anna?
Eliot
2. Julio reads 9 books this summer.
Kate reads 3 fewer books than
Julio.
Together, how many books do they
read?
Together they read
15
books.
ate the same number of
carrot sticks as Anna.
Show your work.
Julio:
9 books
2. Five friends were jumping rope.
Anna jumped 48 jumps. Anna
jumped 31 fewer jumps than Dana.
Bret jumped 32 fewer jumps than
Carly. Eliot jumped 8 more jumps
than Carly. Dana jumped 23 more
jumps than Bret.
Kate:
9 2 3 5 6 books
Together:
9 1 6 5 15 books
Wes has
3
more marbles.
Wes:
8 1 8 5 13 marbles
© School Specialty
How many more marbles does Wes
have than Luc?
Show your work.
© School Specialty
3. Wes has 5 marbles in his hand and
8 marbles in his pocket.
Luc has 10 marbles.
Bret ate 26 2 13 5 13.
Dana ate 13 1 18 5 31.
Carly ate 31 2 15 5 16.
Eliot ate 16 1 10 5 26.
Eliot ate the same number
as Anna.
Show your work.
Anna jumped 48 jumps.
Dana jumped
48 1 31 5 79 jumps.
How many jumps did Eliot jump?
Bret jumped
79 2 23 5 56 jumps.
96
Carly jumped
56 1 32 5 88 jumps.
Eliot jumped
jumps.
Eliot jumped 88 1 8 5 96
jumps.
Luc:
10 marbles
CC 34 Common Core Resource Guide
TMG2CCRG_CH08_L10-3_Practice_p34.indd 34
Anna ate 26 carrot sticks.
Common Core Resource Guide
12/21/10 2:13:22 PM
Intervention Activity
TMG2CCRG_CH08_L10-3_Extension_p35.indd 35
CC 35
12/20/10 6:07:20 PM
Extension Activity
Number Match
Stories About Comparing Give children index cards. Have them make several pairs
of cards: one with a number, such as 9, and the other
with a comparison clue to the number, such as “4 less
than 13,” or, “5 more than 4.” Check their pairs of cards.
Then have them play a memory game with the cards.
Children lay out all the cards face down, and then turn
two cards face up. If the cards match they get to take
the pair and go again. If they don’t match, they turn both
cards face down again.
Challenge children to write comparison word problems
using three-digit numbers. If you like, you can make extra
copies of Activity Master: Writing Your Own Problems for
children to use. Give children access to base-ten blocks
to support both writing and solving the problems.
Chapter 8 • Lesson 10-3
TMG2CCRG_CH08_L10-3_TG_p26-p31.indd 31
Common Core Resource Guide CC 31
12/21/10 4:06:50 PM
Chapter 8
Lesson
Name
Date/Time
10-3 Story Problems About
Comparing
NCTM Standards 1, 2, 6, 7, 8, 9, 10
Common Core State Standards 2.OA 1, 2.NBT 5, 7
Evan has 22 baseball cards.
Drew has 41 more cards than Evan.
1. Circle the name of the person who has more
baseball cards.
Evan
Drew
2. How many baseball cards does Drew have?
Show your work.
3. Write another question about the baseball cards.
© School Specialty
Answer your question. Show your work.
NOTE: Your child is learning to solve story problems involving comparisons. Play a game where you and
your child guess numbers from clues, such as, “My number is 18 more than 53.”
CC 32 Common Core Resource Guide
TMG2CCRG_CH08_L10-3_LAB_p32-p33.indd 32
12/21/10 1:18:54 PM
Answer each question. Show your work.
4. Bev found 23 plastic bottles.
Tom found 9 fewer plastic
bottles. The two children
recycled all the bottles they
found. How many bottles did
they recycle?
How many bottles did they
recycle?
bottles
bottles
5. Kyle planted 7 roses and 8
tulips. Maya planted 9 roses
and 4 tulips. How many more
flowers did Kyle plant than
Maya?
How many bottles did Tom find?
How many flowers did Kyle plant?
How many more flowers did Maya
plant?
more flowers
Challenge
6. F
ind three different solutions
to this problem.
© School Specialty
Solution 1
Kerry has 21 more raisins
than Jo. Eric has 12 fewer
raisins than Kerry. How many
raisins does each have?
Solution 2
Solution 3
Kerry
Jo
Eric
Common Core Resource Guide CC 33
TMG2CCRG_CH08_L10-3_LAB_p32-p33.indd 33
12/21/10 1:18:55 PM
Name
Date
Practice
Lesson
Lesson10-3
34
Solving Story Problems with Comparing
Solve the problem.
1. Emma buys 3 shirts at one store and
2 shirts at another store.
She buys 1 more shirt than Gail did.
Show your work.
How many shirts does Gail buy?
Gail buys
shirts.
2. Julio reads 9 books this summer.
Kate reads 3 fewer books than
Julio.
Show your work.
Together, how many books do they
read?
books.
3. Wes has 5 marbles in his hand and
8 marbles in his pocket.
Luc has 10 marbles.
How many more marbles does Wes
have than Luc?
Wes has
Show your work.
© School Specialty
Together they read
more marbles.
CC 34 Common Core Resource Guide
TMG2CCRG_CH08_L10-3_Practice_p34.indd 34
12/21/10 2:13:33 PM
Name
Date
Extension
Lesson 10-3
Stories with Many Steps
Solve the problem.
1. Anna ate 26 carrot sticks. Anna ate
13 more carrot sticks than Bret. Bret
ate 18 fewer carrot sticks than Dana.
Carly ate 15 fewer carrot sticks than
Dana. Eliot ate 10 more carrot sticks
than Carly.
Show your work.
Who else ate the same number of
carrot sticks as Anna?
ate the same number of
carrot sticks as Anna.
2. F
ive friends were jumping rope.
Anna jumped 48 jumps. Anna
jumped 31 fewer jumps than Dana.
Bret jumped 32 fewer jumps than
Carly. Eliot jumped 8 more jumps
than Carly. Dana jumped 23 more
jumps than Bret.
Show your work.
© School Specialty
How many jumps did Eliot jump?
Eliot jumped
jumps.
Common Core Resource Guide CC 35
TMG2CCRG_CH08_L10-3_Extension_p35.indd 35
12/21/10 2:27:55 PM
Name
Date
Activity
ActivityMaster
MasterX
Writing Your Own Story Problem
Choose 3 secret numbers.
A
B
C
Write some sentences comparing the numbers.
Which secret number will you tell?
Write a question you can ask about your numbers.
After you write your story,
fold the top edge of your paper
down to the dotted line to cover
the answers.
CC 36 Common Core Resource Guide
© School Specialty
Write a story problem about your numbers.
Common Core Resource Guide CC 37
TMG2CCRG_CH08_L10-3_TN_p37.indd 37
12/21/10 4:07:50 PM
Chapter 10
Lesson
1
8-1
-1
Mental Math with
10 and 100
NCTM Standards 1, 6, 7, 8, 9, 10
Common Core State Standards 2.NBT 1, 2, 3, 6, 7, 8, 9
Lesson Planner
STUDENT OBJECTIVES
• n
• n
To explore the effect of adding and subtracting 10 and 100
To develop strategies for mentally adding and subtracting 10 and 100
(CCRG p. CC 39)
Open-Ended Problem Solving/Headline Story
Skills Practice and Review—
Counting Backward by Hundreds or Tens
(CCRG pp. CC 40–CC 43)
Adding and Subtracting 10 and 100 (CCRG p. CC40)
•CCRG: Activity Master, Tug of War
Playing a Game: Tug of War (CCRG p. CC41)
•
•base-ten blocks (flats, rods, units)
LAB Masters, CCRG pp. CC 46–CC 47
Mental Math with 10 and 100 (CCRG p. CC42)
Doing More with 10 and 100 (CCRG p. 43)
(CCRG p. CC 44)
Leveled Problem Solving (CCRG p. CC 44)
Practice Master, CCRG p. CC 48
Intervention Activity (CCRG p. CC 44)
Extension Master, CCRG p. CC 49
Extension Activity (CCRG p. CC 44)
Lesson Notes
Lesson 10.8-1 has been added. Use after Lesson 10.8-1 after Lesson 10.8.
About the Lesson
In this lesson, children investigate the effect of adding
and subtracting 10 and 100. They look closely at both
the number they start with and the sum or difference,
and see what changes. For example, in the sentence
346 1 100 5 446, the starting number, 346, and
sum, 446, have the same tens and ones digits. Adding
100 increases only the hundreds digit by 1.
This work reinforces and builds children’s
understanding of base-ten place value. It also
prepares them for Lesson 10.9, in which
they will add and subtract three-digit numbers
mentally by separating the numbers into hundreds,
tens, and ones.
Children see this pattern on the number line and with
base-ten blocks. They use this pattern to do quick
mental calculations.
CC 38 Common Core Resource Guide
TMG2CCRG_CH10_L8-1_TG_p38-p44.indd 38
Chapter 10 • Lesson 8-1
12/21/10 4:09:11 PM
Developing
Mathematical
Language
Vocabulary: digit, hundreds
place, ones place, tens place,
mental math
Introduce the term mental math,
and invite children to share their
own definitions and experiences.
Write a three-digit number on
the board. Have children say the
number and then identify the
digit in the hundreds, tens, and
ones place. Make the distinction
between number and digit clear
in your own language and in
your restatements of children’s
language.
Open-Ended Problem Solving
Read the Headline Story to children, and have them use the
information in the story to create interesting problems. The goal
of Headline Stories is for children to translate situations and
information into problems that can be answered mathematically.
We are collecting plastic
bottles. We have 325 so far.
Dana brought some more.
Possible responses:
If Dana brought 5 more there would be 330. Maybe Dana brought 10
more, so there are 335.
Beginning Write a three-digit
number on the board. Read the
number, and have children repeat
after you. Work with children to
model the number with base-ten
blocks. Identify the digits of the
number, and show how each digit
is modeled by the base-ten blocks.
Intermediate Write a three-digit
number on the board. Have children
model the number with base-ten
blocks. Have them identify the
hundreds digit of the number and
the blocks that model the hundreds
digit. Then have them identify
the tens digit and the blocks that
model it. Finally have them identify
the ones digit and the blocks that
model it.
Skills Practice and Review
Counting Backward by Hundreds or Tens
Choose a three-digit number, and have children count backward by
hundreds. Stop when the number is less than 100. Pick a different
number and have children count backward by tens. Expect that
children may have difficulties when moving to a new decade, as in
312, 302, 292….
Writing the sequences of numbers on the board can help children
keep track and work along even if they are not being called on at
the moment. You can also look back at the sequence and talk about
patterns you see.
Advanced Write two three-digit
numbers on the board. Ask whether
the hundreds digits of the numbers
are the same or different. Ask
which number has the greatest tens
digit. Ask children to compare the
ones digits of the numbers.
Common Core Resource Guide TMG2CCRG_CH10_L8-1_TG_p38-p44.indd 39
CC 39
12/21/10 4:09:12 PM
whole class
15
MIN
Materials
• For the teacher:
base-ten blocks
• For each child:
base-ten blocks
NCTM Standards 1, 6, 7, 8, 9, 10
CCSS 2.NBT 1, 2, 3, 6, 7, 8, 9
Adding and Subtracting 10 and 100
Purpose To explore the effects of adding and subtracting 10 and 100 on the number
line and with base-ten blocks
Introduce Draw a very long number line on the board and mark a three-digit number,
such as 182 on it. Ask a volunteer to model the number 182 for the class with base-ten
blocks. Show a small jump forward on the number line and write the problem
182 1 10 5 on the board. Have the volunteer show the addition with base-ten
blocks. Then call on another child for the sum. Label the landing point and complete the
addition sentence.
Problem How can we learn to add and subtract 10 and 100 using mental
math? Ask children to compare the starting point and the landing point for the jump of
10 spaces. Have them tell you which digits are the same for both numbers and which are
different. They will see that the tens digit is different. Underline the tens digit in each of
the numbers in the addition sentence.
Show a few more forward jumps of 10, being sure to go beyond 200. Model each addition
with the base-ten blocks and with number sentences, comparing the starting and landing
points.
Concept Alert
Children may slip when
they “cross the hundreds.”
Review place value and have
children model the addition
with base-ten blocks.
Talk Math
How do we show adding 10 with base-ten blocks? Possible answer: Add
a rod. If there are 10 rods, trade for a flat.
How are the numbers for the starting and landing points different for
a forward jump of 10 spaces? Possible answer: The tens digit for the
landing point is one more than the tens digit of the starting point. The
hundreds and ones digits are the same for both numbers.
Practice Now show forward jumps of 100, modeling with blocks and sentences.
Compare the starting and landing points for these jumps. Have children describe what
changes.
Repeat the process starting at a number such as 923 and jumping backward by 10 and
then backward by 100.
CC 40 Common Core Resource Guide
TMG2CCRG_CH10_L8-1_TG_p38-p44.indd 40
Chapter 10 • Lesson 8-1
12/21/10 4:09:13 PM
Playing a Game: Tug of War
pairs
20
MIN
Materials
Purpose To practice adding and subtracting 10 and 100
• For each pair: AM: Tug
of War,
cup, and a coin
• For each child:
base-ten blocks
Goal The two players each have their own goal. The Subtracter tries to end up with a
number less than 500, and the Adder tries to end up with a number greater than 500.
The game provides an opportunity for children to practice adding and subtracting 10
and 100 mentally, with base-ten blocks as support where needed. You may want to
play a brief round with a partner to demonstrate the game.
NCTM Standards 1, 6, 7, 8, 9, 10
CCSS 2.NBT 1, 2, 3, 6, 7, 8, 9
Prepare Materials Each pair of students gets the Activity Master: Tug of War,
a cup, and a coin.
How to Play
Players decide who will be the Adder and who will be the
Subtracter. The Adder goes first, and the Subtracter gets the last
coin flip of the game.
Name
So far we have…
On my turn, I will…
Our new total is…
© School Specialty
The game starts at 500. Using the cup, a player flips the coin. If it
lands on heads, the Adder will add 100, writing “1 100,” in the
second column. If it lands on tails, the Adder will add 10, writing
“1 10,” in the second column. Similarly, the Subtracter subtracts
100 for a heads result, and subtracts 10 for a tails result, recording
the change in the second column. To help players remember
what numbers to use, H stands for “heads” and “hundred, ”
and T stands for “tails” and “ten.” Allow players to use base-ten
blocks as support if they wish.
If, at any time, the Adder’s turn would result in a total greater
than 1,000, the game is over and the Adder wins. Similarly, if the
Subtracter’s turn would result in a total less than 0, the game is over
and the Subtracter wins.
Activity Master
Lesson 8-1
Date
Tug of War
Activity Master: Tug of War
Common Core Resource Guide
TMG2CCRG_CH10_L8-1_AM.indd 45
CC 45
12/20/10 1:48:23 PM
Players play until time is called. Then, after the Subtracter’s last turn,
they look at the total. If the final total is less than 500, the Subtracter
wins. If it is greater than 500, the Adder wins.
Players switch roles and play the game again with a new Activity
Master: Tug of War.
Here is a sample of a possible chart after each player has taken two turns.
H
T
H
H
So far, we
have…
500
600
590
690
Chapter 10 • Lesson 8-1
TMG2CCRG_CH10_L8-1_TG_p38-p44.indd 41
On my turn, I
will…
1 100
2 10
1 100
2 100
Our new total
is…
600
590
690
590
Observe children as they play
the game.
• What method do they use
to add the numbers?
• What method do they use
to subtract the numbers?
Common Core Resource Guide CC 41
12/21/10 4:09:15 PM
individuals
Mental Math with 10 and 100 LAB Masters, CCRG pp. CC 46–CC 47
Purpose To use mental math to add and subtract 10 and 100 from three-digit numbers
Lesson Activity Book Master, CCRG p. CC 46
Chapter 10
Lesson
Date/Time
Name
8-1 Mental Math with
Add or subtract.
10 and 100
17.
2.
148
223
+ 10
3.
233
506
+ 10
4.
516
21.
391
+ 10
138
– 10
6.
128
223
– 10
7.
213
506
– 10
10.
238
223
+ 100
496
11.
506
+ 100
323
381
14.
38
223
– 100
606
15.
123
506
– 100
406
23.
996 – 100 602
22.
20.
579
41
203 – 10 193
589 – 10 24.
896
545 + 10 555
26. You want to jump forward 90 spaces on the number line. You may use only jumps of 10 and 100. Show how to do it.
391
+ 100
491
16.
© School Specialty
138
– 100
141 – 100 Challenge
12.
Subtract 100 from each number. Do all the work in
your head. Write only the answers.
13.
19.
Possible answers: You increase the
hundreds digit by 1. The other digits stay
the same.
391
– 10
391
– 100
© School Specialty
138
+ 100
793 + 100 592 + 10 25. Explain how to add 100 using mental math.
8.
Add 100 to each number. Do all the work in your
head. Write only the answers.
9.
18.
893
401
Subtract 10 from each number. Do all the work in
your head. Write only the answers.
5.
654 + 100 754
Add 10 to each number. Do all the work in your
head. Write only the answers.
138
+ 10
NCTM Standards 1, 6, 7, 8, 9, 10
CCSS 2.NBT 1, 2, 3, 6, 7, 8, 9
Lesson Activity Book Master, CCRG p. CC 47
NCTM Standards 1, 6, 7, 8, 9, 10
Common Core State Standards 2.NBT 1, 2, 3, 6, 7, 8, 9
1.
15
MIN
291
475
385
385
1
90
5
485
475
NOTE: Your child is learning to add and subtract 10 and
100 using mental math. Ask your child to describe how
to add 100 without using pencil and paper.
Common Core Resource Guide
CC 46 Common Core Resource Guide
Teaching Notes for LAB Master,
CCRG page CC46
TMG2CCRG_CH10_L8-1_LAB_p46-p47.indd 46
Teaching Notes for LAB Master,
CCRG page CC47
TMG2CCRG_CH10_L8-1_LAB_p46-p47.indd
47
12/20/10 1:45:32
PM
Ask children to try solving these problems using only mental
math. Allow them to mark any problems they are not sure of,
so they can check them after they finish the page. Observe
children as they work and provide help as needed.
Ongoing Assessment Encourage children who used
base-ten blocks for support during the game to try to do
this page using only mental math. Allow them to check their
work using the blocks. If they are correct, they will develop
confidence in their ability to calculate mentally.
CC 47
12/20/10 1:45:32 PM
Problems 17 through 24 provide mixed practice in addition
and subtraction of 10 and 100. In Problem 25, children are
asked to describe their process in their own words.
Challenge Problem To solve this problem, children
need to find a way to jump forward 90 on the number line by
combining jumps of 100 and 10 in any direction. Some may
choose to jump forward 10 spaces nine times. Others will
jump back 10 first and then jump forward 100. Still others
will choose the solution shown above.
Reflect and Summarize the Lesson
How would you find the difference 352 – 100 using mental math? Explain.
Possible answer: I would take away 1 from the hundreds digit. The tens and ones digits stay the
same. The difference is 252.
CC 42 Common Core Resource Guide
TMG2CCRG_CH10_L8-1_TG_p38-p44.indd 42
Chapter 10 • Lesson 8-1
12/21/10 4:09:16 PM
Doing More with 10 and 100
whole class
10
MIN
Purpose To prepare for finding the sum or difference of any three-digit numbers
using mental math
Introduce Summarize the lesson by saying that children can add one, ten, and
one hundred to any number in their heads. Remind them that all three-digit numbers
have ones, tens, and hundreds. Write the problem 486 1 200 on the board. Ask
children how they might solve this problem in their heads. Accept children’s ideas, and
solve the problem together.
Materials
• For each child:
base-ten blocks
(optional)
NCTM Standards 1, 6, 7, 8, 9, 10
CCSS 2.NBT 1, 2, 3, 6, 7, 8, 9
Talk Math
How could you subtract 352 2 30 in your head? Possible answer:
I could count back by tens three times. 342, 332, 322.
How could you check your answer? Possible answers: I could subtract
with paper and pencil; I could use base-ten blocks.
Practice Have children work in pairs to practice using the mental math strategy
from this lesson in more than one step. Put some problems on the board involving
adding and subtracting multiples of 10 and 100.
681 2 300 381
205 2 110 95
749 1 111 860
Have children complete the problems and check their answers with a partner.
Share Invite children to explain their strategies. Some children might solve the first
problem by counting 581, 481, 381. Others may realize that they can decrease the
hundreds digit by 3 in a single step. In the third problem, children might choose to add
ones, tens, and then hundreds, going from 749 to 750 to 760 to 860. Others might add
the hundreds first and then tens and ones, going from 749 to 849 to 859 to 860.
Chapter 10 • Lesson 8-1
TMG2CCRG_CH10_L8-1_TG_p38-p44.indd 43
Common Core Resource Guide CC 43
12/21/10 4:09:17 PM
Leveled Problem Solving
Doug is adding 100.
Basic Level
He adds 100 to 387. What digit in
his sum will be different from the
digits in 387? The hundreds digit
will be different.
On Level
He adds 100 to 231. How could
you use mental math to find
Doug’s sum? I could increase the
hundreds digit by 1, to get 331.
Practice Master, CCRG p. CC 48
Name
Extension Master, CCRG p. CC 49
Practice
Lesson
Lesson 8-1
48
Date
Above Level
Doug adds 100 to 496. Then
he adds 100 again to his sum
to get his final answer. What one
number could you add to 496 to
get Doug’s final answer in one
step? Explain. Doug first got 596,
then 696. I could add 200
to 496 to get Doug’s final answer
in one step.
Name
Extension
Lesson 8-1
Date
Adding and Subtracting with 10 and 100
Add and Subtract in Two Steps
Add and subtract.
What is missing? Put the same number in every
box with the same label.
1. 143 1 10 5
153
2. 286 2 100 5
497
3. 397 1 100 5
4. 402 2 10 5
186
1.
392
A
440
9.
254
– 10
6.
540
– 100
244
10.
687
– 100
895
+ 10
587
360
8.
11.
964
– 10
16. 777 1 100 5
2.
216
12.
954
14. 906 2 10 5
116
+ 100
D
542
+ 100
642
3.
G
896
877
4.
© School Specialty
339
688
– 10
678
905
13. 460 2 100 5
15. 329 1 10 5
7.
©SchoolSpecialty
5.
K
376
110
A
386
B
408
1100
D
508
E
295
2100
G
195
H
812
210
K
802
L
CC 48 Common Core Resource Guide
TMG2CCRG_CH10_L8-1_Practice.indd 48
376
386
2100
2
286
B
90 C
286
408
508
210
1
498
E
195
H
205
I
802
L
1100
902
205
2100
110
M
105
90 F
498
295
2 190 J
I
105
812
902
210
1
892
M
80 N
892
Common Core Resource Guide
12/20/10 1:20:04 PM
Intervention Activity
TMG2CCRG_CH10_L8-1_Extension.indd 49
CC 49
12/20/10 1:31:00 PM
Extension Activity
Model with Base Ten Blocks
Numbers Close to Hundreds
Children may find it helpful to make a quick sketch of
the base-ten blocks representing a number. Then they
can cross out parts of the picture or add to it to solve the
problem. Since the goal of the lesson is to move to using
mental math to solve problems like these, encourage
children to look back at their work. Have children
compare the number they started with and their answer.
Let them see for themselves that adding or subtracting
100 affects only the hundreds digit, and adding or
subtracting 10 affects only the tens digit.
Have children work with a partner to develop and
describe mental math strategies for adding and
subtracting numbers close to hundreds, such as 301,
110, 90, and 499.
CC 44 Common Core Resource Guide
TMG2CCRG_CH10_L8-1_TG_p38-p44.indd 44
Chapter 10 • Lesson 8-1
12/21/10 4:09:17 PM
Name
Activity Master
Date
Tug of War
On my turn, I will…
Our new total is…
© School Specialty
So far we have…
Common Core Resource Guide CC 45
TMG2CCRG_CH10_L8-1_AM_p45.indd 45
12/21/10 1:31:39 PM
Chapter 10
Lesson
Date/Time
Name
8-1 Mental Math with
10 and 100
NCTM Standards 1, 6, 7, 8, 9, 10
Common Core State Standards 2.NBT 1, 2, 3, 6, 7, 8, 9
Add 10 to each number. Do all the work in your
head. Write only the answers.
1.
138
+ 10
2.
223
+ 10
3.
506
+ 10
4.
391
+ 10
8.
391
– 10
12.
391
+ 100
16.
391
– 100
Subtract 10 from each number. Do all the work in
your head. Write only the answers.
5.
138
– 10
6.
223
– 10
7.
506
– 10
9.
138
+ 100
10.
223
+ 100
11.
506
+ 100
Subtract 100 from each number. Do all the work in
your head. Write only the answers.
13. 138
– 100
14.
223
– 100
15.
506
– 100
© School Specialty
Add 100 to each number. Do all the work in your
head. Write only the answers.
NOTE: Your child is learning to add and subtract 10 and
100 using mental math. Ask your child to describe how
to add 100 without using pencil and paper.
CC 46 Common Core Resource Guide
TMG2CCRG_CH10_L8-1_LAB_p46-p47.indd 46
12/21/10 1:30:22 PM
Add or subtract.
17.
654
+ 100
18.
592
+ 10
19.
141
– 100
20.
589
– 10
21.
793
+ 100
22.
203
– 10
23.
996
– 100
24.
545
+ 10
25.Explain how to add 100 using mental math.
Challenge
© School Specialty
26.You want to jump forward 90 spaces on the
number line. You may use only jumps of 10 and
100. Show how to do it.
385
385
1
90
5
Common Core Resource Guide CC 47
TMG2CCRG_CH10_L8-1_LAB_p46-p47.indd 47
12/21/10 1:30:22 PM
Name
Practice
Lesson
Lesson 8-1
48
Date
Adding and Subtracting with 10 and 100
Add and subtract.
1. 143 1 10 5 2. 286 2 100 5
3. 397 1 100 5
4. 402 2 10 5
5.
540
– 100
6.
254
– 10
7.
688
– 10
8.
116
+ 100
9.
687
– 100
10.
895
+ 10
11.
964
– 10
12.
542
+ 100
14. 906 2 10 5
15.329 1 10 5
16. 777 1 100 5
© School Specialty
13.460 2 100 5
CC 48 Common Core Resource Guide
TMG2CCRG_CH10_L8-1_Practice_p48.indd 48
12/21/10 1:30:41 PM
Name
Extension
Lesson 8-1
Date
Add and Subtract in Two Steps
What is missing? Put the same number in every
box with the same label.
1.
B
295
2 100
812
2 10
K
E
295
H
G
2 100
1 10
H
I
K
L
M
J
2
I
812
2 10 1 100
L
F
1
E
G
© School Specialty
408
2 10
D
4.
B
D
408
1 100
3.
C
2
2 100
A
2.
376
A
376
1 10
1
N
M
Common Core Resource Guide CC 49
TMG2CCRG_CH10_L8-1_Extension_p49.indd 49
12/21/10 1:30:56 PM
Chapter 12
Lesson
2
Measuring to the
Nearest Inch
NCTM Standards 1, 4, 6, 7, 8, 9, 10
Common Core State Standards 2.MD 4, 5
Lesson Planner
STUDENT OBJECTIVES
• n
• n
To measure to determine how much longer one object is than another
To solve word problems involving lengths given in the same units
Exploring Inches on a Ruler (TG p. 914)
Measuring to the Nearest Inch (TG p. 914)
Using Benchmarks for 1 Inch (TG p. 915)
Estimating and Measuring in Inches (TG p. 916)
Added
Activity
Comparing Lengths (CCRG p. CC 51)
•CCRG: Activity Master, Comparing Lengths
•inch rulers
Lesson Notes
Activity E has been added to Lesson 12.2. Introduce Activity E after children complete Activity D.
About the Activity
About the Mathematics
In Activity E, children measure objects to the nearest
inch using a ruler. Then, they compare the lengths of
objects, determining how much longer one object is
than another.
Now that children know how to measure objects
to the nearest inch, they are ready to compare the
lengths of objects. When children are determining
how much longer one object is than another, it is
important that they recognize that before they can
use strategies such as counting on or subracting
lengths, the lengths must be recorded using the same
measuring units. Children will explore the conversion
of units in Lesson 12.4.
CC 50 Common Core Resource Guide
TMG2CCRG_CH12_L2_TG_p50-51.indd 50
Chapter 12 • Lesson 2
12/21/10 11:50:54 AM
Comparing Lengths
pairs
15
MIN
Materials
• For each pair: AM:
Comparing Lengths,
inch ruler
Purpose To measure to determine how much longer one object is than another
Introduce Give each pair a copy of Activity Master: Comparing Lengths, and ask
them to measure the length of each object to the nearest inch. They should record their
measurements below each pencil. Once all pairs have measured the four lengths, share
results as a group to ensure that all pairs have the correct lengths.
Task Have pairs determine the difference in length between the
NCTM Standards 1, 4, 6, 7, 8, 9, 10
CCSS 2.MD 4, 5
Name
longest object and the shortest object. Ask each pair to determine
which object on Activity Master: Comparing Lengths is the longest
and which is the shortest. Have them color the longest pencil blue and
the shortest pencil red. Next, ask them to find the difference in length
between the two objects.
Activity Master
Date
Comparing Lengths
1. How long is the picture of each pencil? Measure to the
nearest inch.
about
5
inches
about
3
inches
about
4
inches
about
2
inches
2. About how much longer is the blue pencil than the
red pencil?
about
3
inches longer
3. Kara has two pieces of ribbon.
The yellow ribbon is 9 inches
long. The purple ribbon is
2 inches long. How much
longer is the yellow ribbon?
How can you figure out how much longer one object is than
another? Possible answer: I can measure the length of each object
and subtract the length of the shorter object from the length of the
longer object.
6255
9225
The yellow ribbon is
inches longer.
4. Nate has two crayons.
The green crayon is 5 inches
long. The brown crayon is
6 inches long. How much longer
is the brown crayon?
7
The brown crayon is
inch longer.
1
© School Specialty
Talk Math
Activity Master: Comparing Lengths
CC 52 Common Core Resource Guide
Discuss with children the methods they used to record their thinking. Show
children two objects and tell them, for example, that one is about 8 inches
long and one is about 3 inches long. Ask children to tell you how to find the difference in
length between the two objects. On the board, write a subtraction sentence that may be
used to find the difference in length. The subtraction sentence might look like this.
TMG2CCRG_CH12_L2_AM_p52.indd 52
12/21/10 11:46:21 AM
8  3 
Talk Math
Is there another number sentence you could write to describe this
problem? Yes; I can also write an addition sentence; 3 1
5 8.
Is the difference in the lengths of these two objects exactly 5 inches? No;
The objects were about 8 inches long and about 3 inches long, so the
difference in their lengths is about 5 inches.
Practice Have children answer the two problems at the bottom of Activity Master:
Observe pairs as they work to
check their skill using a ruler.
• Can they accurately
measure an object to the
nearest inch?
• Do they start measuring
each object at 0?
Comparing Lengths. Then, ask pairs to share their results and the number sentences they
used.
Chapter 12 • Lesson 2
TMG2CCRG_CH12_L2_TG_p50-51.indd 51
Common Core Resource Guide CC 51
12/21/10 11:50:56 AM
Name
Activity Master
Date
Comparing Lengths
1. How long is the picture of each pencil? Measure to the
nearest inch.
about
inches
about
inches
about
inches
about
inches
2. About how much longer is the blue pencil than the
red pencil?
about
inches longer
4. Nate has two crayons.
The green crayon is 5 inches
long. The brown crayon is
6 inches long. How much longer
is the brown crayon?
9225
The yellow ribbon is
inches longer.
The brown crayon is
inch longer.
6255
© School Specialty
3. Kara has two pieces of ribbon.
The yellow ribbon is 9 inches
long. The purple ribbon is
2 inches long. How much
longer is the yellow ribbon?
CC 52 Common Core Resource Guide
TMG2CCRG_CH12_L2_AM_p52.indd 52
12/21/10 11:46:52 AM
Common Core Resource Guide 53
TMG2CCRG_CH12_L2_TN_p53.indd 53
12/21/10 11:53:03 AM
Chapter 12
13-1
Lesson
Lesson
Measuring in Inches,
Feet, and Yards
NCTM Standards 1, 2, 4, 6, 7, 8, 9, 10
Common Core State Standards 2.MD 9
Lesson Planner
Extended
Activity
STUDENT OBJECTIVE
• n
o generate measurement data and record the measurements by
T
making a line plot
Exploring Feet and Yards (TG p. 920)
Estimating and Measuring in Feet and
Yards (CCRG p. CC 55)
Choosing the Most Appropriate Unit
(TG p. 922)
•TR: Activity Master AM102
•inch rulers, yardsticks
•classroom objects
Lesson Notes
Replace the current Teach and Practice Activity B in Lesson 12.3 with this extended activity.
About the Activity
In Activity B, children make and read a line plot of
their measurement data.
CC 54 Common Core Resource Guide
TMG2CCRG_CH12_L3_TG_p54-p55.indd 54
Chapter 12 • Lesson 3
12/21/10 4:10:26 PM
Estimating and Measuring in Feet and Yards
pairs
30
MIN
Materials
Purpose To estimate the length of classroom
• For the teacher:
transparency of AM102
(optional)
• For each pair: inch ruler,
yardstick, 2 copies of
AM102
objects or distances in feet and yards using
benchmarks and then measure to the nearest unit
Introduce Work together to create a list of
classroom objects and distances that may be
measured in feet or yards. Record the list on the board
or on a transparency of Activity Master 102: Recording
Feet and Yards. Possible objects or distances include:
NCTM Standards 1, 4, 6, 7, 8, 9, 10
CCSS 2.MD 9
• Length or width of the meeting area in class
• Length of a desk or table
• Length or width of classroom
• Height of a cubby
Activity Master 102
• Distance to the pencil sharpener from the teacher’s
desk
• Distance to the office from class doorway
• Width or height of the chalkboard
• Width or height of the door
Task Have children work with a partner to estimate and then find the length
Differentiated
Instruction
On Level If you do not have
enough yardsticks for all
pairs to measure at once,
have half the class work on
the LAB pages while half the
class measures, and then
have the groups switch.
of each item on the class list. As a first step for each object or distance, help children
decide whether feet or yards would work better as the unit of measure. Have them
estimate the length with a benchmark object or a personal referent for that unit, using
their benchmark to measure the object or distance. Finally, children should confirm the
measurement with a ruler (to measure feet) or yardstick (to measure yards) and round to
the nearest whole unit. Partners record the measurements on AM102 using one master
to record objects measured in feet and the other master to record objects measured in
yards. It might help children to use the abbreviations for yard (yd) and foot (ft) on their
recording sheets.
Share After all of the pairs have completed their measurements, bring children
together and share the results. Ask volunteers to tell how they recorded parts of
yards (for example, “1 and a half feet” or “a little less than 1 yard”). If there are two
measurements of the same distance or object, discuss how and why the measurements
are the same or different.
Talk Math Ask questions such as the following to enhance the discussion.
What was easy and what was difficult in the activity?
What benchmarks did you use for 1 foot and 1 yard?
What strategies did you use to estimate? What strategies do you use to
measure?
Extend As a class, make line plots of the data on the activity master. Tell
children that a line plot shows information along a number line. On the board, draw a
horizontal number line. Title it Lengths in Feet. Discuss how to label the line. Point out
that, to draw the line plot, you put Xs above each number to show how many objects
have that length. Talk about how a line plot makes it easy to find the least length, the
greatest length, and the most common length. Repeat the process to draw a line plot
showing the lengths of objects measured in yards.
Chapter 12 • Lesson 3
TMG2CCRG_CH12_L3_TG_p54-p55.indd 55
Observe pairs as they work
to check their skill using a
yardstick or a ruler.
• Do they remember how
many times the yardstick
(or ruler) is used to
measure a length?
• Do they lose track of where
to place the stick each time
after it is picked up?
Some pairs may use
teamwork by having one
child mark the spot where
the yardstick should be
placed and the partner move
the yardstick.
Common Core Resource Guide CC 55
12/21/10 4:10:28 PM
Chapter 12
14-1
Lesson
Lesson
Relating Inches,
Feet, and Yards
NCTM Standards 1, 2, 4, 6, 7, 8, 9, 10
Common Core State Standards 2.MD 2
Lesson Planner
STUDENT OBJECTIVES
• n
• n
To measure the length of an object using inches and feet
To describe how measurements relate to the size of the unit chosen
Feet to Inches and Yards to Feet (TG p. 926)
Playing a Game: What’s My Length?
(TG p. 927)
Working with Inches, Feet, and Yards
(TG p. 928)
Added
Activity
Using Different Units of Measure
(CCRG p. CC 57)
•CCRG: Activity Master, Measuring in Inches
and Feet
•classroom objects (measuring from about
12” to about 36”)
•inch rulers
•yardsticks
Lesson Notes
Activity D has been added to Lesson 12.4. Introduce Activity D after children complete Activity C.
About the Activity
In Activity D, children will discover that the number
that they get for the measurement of an object
depends on the size of the unit they are using.
CC 56 Common Core Resource Guide
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Chapter 12 • Lesson 4
12/21/10 12:02:21 PM
Using Different Units of Measure
pairs
Materials
Purpose To recognize that it takes more smaller units than larger units to measure the
• For each pair: AM:
Measuring in Inches and
Feet, classroom objects
(from about 12” to
about 36”), inch rulers,
yardsticks
same length
Introduce Display a collection of classroom objects. Choose one object and have
volunteers measure the object to both the nearest inch and the nearest foot. Display the
information in a table. Use Activity Master: Measuring in Inches and Feet or copy the
table onto the board.
NCTM Standards 1, 2, 4, 6, 7, 8, 9, 10
CCSS 2.MD 2
Task Have children measure the displayed objects to the nearest inch and
to the nearest foot. Each pair should measure the objects and record
their data in the table on Activity Master: Measuring in Inches and
Feet.
Share After all pairs have completed their measurements, bring
15
MIN
Name
Date
Activity
Extension
Master
Lesson 4
Measuring in Inches and Feet
Object
Length to the
Nearest Inch
My Desk
26
inches
Length to the
Nearest Foot
2
feet
children together and share the results.
Talk Math
For the objects we measured today, why might we want to
measure to the nearest inch instead of to the nearest foot?
Possible answer: Measuring to the nearest inch will come closer
to the exact measurement.
© School Specialty
Why do you always need more inches than feet to measure the
same object? Possible answer: An inch is shorter than a foot, so it
takes more of them to measure the same object.
Activity Master: Measuring in
Inches and Feet
CC 58 Common Core Resource Guide
Chapter 12 • Lesson 4
• Can children accurately
measure an object to the
nearest inch, foot, and
yard?
• If they need to move the
ruler, do children accurately
mark their place, move the
ruler, and continue
measuring?
Chapter 12 • Lesson 4
TMG2CCRG_CH12_L4_TG_p56-57.indd 57
Common Core Resource Guide CC 57
12/21/10 12:02:21 PM
Name
Date
Activity Master
Measuring in Inches and Feet
Object
Length to the
Nearest Inch
26
inches
2
feet
© School Specialty
My Desk
Length to the
Nearest Foot
CC 58 Common Core Resource Guide
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