2017-2018 Curriculum Blueprint
Grade: 2
Course: Mathematics
Flexible Time
Line
Topic 11 – Subtract Within 1,000 Using Models and Strategies
10 days
Topic Overview
Students will expand their understanding of subtracting to three-digit numbers using models and strategies.
Vertical Progression
Coherence Map
1st Grade: Students add and subtract within 100 using various strategies.
3rd Grade: Students fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the
relationship between addition and subtraction.
Learning Goal
Essential Question
Students will use strategies for subtracting numbers within 1,000.
What are strategies for subtracting numbers within 1,000?
Topic 11 Scale
Topic 11 Alternative Scale
Deconstructed Standards
*Subtraction is the focus of this unit in the standards listed below.
MAFS.2.NBT.2.7 (DOK 2) Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit
numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or
hundreds. [Conceptual Understanding]
 Understand place value within 1000.
 Decompose any number within 1000 into hundreds, tens, and ones.
 Choose an appropriate strategy for solving an addition or subtraction problem within 1000.
 Relate the chosen strategy (using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction) to a written method (equation) and explain the reasoning used.
 Use composition and decomposition of hundreds and tens when necessary to add and subtract within 1000.
MAFS.2.NBT.2.8 (DOK 1) Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. [Procedural Skill
and Fluency]
 Know place value within 1000.
 Apply knowledge of place value to mentally add or subtract 10 or 100 to/from a given number 100-900.
MAFS.2.NBT.2.9 (DOK 3) Explain why addition and subtraction strategies work, using place value and the properties of operations. [Conceptual
Understanding]
 Know addition and subtraction strategies using place value and properties of operations related to addition and subtraction.
 Explain why addition and subtraction strategies based on place value and properties of operations work.
Math Practice Standard(s)
Link to Mathematical Practice Standards Rubric
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.
MAFS.K12.MP.7.1 Look for and make use of structure.
Suggested Learning Progression
Recommended Instructional Sequence
The following learning progression provides students with an opportunity to
This instructional sequence is intended to provide a framework for student
construct meaning and create connections through the CRA Method: Concrete – learning. Various options are listed below each step in the sequence.
Representational – Abstract.
Collaborative teams may adjust the sequence as necessary to meet the
*Collaborative teams should be selective in choosing standards-aligned tasks for needs of their students.
Step 1: 5-Minute Spiral Review
instruction and assessment. Teams may adjust the sequence and use additional
 Pearson Daily Review
resources based on the needs of their students.
Topic 11: Subtract Within 1,000 Using Models and Strategies
Sample Thinking Map for Mental Strategies for Adding and Subtracting 10 or 100
Teachers may use this map for their own professional development or may build
this map with their students as they progress throughout the topic. Teachers
should be selective in choosing strategies that they feel will benefit their
students’ understanding of the standard.
(Materials for this topic: place value blocks and open number line)
Lesson 11-1: Subtract 10 and 100
 Additional Resource: i-Ready Lesson, Number and Operations:
Subtracting Three-Digit Numbers
 Additional Resource: Learnizillion Mentally Subtract 10 or 100 Using
Base Ten Blocks
 Additional Resource: EngageNY Module 4 Topic A Lesson 3
Lesson 11-2: Count Back to Subtract on an Open Number Line
 Additional Resource: Learnzillion Subtracting Numbers with a Number
Line
 Common Misunderstandings or Errors
Step 2: Problem-Based Learning
 Solve and Share
 Math Formative Assessment System (MFAS) Tasks by Standard
 Illustrative Mathematics Tasks by Standard
Step 3: Focus Lesson & Opportunities for Practice
 Visual Learning Bridge
 Guided Practice
 Thinking Map/Graphic
 Collaborative work
Organizer
 Independent Practice
 Interactive Notebook
 Task Oriented Instruction
(additional opportunities for
 Whole Group i-Ready
Lesson
PBL)
Step 4: Differentiated Instruction
 Small group instruction
 Guided Practice
 Centers/stations (including
 Intervention/Enrichment
i-Ready)
Step 5: Student Debrief
 Thinking Map/Graphic
 Reflection
Organizer
o So what? What did
you learn?
 Exit Ticket
o
So why? Why is it
 Interactive Notebook
important?
Higher Order Questions & Writing Connections
Link to Webb’s DOK Guide
*Higher order questions should be utilized to foster a deep, conceptual
understanding of the topic. Encouraging students to express their
mathematical thinking in writing helps them solidify their learning.
Lesson 11-3: Add Up to Subtract on an Open Number Line
Lesson 11-4: Subtract Using Mental Math
Lesson 11-5: Use Models to Subtract
 Additional Resource: Learnzillion Subtract 3-Digit Numbers with BaseTen Blocks
 Additional Resource: Georgia Unit 4, Task: Subtraction Moedling with
Regrouping
 Additional Resource: EngageNY Module 4 Topic C Lesson 13
Lesson 11-6: Explain Subtraction Strategies
 Additional Resource: Learnzillion Subtract 3-Digit Numbers Using
Expanded Form
 Additional Resource: Learnzillion Subtract 3-Digit Numbers by
Decomposing
 Additional Resource: EngageNY Module 4 Topic C Lesson 14
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How can place value be used to subtract mentally?
How are subtraction equations solved by adding up on an open
number line?
How do know when to regroup and when not to regroup?
What are strategies you can use to subtract with three-digit numbers?
How do you determine your solution strategy when solving a two-step
word problem?
Write about the relationship between two different strategies.
Write to explain the strategy and why it worked.
How do you determine which strategy is best to use to solve a
problem?
Generate a word problem to match the given equation.
Write a situation equation to represent the word problem.
Lesson 11-7: Make Sense and Preserve Problem Solving
 Additional Resource: i-Ready Lesson, Algebra and Algebraic Thinking:
Subtracting to Solve Real World Problems
 Additional Resource: EngageNY Module 4 Topic C Lesson 16
Professional Development
Resources
Georgia Units
2nd Grade Number Center Activities
Unit 4: Strategies for Teaching and Learning for using
Pearson enVision Math 2.0
place value and properties to add and subtract P. 9-10 Home-School Connection Page
EngageNY Math Studio Talk: Common Core Instruction Reteaching Pages
for 2.NBT
Daily Review
This video shows strategies for using an understanding Math Formative Assessment System (MFAS) Tasks by
of place value to add and subtract. (6:19 – end of
Standard
video)
CPALMS -MFAS includes tasks and rubrics that the
* YouTube must already be opened on your browser
teacher can implement with their students.
before clicking the link.
Illustrative Mathematics Tasks by Standard
Marzano Proficiency Scales Bank
The site illustrates standards with impeccably crafted
tasks, videos, lesson plans, and curriculum modules.
Common Core Flip Books Provides additional
information and sample problems for every
standard
FSA Test Item Specifications
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Essential Vocabulary
hundred
thousand
digit
expanded
form
partial sum
regrouping