standard_description: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, 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 and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
problem_activity: Activity
This activity is parallel to one in the previous lesson, except that students are creating a tape diagram after interpreting an equation rather than interpreting a story. The intention is for students to reason in any way that makes sense to them about the equations and diagrams to figure out the solution to each equation. Do not demonstrate any equation solving procedures yet.
For each equation, monitor for a student who used their diagram to reason about a solution and a student who used the structure of the equation to reason about a solution.
Digital
Launch
Give students 5 minutes of quiet work time followed by a whole-class discussion.
Representation: Develop Language and Symbols.
Display or provide charts with symbols and meanings. For example, display a blank template of a tape diagram labeling the different parts with generalizations for what content will go inside. In addition, consider using a previous example situation or equation to make connections to the blank template.
Supports accessibility for: Conceptual processing; Memory
Speaking, Representing: MLR1 Stronger and Clearer Each Time.
Use this routine to give students a structured opportunity to refine their tape diagrams. Ask students to meet with 2–3 partners to get feedback on their diagram of one or both equations. Listeners should press for details from the equations (e.g., “Where is the ___ from the equation in your diagram?”). This will help students use language to describe connections between the diagrams and the equations.
Design Principle(s): Support sense-making
Student Facing
Draw a tape diagram to match each equation.
\(114 = 3x + 18\)
\(114 = 3(y + 18)\)
Use any method to find values for
\(x\)
and
\(y\)
that make the equations true.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
Give students 5 minutes of quiet work time followed by a whole-class discussion.
Representation: Develop Language and Symbols.
Display or provide charts with symbols and meanings. For example, display a blank template of a tape diagram labeling the different parts with generalizations for what content will go inside. In addition, consider using a previous example situation or equation to make connections to the blank template.
Supports accessibility for: Conceptual processing; Memory
Speaking, Representing: MLR1 Stronger and Clearer Each Time.
Use this routine to give students a structured opportunity to refine their tape diagrams. Ask students to meet with 2–3 partners to get feedback on their diagram of one or both equations. Listeners should press for details from the equations (e.g., “Where is the ___ from the equation in your diagram?”). This will help students use language to describe connections between the diagrams and the equations.
Design Principle(s): Support sense-making
Student Facing
\(114 = 3x + 18\)
\(114 = 3(y + 18)\)
Draw a tape diagram to match each equation.
Use any method to find values for
\(x\)
and
\(y\)
that make the equations true.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
To make a Koch snowflake:
Start with an equilateral triangle that has side lengths of 1. This is step 1.
Replace the middle third of each line segment with a small equilateral triangle with the middle third of the segment forming the base. This is step 2.
Do the same to each of the line segments. This is step 3.
Keep repeating this process.
[IMG]
What is the perimeter after step 2? Step 3?
What happens to the perimeter, or the length of line traced along the outside of the figure, as the process continues?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
For each equation, select a student who used their diagram to reason about a solution and a student who used the structure of the equation to reason about a solution. Ask these students to explain how they arrived at a solution. Display the diagram and the equation side by side as students are explaining, and draw connections between the two representations.
Do not demonstrate any equation-solving procedures yet.


aligns: no