options: Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

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

Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)

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

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.
problem_activity: Narrative
The purpose of this activity is for students to subtract a two-digit number from a two-digit number in a way that makes sense to them. Students build on their understanding of decomposing a ten when subtracting a one-digit number from a two-digit number to subtract two-digit numbers. The synthesis is devoted to presenting and comparing techniques students use to find the difference, including diagrams and equations (MP3).
This activity uses
MLR8 Discussion Supports
. Advances: listening, speaking, conversing
Representation: Develop Language and Symbols.
Synthesis: Make connections between representations visible. Ask students to verbalize the connection between the expression and the blocks.
Supports accessibility for: Visual-Spatial Processing, Language, Memory
Required Materials
Materials to Gather
Base-ten blocks
Connecting cubes
Launch
Groups of 2
Give students access to connecting cubes and base-ten blocks.
Activity
“Find the value of each difference and share your method and solution with your partner.”
7 minutes: independent work time
MLR8 Discussion Supports
“After your partner shares their method, repeat back what they told you.”
Display the sentence frames:
“I heard you say . . . .”
“Our methods are alike because . . . .”
“Our methods are different because . . . .”
5 minutes: partner discussion
Monitor for students who use base-ten blocks to show decomposing a ten.
Student Facing
Find the value of each difference. Show your thinking. Use blocks if it helps.
\(46 - 28 =\underline{\phantom{\hspace{1.05cm}}}\)
\(93 - 54 =\underline{\phantom{\hspace{1.05cm}}}\)
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
Some students may not use base-ten blocks to find the difference. Prompt them to show their thinking in a way that could help others understand. Ask them to write expressions to show the steps they took when appropriate. Consider asking:
“How did you find the value of the difference?”
“What could you add to your diagram to help your partner understand what you did?”
“How could you use equations to show the steps you used?”
Activity Synthesis
Invite previously identified students to share.
“What did _____ do to solve the problem? How can we record it?”
30 seconds: quiet think time
Share responses.
Show how to represent solving with base-ten blocks with drawings and equations.
“How are these representations like the way _____ used base-ten blocks to find the value of the difference? How are they different?”


correct_option_index: 2

3