Differentiated Units Assignment

Donna Robertson
Math Concept: Place Value
Grade 2
CCSS Math.Number and Operations in Base Ten.2.NBT.5 Fluently add and
subtract within 100 using strategies based on place value, properties of
operations, and/or the relationships between addition and subtraction.
Big Idea: Place value can help us add and subtract numbers.
Lesson Goal #1: Students will be able to use their knowledge of place value
to help them mentally add numbers.
Open Question: Lets look at the hundred chart. What patterns do you see?
Tell your partner about the patterns and listen to them tell about the patterns.
Expected Student Responses
-We see this row has one (two, three, etc.) in the tens place.
-We see this column has 5 (one, two, three, etc.) in the ones place.
-Every row has 10 numbers.
-Every column has 10 numbers.
-Only one number has 3 digits.
Management
Show the hundred chart on the document reader and have the students
explain their pattern by pointing it out on the chart. Record responses.
Choral read responses of patterns. Include academic and content language

when recording the patterns, such as row, column, digit, and place value
names.
Tiered Lesson:
Lets see how the structure of the hundred chart can help us find faster
ways to add numbers. Give the students the addition fact 5 + 10 = 15.
Model how to use the chart to find the 5, count ahead by 10, and arrive at 15.
What do you notice about where we started and where we ended? Do you
think this will happen again if we add ten to another number? Continue
with more examples of adding 10 until they can state that when adding ten
they will always be going directly one row below the number. During more
practice, ask if some students are now able to find the sum of the given
number and ten without looking at their chart. Watch to see if some still
need to count ahead by ten, or if some always need the chart to find the sum.
If appropriate, move on to adding by groups of ten (twenty, thirty, etc.).
Always record the addition sentence and sum in a vertical sentence, lining
up the place values and noting how the ones place did not change but the
tens place did when they added 10 more (20, 30, etc. if you were able to
extend).

Formative Assessment:
In their math journal, have them write what they learned about adding ten
more to a number. Small versions of the hundred chart could be glued into
their journal page to help with their explanation. Have them use examples in
their writing.
Lesson Goal #2: Students will use their knowledge of place value to help
them mentally subtract numbers.
Open Question: We have practiced using the hundred chart to help us add
ten to numbers. How can the hundred chart help us to subtract ten from
numbers?
Management:
In pairs, have them talk over the question for a few minutes. Then give each
pair a card with a printed subtraction problem such as 62 10. Have them
report to the class how they found the difference. Post all the examples.
Parallel Tasks:
Students who are ready to do mental addition and subtraction with ten can
work independently on a problem set. Those not yet ready to do so mentally
can use their hundred chart to find their solutions to the problem set.