Lesson 11.1 Outline (Add One-Digit and Two-Digit Numbers to Three-Digit Numbers)

For full lesson outline please see Advantage Math Lesson 11.1

Standard taught in this lesson:

* 2.NBT.7: Add and subtract within 1,000 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, and ones and ones, and that it is sometimes necessary to compose or decompose tens or hundreds (*priority standard)
2.NBT.9: Explain why addition and subtraction strategies work, using place value and the properties of operations. Explanations may be supported by drawings or objects.

Mathematical practice:

MP.5: Use appropriate tools strategically.

Math Objective:

Students will add within 1,000, adding one-digit and two-digit numbers to three-digit numbers.

Vertical Alignment:

In first grade students will cover standard:

1.NBT.4: 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 to tens and ones to ones, and that is it sometimes necessary to compose a ten.
3.NBT.2: Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

🚀Launch A (in class or remote)

Display the following problem.

A farmer sheared 242 pounds of wool before taking a break. The next sheep he sheared gave him 7 more pounds. How much wool does he have now?
Ask students:

What is different about this problem than other problems they have previously solved?
What are some strategies that could be used to solve a problem with a three-digit addend?

If in class ask them to explain to a partner strategies they can use.
If remote you can have them submit a video explanation of the strategies they could use to solve this problem.

Vocabulary – addend, associative property, commutative property, decompose, expanded form, sum

🤔Explore A (in class or remote)

Have students solve the problem

A farmer sheared 242 pounds of wool before taking a break. The next sheep he sheared gave him 7 more pounds. How much wool does he have now?

Have them solve the problem using any strategy.
Then show them different ways they could solve this problem by using a number line and base ten blocks.

💬Discuss A (in class or remote)

Questions to use in your in-class discussion:

Where is the 7 represented in this strategy?
Where is the sum represented in this strategy?
How are the different methods used to solve the problem similar and different?
Is one strategy more efficient than the other?

Question to use for canvas discussion – What strategy do you think is more efficient? Why do you think it is more efficient?

🚀Launch B (in class or remote)

Display the following problem.

There are 103 quarters and 65 nickels in a jar. How many coins are in the jar?

Ask them

What do you notice?
What are strategies you could use to solve this problem?

In class- Ask them to talk to a partner to answer these questions.
Remote – Ask them to submit a video or audio recording, or a picture of a paper with their thinking.

🤔Explore B (in class or remote)

Have them solve the problem

There are 103 quarters and 65 nickels in a jar. How many coins are in the jar?

Have them solve the problem using any strategy.
Then show them different ways they could solve this problem by using a number line, base ten blocks, and partial sums mat.

💬Discuss B (in class or remote)

Questions to use during your in-class discussion:

Which blocks on the place value chart relate to the numbers written in expanded form on the mat?
How are the strategies similar and different?
Do you have a preference between using a counting on strategy or a partial sums strategy? Why or why not?
Is one strategy more efficient than the other?

Question to use for canvas discussion – Do you have a strategy you like to use? Why do you like that strategy?

🚀Launch C (in class or remote)

Display the following problem.

There are 103 quarters and 65 nickels in a jar. How many coins are in the jar?

Ask them

What strategy did you use to solve this problem?
Is there another strategy you could use to solve this problem?

In class- Ask them to talk to a partner to answer these questions.
Remote – Ask them to submit a video or audio recording, or a picture of a paper with their thinking.

🤔Explore C (in class or remote)

Have them use any strategy to solve the problems. These problems are in a Nearpod so they can show their work. Here is the Nearpod link https://nearpod.com/libraries/19987/preview/lesson-111-explore-c-2nd-grade-1-L71020621.

Problem 1 – 401 boxes of clothes were donated to a charity on Saturday. Right before closing, a woman dropped off 12 more boxes. How many boxes of clothes were donated?
Problem 2 – There were 582 fish at the aquarium. 6 more fish were added. How many fish are now in the tank?
Problem 3 – A farmer has 232 chickens. In the spring, she bought 33 more chickens. How many chickens does she have all together?
Problem 4 – There are 102 boys and 96 girls in attendance at the school play. How many students are attending the play?

💬Discuss C (in class or remote)

Questions to use during your in-class discussion:

Which of the problem in this lesson where easy to solve mentally?

Question to use for canvas discussion – Did you try to use different strategies to solve problems today? Why or Why not?

Exit Ticket (content): Draw a number line or base-ten blocks to model each problem then solve. 1) 632 + 6, 2) 943 + 25, 3) 284 + 12, 4) 736 + 53

Exit Ticket (reflection): What helped you solve problems today?