Grade 2 Module 1 Math Strategy Tips And Word Problems

Grade 2

Module 1 Math

Strategy Tips

And

Word Problems

2

All Modules

Solving one-step word problems

Read the problem.

Draw a tape diagram that shows the problem.

Write a number sentence to match the problem.

Write a word sentence that answers the question.

Type of problem: Result Unknown - Subtraction

Read: The teacher has 48 red folders. She gives 6 folders to the first table. How many

folders does she have now?

Draw:

Write: 48 – 6 = ___

Write: The teacher has 42 folders left.

Type of problem: Result Unknown - Addition

Read: Mark had 9 green leaves. His friend gave him 4 yellow leaves. How many leaves does

Mark have now?

Draw:

Write: 9 + 4 = ___

Write: Mark has 13 leaves.

3

All Modules


Read the problem.




Type of problem: Start Unknown

Read: There were some pieces of gum on the table. Sally ate 6 pieces of gum and there

were 8 pieces of gum left. How many pieces of gum were on the table?

Draw:

Write: ? – 6 = _8_ or

8 + 6 = ___

Write: There were 14 pieces of gum on table.

Type of problem: Comparing – Difference Unknown

Read: Sue collected 15 rocks. Ally collected 9 rocks. How many more rocks did Sue collect

than Ally?

Draw:

Write: 15 – 9= ___

Write: Sue collected 6 more rocks than Ally.

on table

4

All Modules


Read the problem.




Type of problem: Comparing – Sum Unknown

Read: Billy made 12 paper airplanes. Juan made 5 more paper airplanes than Billy. How

many paper airplanes did Juan make?

Draw:

Write: 12 + 5 = ___

Write: Juan made 17 paper airplanes.

Type of problem: Two-steps

Read: Jack has 28 lollipops. Jill has 12 fewer lollipops. How many do they have in all?

Draw:

Write:

Write: Jack and Jill have 44 lollipops.

5

Module 1 Lesson 1 & Lesson 2

Partners to 10

Addition Sentence Subtraction Sentence Number Bond

1 + 9 = 10

9 + 1 = 10

10 – 1 = 9

10 – 9 = 1

8 + 2 = 10

2 + 8 = 10

10 – 2 = 8

10 – 8 = 2

3 + 7 = 10

7 + 3 = 10

10 – 3 = 7

10 – 7 = 3

4 + 6 = 10

6 + 4 = 10

10 – 4 = 6

10 - 6 = 4

5 + 5 = 10 10 – 5 = 5

10

1 9

10

2 8

10

3 7

10

4 6

10

5 5

6

Module 1 Lesson 3

Adding Like Units

Break apart your tens and ones using a number bond

Add your tens together 50 + 20 = 70

Add your ones together 1 + 0 = 1

Answer 71

Subtracting Like Units

Break apart your tens and ones using a number bond

Subtract your tens: 50 - 30 = 20

Subtract your ones: 6 - 0 = 6

Answer: 26

51 + 20 = ____

50 1

56 - 30 = ____

50 6

7

Module 1 Lesson 4

Making a TEN to add within 20

9 + 4 = ____

Use circles or dots to draw your first number in columns of five: 9

Use Xs to add to it: + 4

9 needs one more to make 10, so we take it from the 4: 9+1=10

Add back in what was left over: 10 + 3 = 13

Module 1 Lesson 5

Making a TEN to add within 100

39 + 4 = ____

Use quick tens (lines) and dots to draw your first number in columns of five: 39

Use Xs to add to it: + 4

39 needs one more to make the next 10, so we take it from the 4:

39 + 1 = 40

Add back in what was left over: 40 + 3 = 43

x

x x x

1 3 10 3

10

10 +

3 =

13

+

x

x x x

1 3

40 3

40

10 +

3 =

13

+

10 + 3 = 13

40 + 3 = 43

8

Module 1 Lesson 6

Subtract single-digit numbers from multiples of 10

30 - 9 = ____

Break apart 10 from your biggest number using a number bond.

30 is broken in to 20 and 10

Subtract your smaller number from ten: 10 - 9 = 1

Add together what is left over: 20 + 1 = 21

Module 1 Lesson 7

Take from 10 within 20

12 - 9 = ____


12 is broken up into 2 and 10 (Put 10 closest to what you will subtract)



20 10

30

1

20 + 1

2 10

12

1

1 + 2

20 + 1 = 21

2 + 1 = 3

9

Module 1 Lesson 8

Take from 10 within 100

43 - 8 = ____


43 is broken up into 33 and 10 (Put 10 closest to what you will subtract)



Module 2

Measuring using estimation and a ruler in

centimeters and meters

33 10

43

2

30 + 5 33 + 2 = 35

10

Module 3 Lesson 1

Bundle and count ones, tens, and hundreds

2 5 1 HT O

Identify which numbers are the hundreds, tens, and ones.

Use drawings to model the three-digit number.

Box = one hundred Line = one ten Dot/Circle = ones

Module 3 Lesson 2

Count up and down between 100 and 220 using ones and tens

Count 85 to 320

Draw and label the first number.

Put a box around the first number

Draw and count up to a benchmark number (a multiple of ten or hundred when you begin

counting by a different place value. Ex. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 20, 30, 40)

Underline the benchmark number when you change your place value

85

86 87 88 89 90 100 200 300 310 320

11

Module 3 Lesson 3 Count up and down between 90 and 1000 using ones, tens, and hundreds

(similar to lesson 2)

Count 428 to 600

Draw and label the first number.

Put a box around the first number

Draw and count up to a benchmark number (a multiple of ten or hundred when you begin

counting by a different place value. Ex. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 20, 30, 40)

Underline the benchmark number when you change your place value

Module 3 Lesson 4

Count up to 1000 on the place value chart

Example of place value chart

200 40 1

Count from 47 to 200

47 48 49 50 60 70 80 90 100 200

We are beginning to draw our numbers on a place value chart, associating hundreds with

hundreds, tens with tens, and ones with ones.

In counting, we are beginning to count without drawing a model. Students should recognize when

to count by ones, change to tens, and change to hundreds and which number changes based on

the place value.

Hundreds Tens Ones

428

429 430 440 450 460 470 480 490 500 600

12

Module 3 Lesson 5

Write base ten three-digit numbers in unit form

Number Form: 234

Unit Form: _2_ hundreds _3_ tens _4_ ones

Word Form: two hundred thirty four (write it how you say it)

234

200 30 4

2 hundreds 3 tens 4 ones

Place your number in a circle.

Draw legs for each of the digits,

Write the value of each digit under each leg: 2 hundreds = 200 3 tens = 30 4 ones = 4

Write the number in unit form: 2 hundreds 3 tens, 4 ones

Module 3 Lesson 6

Write base ten three-digit numbers in expanded form

234

200 30 4

Expanded Form: 200 + 30 + 4 = 234

To find the expanded form, take the value of each digit and create an addition sentence.

Helpful Hint: Create the number bond from lesson 5 (also shown above), and use the values to

create an addition sentence.

10 + 10 + 10 + 1 + 1 + 1 + 1 + 100 + 100 100 + 100 + 10 + 10 + 10 + 1 + 1 + 1 +1

200 + 30 + 4 = 243

Rewrite the number from largest to smallest.

Bundle the hundreds, tens, and ones: 100+100=200, 10+10+10=30, 1+1+1+1=4

Use the values to create a number sentence. 200 + 30 + 4 = 234

13

Module 3 Lesson 7

Write and read base ten numbers in all forms

Number Form:

Standard Form:

Numeral Form:

Expanded Form: 700 + 40 + 1 = 741 (separate the values of each digit and create a

number sentence)

Word Form: Seven hundred forty one (write it how you say it)

Module 3 Lesson 8

Count the total value of $1, $10, and $100 bills

$532

500 + 30 + 2

$100 $100 $100 $100 $100

$10 $10 $10 $1 $1

Separate your number into the values of each digit: 532 = 500 + 30 + 2 (expanded form)

Write in each box the number of 100s that will make your value: 500 = 5 hundreds

Write in each box the number of 10s that will make your value: 30 = 3 tens

Write in each box the number of 1s that will make your value: 2 = 2 ones

741

14

Module 3 Lesson 9

Count from $10 to $1000 on an empty number line


486 487 488 489 490 500 600 700

EMPTY NUMBER LINE is a blank line that you use to count

Draw an empty number line.

Write your first number at the beginning of the line: 486

Hop small units until you get to a benchmark number: 486 – count by ones until 490

(Benchmark Number: a multiple of ten or hundred when you begin counting by a different

place value)

Once you reach a benchmark number, change units and take medium hops: 490 now count by

tens until 500

Once you reach a benchmark number, change units and take large hops: 500 now count by

hundreds until 700

Module 3 Lesson 10

Exploring $1000

This lesson is partner work to explore ways to create $1000.

15

Module 3 Lesson 11

Count the value of ones, tens, and hundreds with place value disks.

We are transitioning from drawing our numbers with squares, rods, and dots to place value disks

on a place value chart.

TIP: Always group disk into columns or rows of 5

Model 352

Hundreds Tens Ones

300

50

2

Separate your number into the values of each digit: 3 hundreds = 300, 5 tens = 50, 2 ones = 2

Draw the number of place value disks that match the value of each number

300 = 3 hundreds disks 50 = 5 tens disks 2 = 2 ones disks

Module 3 Lesson 12

Change 10 ones for 1 ten, 10 ones for 1 hundred, and 10 hundreds

for 1 thousand


Hundreds Tens Ones

500

80

2

Model 582 on a place value chart: 5 hundreds, 8 tens, 2 ones

Add ones until you get to 590

Bundle your ones to make a new ten

Continued on the next page

1 10 100

100 100 100 10 10 10 10 10 1 1

100 100 100 10 10 10 10 10 1 1

10 10 10

100 100

16

Hundreds Tens Ones

500

90

0

Continue adding tens until you reach 600

Bundle to make a new hundred

Hundreds Tens Ones

600

0

0

Module 3 Lesson 13

Read and write numbers within 1000 Model 427

Hundreds Tens Ones

400

20

7

Draw the number of place value disks that match the value of each number

400 = 4 hundreds disks 20 = 2 tens disks 7 = 7 ones disks

Count to 142

0 100 110 1120 130 140 141 142

EMPTY NUMBER LINE is a blank line that you use to count

Draw an empty number line.

Begin your number line at 0

Hop the number of hundreds, tens, and ones in your number.

(Hundreds = Large Hops Tens = Medium Hops Ones = Small Hops)

100 100 100 10 10 10 10 10 1 1

10 10 10

100 100 1 1 1

1 1 1 1 1

10

100 100 100 10 10 10 10 10

10 10 10

100 100

10 10

100

100 100 100 10 10 1 1 100 1 1

1 1

1

17

Module 3 Lesson 14

Model numbers with more than 9 ones or 9 tens

Model 18

Hundreds Tens Ones Hundreds Tens Ones

0

10

8

0

0

18

18 = _0_ hundreds _1_ tens _8_ ones 18 = _0_ hundreds _0_ tens _18_ ones

Student show different ways to show the same number (bundled and unbundled)

Module 3 Lesson 15

Explore situations with more than 9 groups of ten

This lesson is based on word problems. Students should draw out the problem and use hundreds,

tens, and ones to solve. Then, write a word sentence to answer the question.

Pencils come in boxes of 10. There are 14 boxes.

1. How many pencils are there in all? Explain your answer using words, pictures, or numbers.

10 10 10 10 10 10 10

10 10 10 10 10 10 10

2. The principal wants to have 300 pencils for the second graders for October, November, and

December. How many more boxes of pencils does he need? Explain your answer using words,

pictures, or numbers.

140

pencils

10 10 10 10 10 10 100

150 160 170 180 190 200 300

10 1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

There are 140 pencils.

He needs 160 more pencils.

18

Module 3 Lesson 16-17

Compare two three-digit numbers using <, >, and =

Model 134 and 34

Hundreds Tens Ones Hundreds Tens Ones

100

30

4

>

0

30

4

Model each number on the place value chart

Look at the hundreds place and determine which is greatest.

o If the hundreds place is the same on both numbers, look at tens and then ones

Use the GREATER THAN (>), LESS THAN (<), or EQUAL TO (=) symbol

271 270

623 632

When written in different forms, write the number form underneath.

Make sure the place values are in the correct order.

10 1

1

100

10

10 1

1

10 1

1 10

10 1

1

two hundred seventy-one = 70 + 200 + 1

62 tens 3 ones < 600 + 30 + 2

19

Module 3 Lesson 18

Order numbers in different forms

1 hundred 12 ones 3 ones 12 tens 120

Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones

112 123 120

__________________, ___________________, ________________

Model each number on the place value chart

Write the number form under each place value chart

Look at the hundreds place and determine which is greatest.

o If the hundreds place is the same on both numbers, look at tens and then ones

Place the numbers from least to greatest

826 2 + 600 + 80 200 + 60 + 8 _______, ______, ______ 682 268

When written in different forms, write the number form underneath.

Make sure the place values are in the correct order.

1 10

10

10

100

1

1

1

1

1

1

1

1

1

1 1

10

10

10

10

10

10

10

10

10

1

1

1

100 10

10

112 120 123

268 682 826

20

Module 3 Lesson 19-20

Model to tell about 1 more, 1 less, 10 more, 10 less, 100 more, and

100 less

1 more than 314 is _____. Decide what is being changed: 1s

Decide if it is being added or subtracted: more means it was added

Change the place value in the number by 1: 314 315

10 less than _____ is 372.

Decide what is being changed: 10s

Decide if it is being added or subtracted: less mean it was subtracted

EXCEPTION: THE ANSWER IN THIS PROBLEM IS ALREADY GIVEN SO WE MUST

FIGURE OUT WHAT THE NUMBER WAS BEFORE IT WAS SUBTRACTED)


_______ more than 243 is 343.

Compare the numbers and decide what was changed: 243 343

(hundreds place changed by 100)

Module 3 Lesson 21

Complete a pattern counting up and down

297, 298, ______, ______, ______, ______

Compare the numbers and decide what was changed: 297 298

(Ones place was changed by 1)

Continue adding numbers by changing that place value: 299, 300, 301,302

21

Module 4 Lesson 1

Relate 1 more, 1 less, 10 more, 10 less, 100 more, 100 less to

addition and subtraction

10 more than 314 is _____. 314 + 10 = 324 Decide what is being changed: 10s

Decide if it is being added or subtracted: more means it was added


Relate to an addition sentence: 314 + 10 = 324

Relate to ARROW WAY strategy

314 324

Module 4 Lesson 2

Add and subtract multiples of 10

37 + 20 = _57_ 37 47 57

84 - _40_ = 44 84 74 64 54 44

When adding or subtracting 10s, only change the 10s place.

Ones place stays the same.

Relate it to the ARROW WAY

*** When the subtrahend (number being subtracted from the whole) is missing, we’re looking for

what is being changed. Arrow way is a good way to find this.

84 74 64 54 44

+10 Arrow Way Strategy: Uses an arrow to

show what is being changed. Similar to

hopping on a number line.

+10 +10

-10 -10 -10 -10

-10 -10 -10 -10

22

Module 4 Lesson 3

Add and subtract multiples of 10 and some ones

We can use our tens to help us add tens and ones.

37 + 20 = ___ 37 47 57

37 + 21 is one more 37 47 57 58

37 + 20 = ___ 37 47 57

37 – 19 is one less 37 47 57 56

Module 4 Lesson 4

Compensation Strategy 50 – 29 = ____

Draw a tape diagram for both numbers

Get the second number up to a bench mark number 29 30 by adding 1

Whatever you do to the bottom, you must do to the top

Write the new numbers on the side of the tape diagram

Subtract your new numbers

38 + 45 = ____

40 + 43 = 83

Draw a tape diagram for your first number: 38

Think: What does the first number need to get to a benchmark number? 38 40 by adding 2

Take the 2 from your second number and add a box to your tape diagram with the 2

In your last box, add your new last number: 45 – 2 = 43

Subtract your new numbers: 38 + 2 = 40 40 + 43 = 83

+1 50

+1 29

38 2 43

+10 +10

+10 +10 +1

+10 +10

+10 +10 -1

51

- 30

21

23

Module 4 Lesson 5

Solve one and two-step word problems

See word problems at the beginning of the booklet.

Module 4 Lesson 6

Represent the composition of 10 ones as 1 ten with two-digit

addends

35 + 6 = ___ Hundreds Tens Ones

Draw place value disks on your place value chart: 3 tens 5 ones

Add place value disks on your place value chart: 6 ones

Decide if you can bundle 10 ones or 10 tens: Bundle 10 ones and move to tens place (circle

and use an arrow)

Count place value disks for answer: 4 tens 1 one = 41

10 10 10 1 1 1 1 1

1 1 1 1 1

1

10

24

Module 4 Lesson 7 - 10

Relate addition to a written vertical method 27 + 15 = ___

Hundreds Tens Ones

40

2


Add place value disks on your place value chart: 1 ten 5 ones


and use an arrow)

Count place value disks for answer: 4 tens 2 ones = 42

Write vertical algorithm (make sure numbers are lined up correctly – tens with tens, ones with

ones)

Add ones: 7 + 5 = 12 (BUNDLE TEN ON THE LINE, NOT ABOVE)

Add tens: 2 + 1 + 1 = 4

29 + 148 = ___

Hundreds Tens Ones

100

70

7


Add place value disks on your place value chart: 1 hundred 4 ten 8 ones


and use an arrow)

Count place value disks for answer: 1 hundred 7 tens 7 ones = 177

Write vertical algorithm (make sure numbers are lined up correctly – tens with tens, ones with

ones)

Add ones: 9 + 8 = 17 (BUNDLE TEN ON THE LINE, NOT ABOVE)

Add tens: 2 + 4 + 1 = 7

Add hundreds: 0 + 1 = 1

10 10

10

1 1 1 1 1

1 1

1 1 1 1 1 10

27

+ 15

42

10 10

10

1 1 1 1 1

1 1 1

1 1

1

1 10

29

+148

177

100 10 10

1 1

1 1

1 10

Grade 2 Module 1 Math Strategy Tips And Word Problems

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Transcript of Grade 2 Module 1 Math Strategy Tips And Word Problems