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Lesson: Addition of Three Digit Numbers Using Base Ten Blocks and Expanded Notation Grade: 2 MA Frameworks

The document describes a 2nd grade math lesson on addition of three-digit numbers using base ten blocks and expanded notation. Students will learn to represent three-digit numbers with base ten blocks, add three-digit numbers using the blocks and expanded notation algorithm, and solve two word problems by modeling the addition with blocks and writing the expanded notation.

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86 views

Lesson: Addition of Three Digit Numbers Using Base Ten Blocks and Expanded Notation Grade: 2 MA Frameworks

The document describes a 2nd grade math lesson on addition of three-digit numbers using base ten blocks and expanded notation. Students will learn to represent three-digit numbers with base ten blocks, add three-digit numbers using the blocks and expanded notation algorithm, and solve two word problems by modeling the addition with blocks and writing the expanded notation.

Uploaded by

api-310204339
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Maria

Gloria Andrade

Lesson: Addition of three digit numbers using base ten blocks and expanded
notation

Grade: 2nd grade

MA Frameworks:
Understand place value:

2.NBT. 1 Understand that the three digits of a three-digit number represent amounts
of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
Understand the following as special cases:
o a. 100 can be thought of as a bundle of ten tens called a hundred.
o b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to
one, two, three, four, five, six, seven, eight, or nine hundreds (and 0
tens and 0 ones).
2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names,
and expanded form.

2.NBT.6 Add up to four two-digit numbers using strategies based on place value and
properties of operations.

2.NBT.7 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.

Learning Objectives:
Students will be able to:
Add three digit numbers by using Base-Ten Blocks, and Base-Ten Mats.
Identify the value of a digit in relationship to its position in a number by
using expanded notation.
Take the concrete representation of a problem to a symbolic notation.

Assessment:
The students will solve two problems presented in context by using base-ten blocks
and representing their work visually and symbolically with expanded notation.
(Appendix 1)

Lesson (45-50 minutes):
1. Introduce students to addition of three-digit numbers. Posting a written
problem on the board, remind students what each block represents

(cube=1000, flat=100, rod=10, unit=1); ask them how would they represent
the numbers in the problem posted (3 minutes).

2. Model the process to add by using base-ten blocks to solve the problem
posted. At the same time complete the algorithm using expanded notation. (7
minutes).
257
+341





+



200+50+7
300+40+1
500+90+8 = 598


3. Post a new problem, this time in context. Lilly has 317 pieces of candy. Her
grandma gives her 172 more. How many pieces of candy does she have in total?
As a classroom, engage students in solving it by using base-ten blocks and
expanded notation. (10 minutes)

4. In partners, have students solve a new, out of context problem. 423+265=?
And revise with students. (10 minutes)


5. Assessment (15 minutes): give students the worksheet with the two
problems (Apendix 1). Have them solve them by using base-ten blocks and
the expanded notation, written algorithm.

Appendix 1.
Assessment Worksheet
2nd grade

Name:_________________________________________ Date:______________________


Addition Using Base-Ten Blocks and Expanded Notation

Solve the following problems using base-ten blocks, drawing a visual of the blocks
and using the expanded notation algorithm.

1. Ally walks 252 steps to get to her aunts house. Later she walks 713 steps to the
ice cream shop. How many steps did she walk in total?
Drawing of the blocks:
Expanded notation:


2. James drives to the beach for 175 miles; he then drives 324 miles to the city. How
many miles did he drive in total?
Drawing of the blocks:
Expanded notation:

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