Teachers Guide

GRADE 2 UNIT 3 MODULE 2

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Session 1 How Much Older? ..................................................................................................................................... 3
Session 2 Solving Problems on the Open Number Line ............................................................................ 7
Session 3 Height & Length Problems ................................................................................................................ 13
Session 4 Introducing Work Place 3C Hit the Zone .................................................................................... 19
Session 5 Addition & Subtraction Checkpoint ..............................................................................................23
Module 2
Adding & Subtracting on the Number Line
Teacher Masters
Pages renumber with each module.
The Jimenez Family ................................................................... T1
Comparing Ages ......................................................................... T2
Open Number Line Problems ................................................ T3
David's Problem .......................................................................... T4
Work Place Guide 3C Hit the Zone ..................................... T5
Work Place Instructions 3C Hit the Zone ......................... T6
3C Hit the Zone Record Sheet................................................ T7
3C Hit the Zone Blank Game Board ..................................... T8
3C Hit the Zone Blank Triple Spinners ................................ T9
Addition & Subtraction Checkpoint ..................................T10
Student Book Pages
Page numbers correspond to those in the consumable books.
Open Number Line Record Sheet ........................................ 37
Length Problems on the Open Number Line ................... 38
3C Hit the Zone Record Sheet................................................ 39
Home Connections Pages
Page numbers correspond to those in the consumable books.
Family Age Number Line ......................................................... 73
Adding, Counting & Solving Problems............................... 75
The Math Learning Center | mathlearningcenter.org Bridges in Mathematics Grade 2 Teachers Guide
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Module 2
Adding & Subtracting on the
Number Line
Overview
In this module, students develop facility with the number line as a model for addition and
subtraction within the range of 0 to 100. Additionally, students are asked to model, and sub-
sequently solve, story problems that require either addition or subtraction with double-digit
numbers. Students are encouraged to develop confdence with the skip-jump strategy by
moving in both directions on the number line by increments of 1, 5, and 10.
Planner
Session & Work Places P&I WP A HC
Session 1 How Much Older?
Students use the number line to add and subtract within the range of 0 to 100.
Specifc focus is placed on subtraction as students compare the ages of family
members in story problem contexts.

Session 2 Solving Problems on the Open Number Line
In this session, students use the open number line to model and solve three
double-digit story problems. Students move from counting by ones to making
jumps of 10 on the open number line. The session ends with a visit to Work
Places if time allows. Finally, the teacher introduces and assigns the Family Age
Number Line Home Connection.

Session 3 Height & Length Problems
Students work as a group with the teacher to compare and contrast three difer-
ent solutions to a story problem involving length using the open number line.
Students then work in pairs or individually to solve two related story problems
using the open number line. Students do Work Places as they fnish and then
come back together as a class to discuss solutions.

Session 4 Introducing Work Place 3C Hit the Zone
The teacher introduces a new Work Place game featuring subtraction on the
number line, by playing against the class and having students track all the
moves and results for their team in their Student Books. Then the teacher sends
students out to do Work Places, including the one just introduced. Finally, the
teacher introduces and assigns the Adding, Counting & Solving Problems Home
Connection.
Introducing Work Place 3C Hit the Zone
Each player begins by writing his initials at the top of the game board to claim
one of four lines that run the length of the board. Next, players take turns rolling
a die to determine which of six zones on the board they need to reach in order
to win. Players then take turns spinning a numbered spinner that determines
how far they can move along their line. After three spins each, using a diferent
spinner each time, the player who comes closest to hitting his or her designated
zone wins the round.

Session 5 Addition & Subtraction Checkpoint
This session provides a checkpoint for much of the content covered in the frst
two modules of Unit 3. Students locate, mark, and identify numbers on a line,
use the open number line to model and solve double-digit subtraction prob-
lems, use the fewest skip-jumps of 1, 5, and 10 to reach diferent points on the
number line, and solve several double-digit addition problems. When fnished
with the assessment, students turn in their work and go out to Work Places.

P&I Problems & Investigations, WP Work Place, A Assessment, HC Home Connection
Unit 3
Module 2
1 The Math Learning Center | mathlearningcenter.org Bridges in Mathematics Grade 2 Teachers Guide
Unit 3
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Materials Preparation
Each session includes a complete list of the materials youll need to conduct the session, as well
as notes about any preparation youll need to do in advance. If you would like to prepare materi-
als ahead of time for the entire module, you can use this to-do list.
Task Done
Copies Run copies of Teacher Masters T1T12 according to the instructions at the top of
each master.
Run a single copy of Student Book page 37.
If students do not have their own Student Books, run a class set of Student Book
pages 3638.
If students do not have their own Home Connections books, run a class set of
Home Connections pages 7376.
Work Place
Preparation
Prepare the materials for Work Place 3C using the list of materials on the Work
Place Guide (Teacher Master T5).
Paper Cutting Cut an 18-inch length of adding machine tape for each student to use in
completing the Home Connection for Session 2.
Special Items Prepare several baskets of craft sticks bundled into sets of 10, as well as indi-
vidual sticks for students who want to use these tools during the assessment.

Additional
Resources
Please see this modules
Resources section of the
Bridges Educator site for
a collection of resources
you can use with students
to supplement your
instruction.
2 The Math Learning Center | mathlearningcenter.org Bridges in Mathematics Grade 2 Teachers Guide
Unit 3 Module 2 Introduction
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Session 1
How Much Older?
Summary
Students use the number line to add and subtract within the range of 0 to 100. Specifc
focus is placed on subtraction as students compare the ages of family members in story
problem contexts.
Skills & Concepts
Solve one-step subtraction story problems with minuends to 100 involving situations of
comparing, with unknowns in all positions (2.OA.1)
Skip-count by 5s and 10s within 1000 (2.NBT.2)
Represent whole numbers as lengths on a number line (2.MD.6)
Represent whole number diferences from minuends up to 100 on a number line (2.MD.6)
Model with mathematics (2.MP.4)
Use appropriate tools strategically (2.MP.5)
Materials
Copies Kit Materials Classroom Materials
Problems & Investigations How Much Older?
TM T1
The Jimenez Family
TM T2
Comparing Ages
student whiteboards, markers, and erasers
(class set)
a piece of copy paper to mask portions of
the teacher master
Work Places in Use
2B The Subtraction Wheel (introduced in Unit 2, Module 1, Session 5)
2C Number Line Race (introduced in Unit 2, Module 2, Session 1)
2D Pick 2, Roll & Subtract (introduced in Unit 2, Module 2, Session 4)
2E Steps & Leaps (introduced in Unit 2, Module 3, Session 3)
3A Star Power (introduced in Unit 3, Module 1, Session 3)
3B Five in a Row (introduced Unit 3, Module 1, Session 5)
HC Home Connection, SB Student Book, TM Teacher Master
Copy instructions are located at the top of each teacher master.

Problems & Investigations
How Much Older?
1 Gather students to your discussion circle and let them know that they will do
some subtraction on the number line today, using peoples ages as a context.
2 Engage students in discussion about the ages of some of the people in their
family. As students share, list 1015 of the ages they mention on the board.
Te following discussion prompts may be helpful.
How many years old is the oldest person that you know?
Who is the youngest person that you know?
How old is your mom or your dad?
Unit 3
Module 2
Session 1
Vocabulary
An asterisk [*] identifes
those terms for which Word
Resource Cards are available.
compare*
diference*
subtract*
3 The Math Learning Center | mathlearningcenter.org Bridges in Mathematics Grade 2 Teachers Guide
Unit 3 Module 2
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3 Draw an open number line on the board. Mark and label 0 at the lef end.
Work with input from the students to mark and label 810 of the numbers
you just listed on the board, starting with the greatest to help establish the
scale of the number line.
Te following prompts may help guide discussion.
Jenna, you said your great grandmother is 98 years old! Where should we put that
number on our number line?
Some of you disagree on where the number 98 should be placed. Is there one exact place
where we have to put 98?
If we want to also include some other numbers on our number line, how far away from
0 should we place 98?
Although the age of the oldest person on your list could go anywhere to the right of 0, talk
with students about the wisdom of leaving ample space between 0 and that number to ft
additional numbers on the number line. If students suggest a location that is too close to
0 to be able to easily place a wide range of numbers on the line, follow up by asking them
to put their own age on the number line. If they struggle to do so, it will motivate the need
for a larger scale on the number line.
4 Ten display the Jimenez Family Teacher Master, give students a few
moments to examine the information quietly, and then ask students to
mark the age of each person in the family on the number line.
Read the instructions at the top of the page with the class.
As you choose each student, have him or her come up to the display and make a mark
along the number line for one of the Jimenez family members, using the multiples of 5
as anchor points.
Label each mark with the family members name.
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The Jimenez Family
Here is a list of the people in the Jimenez family. Te list shows how old each person is. Make and label a mark along the
number line for each person in the family.
Carlos (6)
Ana (9)
Nicholas (15)
Maria (20)
Uncle Leo (28)
Aunt Elsa (40)
Mom (49)
Dad (55)
Grandpa (75)
Grandma (80)
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100
Carlos Ana
Nicholas
Maria Uncle Leo
Aunt Elsa
Mom
Dad
Grandpa
Grandma
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5 Next, discuss the display with the class, noting in particular the various ages
of the family members.
Here are some questions you may want to pose:
How many people are in this family? (10 people)
Who is the oldest member of the family? How old is Grandma Jimenez? (Grandma
Jimenez, 80 years old)
Who is the youngest member of the family? How old is Carlos? (Carlos, 6 years old)
Who is older, Nick or Maria? (Maria)
Who is older in the Jimenez family, Mom or Dad? (Dad)
AboutThisSession
Here, students return to
the idea of subtraction
as a process of fnding
the diference between
two quantities rather
than taking one quantity
away from another.
Within this framework,
its likely that students
will begin with the
subtrahend (the smaller
number) and actually
count up to arrive at
the minuend (larger
number). Throughout
the session, students will
be invited to fnd the
diference between two
numbers going in both
directionsbuilding
from the subtrahend to
the minuend, as well as
starting with the minuend
and subtracting toward
the subtrahend.
4 The Math Learning Center | mathlearningcenter.org Bridges in Mathematics Grade 2 Teachers Guide
Unit 3 Module 2 Session 1
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6 Now explain that you are going to pose some problems about the difer-
ences in ages between some of the members of the Jimenez family. Start by
displaying just the frst number line, labeled Te Jimenez Children on the
Comparing Ages Teacher Master. Keep the other two number lines on the
teacher master covered for now.
Have helpers distribute whiteboards, pens, and erasers to all the students.
Pose the following problem to the class regarding the information on the frst number
line: Ana is older than Carlos. How much older? (3 years older)
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Comparing Ages
Te Jimenez Children
6
Carlos
9
Ana
15
Nicholas
20
Maria



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Ask students to use labeled sketches and numbers on their whiteboards to fnd the
answer.
Give students a minute to solve it on their boards.
Have students share, frst in pairs and then as a whole group, their solutions and
strategies.
Record students thinking on the board, making use of the open number line, as does
the teacher in this dialog.
Teacher How much older is Ana than Carlos, everyone?
Students Tree!
Tree years older.
Teacher It sounds like everyone agrees that Ana is three years older
than Carlos. Would someone be willing to show us how they fgured
it out?
Student A I just knew it was 3 because 6 + 3 = 9.
Student B I counted up from 6. I went 7, 8, 9, so I knew it was 3.
Teacher Im going to use the open number line to show your thinking.
Maya said she added 3 to 6 to get 9. I ll show that by taking a hop of
3 from the 6 up to the 9. Ten DJ said he counted up by 1s from 6. Im
going to show that by making 3 hops of 1, and labeling each of them.
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Comparing Ages
Te Jimenez Children
6
Carlos
9
Ana
15
Nicholas
20
Maria



+3
+1 +1 +1
6 + 3 = 9
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7 Next, pose the additional problems listed here regarding the Jimenez
children. Continue to model students responses on the board. Guide them
toward using hops of 1, 5, or 10 on an open number line to model and solve
the problems.
Nicholas is older than Ana. How much older? (6 years older)
Once you have modeled a couple of the problems using hops on the open number line,
look for students to do the same thing on their whiteboards. Model jumps in both direc-
tions so students understand that a subtraction problem, when thought of as the diference
5 The Math Learning Center | mathlearningcenter.org Bridges in Mathematics Grade 2 Teachers Guide
Unit 3 Module 2 Session 1
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between two numbers, can be solved by either adding up (from the subtrahend), or taking
away (from the minuend).
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Comparing Ages
Te Jimenez Children
6
Carlos
9
Ana
15
Nicholas
20
Maria



+1
1
5
+5
9 + 6 = 15
15 6 = 9
Nicholas is 6 years older than Ana.
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Nicholas and Carlos are brothers. Nicholas is older. How much older? (9 years older)
Maria is older than Carlos. How much older? (14 years older)
8 Ten display the second line, labeled Te Jimenez Grandparents on the
Comparing Ages Teacher Master, keeping the third line covered. Pose the
problems listed here regarding the Jimenez grandparents.
How much older is Grandma than Grandpa? (5 years)
Grandma always said she wanted to live to be 100 years old. How many more years is
that? (20 years)
How old will Grandpa be 10 years from now? (85 years old)
How old was Grandma 6 years ago? (74 years old)
Give students a minute to solve each and pair-share their solutions and strategies.
Ask students to share their answers as a whole class.
Invite volunteers to share their strategies with the class. Choose students who
have modeled and solved the problem on an open number line, using forward or
backward hops of 1s, 5s, or 10s.
9 Finally, display the third line, labeled Te Jimenez Adults on the
Comparing Ages Teacher Master. Pose the problems listed here regarding
the Jimenez adults.
Grandpa is older than Dad. How much older? (20 years older)
Dad is older than Mom. How much older? (6 years older)
Aunt Elsa is older than Uncle Leo. How much older? (12 years older)
Dad is older than Uncle Leo. How much older? (27 years older)
How old was Uncle Leo 9 years ago? (19 years old)
How many years from now will Mom be 100 years old? (51 years)

Work Places
10 Invite students to spend any time that remains in the session at Work
Places.
11 Close the session.
Have students clean up and put away the Work Place bins.
Display the Jimenez Family Teacher Master again.
Ask for a volunteer to point to the place where he or she would be on the number line,
and mark the location.
6 The Math Learning Center | mathlearningcenter.org Bridges in Mathematics Grade 2 Teachers Guide
Unit 3 Module 2 Session 1
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Session 2
Solving Problems
on the Open Number Line
Summary
In this session, students use the open number line to model and solve three double-digit
story problems. The teacher presents the frst problem to the entire class and uses it to
illustrate how counting by 1s on the open number line is an accurate, but inefcient strategy.
Then the class works together to group the jumps of one into larger groups of 10 to fnd the
solution and to fnd their own ways of getting from 38 to 75 on an open number line. After
this group work, students work in pairs to solve two more problems presented to the whole
class. The session ends with a visit to Work Places if time allows. Finally, the teacher introduces
and assigns the Family Age Number Line Home Connection.
Skills & Concepts
Solve one-step addition story problems with sums to 100 involving situations of adding to,
with unknowns in all positions (2.OA.1)
Solve one-step subtraction story problems with minuends to 100 involving situations of
comparing, with unknowns in all positions (2.OA.1)
Represent whole-number sums and diferences within 100 on a number line (2.MD.6)
Make sense of problems and persevere in solving them (2.MP.1)
Construct viable arguments and critique the reasoning of others (2.MP.3)
Materials
Copies Kit Materials Classroom Materials
Problems & Investigations Solving Problems on the Open Number Line
TM T3
Open Number Line Problems
SB 37
Open Number Line Record Sheet
a piece of paper to mask portions of
the display
Work Places in Use
2B The Subtraction Wheel (introduced in Unit 2, Module 1, Session 5)
2C Number Line Race (introduced in Unit 2, Module 2, Session 1)
2D Pick 2, Roll & Subtract (introduced in Unit 2, Module 2, Session 4)
2E Steps & Leaps (introduced in Unit 2, Module 3, Session 3)
3A Star Power (introduced in Unit 3, Module 1, Session 3)
3B Five in a Row (introduced in Unit 3, Module 1, Session 5)
Home Connection
HC 7374
Family Age Number Line
adding machine tape
(seePreparation)
a paperclip for each student
HC Home Connection, SB Student Book, TM Teacher Master
Copy instructions are located at the top of each teacher master.
Preparation
Cut an 18-inch length of adding machine tape for each student to use in completing the
Home Connection.
Unit 3
Module 2
Session 2
Vocabulary
An asterisk [*] identifes
those terms for which Word
Resource Cards are available.
open number line
7 The Math Learning Center | mathlearningcenter.org Bridges in Mathematics Grade 2 Teachers Guide
Unit 3 Module 2
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Problems & Investigations
Solving Problems on the Open Number Line
1 Display the frst problem on the Open Number Line Problems Teacher
Master and read it with the class. Explain that today students will use open
numbers lines to solve problems like this one.
Session 2 1 copy for display
Open Number Line Problems
1 Josh and his dad are driving to the city. It is 75 miles away. Tey have already gone
38 miles. How many more miles do they have to drive?




Unit 3 Module 2
2 Ask students to share, frst in pairs and then as a whole group, ideas about
what the problem is asking, and how they would go about solving it.
Be sure that the ideas of counting on from, or adding to 38 to reach 75, and counting
backward from 75 to fnd out how many miles remain are discussed. Summarize both
approaches by writing equations.
Student A You have to fgure out how much farther they have to
drive. You could keep going, like count up from 38 to 75.
Teacher I wrote 38 + box equals 75 to show that idea. What does the
box mean in this equation?
5
Student B It means the part you have to fgure out. Its where you
write the answer.
Student C Its like the problem you have to solve. 38 plus how many
more to get to 75?
Teacher Yep. So, does anyone have any other ideas about how we
might solve this problem?
Student D You could go maybe go backward from 75 down to 38.
Teacher OK. Lets write an equation to represent your idea, Damien.
3 Draw an open number line on which to model the problem. Mark 38 at one
end and 75 at the other. Ten propose to solve the problem by making hops
of 1 all the way from 38 to 75.
Give students time to discuss the idea, and then model it.
While this process is almost painfully tedious, it serves several purposes. Te frst is to
honor students who are still counting by 1s. Te second is to set the stage for grouping the
single hops by 10s, with all students fully cognizant of where they came from. Te third is
to encourage students to work efciently rather than relying on a process that has worked
in the past, but is becoming fast outmoded as the numbers get bigger.
8 The Math Learning Center | mathlearningcenter.org Bridges in Mathematics Grade 2 Teachers Guide
Unit 3 Module 2 Session 2
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Student A But you could go faster if you made bigger hops. Like, you
could just take a hop of 2 and get to 40, and then you could go by 10s.
Teacher Tats true, but lets try it this way and see what happens. I
need you all to help me. Im going to make a hop and label it with a
+1 each time until we get all the way to 75. Ready?
Students Tirty-nine, 40, 41, 42, 43, 44 [ ] 75!
Student A Tat took forever!
Teacher Lets go back and label the places we landed along the line. I
need your help again with this job.
Students Tirty-nine, 40, 41, 42, 43, 44 [ ] 75!
+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1
38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75
4 Now ask students how many hops it took to go from 38 to 75. Afer some
discussion, go back and loop the single hops into groups of 10 to make
them easier to count.
Teacher Whew! Tat was a lot of work. So, how many more miles do
Josh and his dad have to drive to get to the city?
Student A We dont know. Teres just a bunch of hops, but we dont
even know the answer!
Student B Now we have to go back and count how many hops there are!
Student C Its 37. I already counted them.
Teacher I have an idea. Max says its 37; Danielle says we have to go
back and count them to be sure. What if we count the hops by 10s,
instead of 1s, like this?
+10 +10 +10
+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1
38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75
Teacher Now that weve got 10, 20, 30, do we need more?
Student A Yes, we didnt make it all the way to 75 yet.
Student B Tere are 7 jumps lef. See, it did turn out to be 37.
Student C Can I circle them?
5 Ten read the problem aloud again, have students pair-share answers, using the
information on the board, and then state the answer aloud on your signal.
6 Next, draw a new number line on the board, labeled with 38 at one end and
75 at the other, and ask students how they might solve the problem if they
could take hops greater than 1.
7 Have students share ideas, frst in pairs, and then with the whole group.
Invite a couple of volunteers to explain their ideas to the class as you work
at the board to draw them.
Draw and label a new line for each strategy shared.
9 The Math Learning Center | mathlearningcenter.org Bridges in Mathematics Grade 2 Teachers Guide
Unit 3 Module 2 Session 2
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38 48 58 68 70
75
+ 2
+ 2 + 30
+ 5
+ 5
+ 10
+ 10 + 10
3840
70 75
CHALLENGE Some students may be ready to consider a strategy that has them taking one
long jump past 75 to 78 and then jumping back 3. Draw an open number line showing one
long jump of 40 from 38 to 78 and then a jump back to 75. Discuss how this number line
models the situation and encourage students to write an equation to match.
8 Discuss the strategies students have shared, in terms of the original problem.
Here are some questions you might ask:
How much farther did Josh and his dad have to drive to get to the city?
How do you know? Can you show us on the open number line?
Does this give us the answer to the problem?
Did we add or subtract to fnd the answer?
Student A Tey had to go 37 more miles because if you add up all the
hops, its 10, 20, 30, then 32 plus 5, and thats 37.
Student B Its right because 38 and 37 really is 75, I checked it.
Student C I dont get it, Jamal. Why are we adding when it should be
take away?
Student D You can add to fnd the answer to a subtraction problem,
like 14 7 is 7 because 7 + 7 is 14.
Student E Also, the problem is kind of like adding. You have to fnd
out how much more they need to go, right?
9 Ask students to fnd the Open Number Line Record Sheet page in their Student
Books, and solve problem 1. Have them use one of the strategies (other than
hopping by 1s) on the board, or generate yet another on their own.
Ask students to:
Record the two equations from the board at the top of the frst box.
Show how they would make hops to get from 38 to 75 on the number line.
Label their work.
10 Ten display the second story problem on the Open Number Line Problems
Teacher Master and read it with the class.
Ask students to share, frst in pairs and then as a whole group, ideas about what the
problem is asking, and how they would go about solving it.
Ten work with students input to record on the board two diferent equations to
match the situation, as they do so in their Student Books.

MathPractices
inAction2.MP.3
By asking students to
refect upon the variety
of strategies they have
shared, you are helping
them learn to construct
viable arguments and
critique the reasoning
of others. In the process,
they are developing
greater fuency with
multi-digit computation
strategies.
10 The Math Learning Center | mathlearningcenter.org Bridges in Mathematics Grade 2 Teachers Guide
Unit 3 Module 2 Session 2
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2 Maria Jose wants to buy a bike that costs 72 dollars. So far, she has saved 26 dollars.
How much more money does she need to save?



11 Leave the problem on display and have students work in pairs to solve it in
their Student Books. Remind them to label their work.
As you circulate and talk to students about their work, take note of the diferent strategies
students are using. Look for pairs using efcient strategies to share their work in the next step.
SUPPORT If you fnd students continuing to count by 1s, let them mark 10 or even 20 small
steps. Ten stop them, and ask them to loop their hops of 1 into groups of 10. You may have
to do this more than once, but its important to start where students are, and help them work
from their current strategies to methods that are more efcient.
12 Draw several open number lines on the board, and ask three diferent pairs
of students to come up to the board to share and explain their work.
+ 4
+ 40
+ 2
26
30
40
50
60
70 72
4 + 40 + 2 = 46
13 Repeat steps 10 through 12 with the last story problem on the teacher
master. Give students time to share answers.

Work Places
14 Invite students to spend any time that remains in the session at Work Places.
15 Close the session.
Have students clean up and put away the Work Place bins.
Draw an open number line with 33 and 81 marked. Ask students to think of equations
to represent the display and ofer possible ways to solve the equations.
11 The Math Learning Center | mathlearningcenter.org Bridges in Mathematics Grade 2 Teachers Guide
Unit 3 Module 2 Session 2
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Home Connection
16 Introduce and assign the Family Age Number Line Home Connection,
which provides more practice with the following skills:
Solve one-step addition story problems with sums to 100 involving situations of adding
to, with unknowns in all positions (2.OA.1)
Solve one-step subtraction story problems with minuends to 100 involving situations
of comparing, with unknowns in all positions (2.OA.1)
Represent whole numbers as lengths on a number line (2.MD.6)
Represent whole-number sums and diferences within 100 on a number line (2.MD.6)
17 Review this assignment carefully before sending it home with students.
Give them each an 18-inch length of adding machine tape to use for the frst part of the
assignment.
Have them fold the strip in half and then half again, and paperclip it to the assignment.
12 The Math Learning Center | mathlearningcenter.org Bridges in Mathematics Grade 2 Teachers Guide
Unit 3 Module 2 Session 2
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Session 3
Height & Length Problems
Summary
Students work as a group with the teacher to compare and contrast three diferent solutions
to a story problem involving length. The discussion of the diferent solutions gives the class
another opportunity to observe and discuss methods of using the open number line to solve
problems. Students then work in pairs or individually to solve two related story problems
using the open number line. Students go out to Work Places as they fnish and then come
back together as a class to discuss solutions.
Skills & Concepts
Solve one-step subtraction story problems with minuends to 100 involving situations of
comparing, with unknowns in all positions (2.OA.1)
Measure the length of an object in inches using a measuring tape (2.MD.1)
Estimate length in inches (2.MD.3)
Determine exactly how much longer one object is than another (2.MD.4)
Express the diference between two lengths in terms of a standard unit of length (2.MD.4)
Solve subtraction story problems with minuends to 100 involving lengths given in the
same units (2.MD.5)
Represent whole-number diferences from minuends up to 100 on a number line (2.MD.6)
Make sense of problems and persevere in solving them (2.MP.1)
Construct viable arguments and critique the reasoning of others (2.MP.3)
Materials
Copies Kit Materials Classroom Materials
Problems & Investigations Height & Length Problems
TM T4
Davids Problem
SB 38*
Length Problems on the
Open Number Line
measuring tape marked in
inches
a piece of paper to mask portions of the
overhead
student whiteboards, markers, and eras-
ers (class set)
Work Places in Use
2B The Subtraction Wheel (introduced in Unit 2, Module 1, Session 5)
2C Number Line Race (introduced in Unit 2, Module 2, Session 1)
2D Pick 2, Roll & Subtract (introduced in Unit 2, Module 2, Session 4)
2E Steps & Leaps (introduced in Unit 2, Module 3, Session 3)
3A Star Power (introduced in Unit 3, Module 1, Session 3)
3B Five in a Row (introduced in Unit 3, Module 1, Session 5)
HC Home Connection, SB Student Book, TM Teacher Master
Copy instructions are located at the top of each teacher master. *Run 1 copy of this page for display.
Unit 3
Module 2
Session 3
Vocabulary
An asterisk [*] identifes
those terms for which Word
Resource Cards are available.
diference*
height*
length*
13 The Math Learning Center | mathlearningcenter.org Bridges in Mathematics Grade 2 Teachers Guide
Unit 3 Module 2
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Problems & Investigations
Height & Length Problems
1 Explain that students will be thinking about problems of height and length
today. Ask the what they know about the words height and length.
What do you know about those two words? Have you ever measured
the length of something? If so, what units did you use? Have you ever
measured the height of something? Has anyone ever measured your
height? If so, in what units?
2 Display the problem at the top of Davids Problem Teacher Master, keeping
the rest of the sheet covered for now. Read the problem out loud and ask
students to think about what it is asking.
Also, have students think about the heights of the two boys mentioned in the problem.
Which one of the two, David or Matt, is probably closer to them in height? Is Matt quite a
bit taller than David, or just a little? How old do they think these two boys might be?
Session 3 1 copy for display
David's Problem
David is 49 inches tall. His big brother, Matt, is 76 inches tall. How many inches will
David have to grow to be as tall as his big brother?



Unit 3 Module 2
3 Ten have students help you measure and mark both heights, 49 and 76
inches, on the board using the measuring tape.
Matt 76
David 49
"
"
4 Ask students to work in pairs to estimate how many inches David will have
to grow to catch up with his brother. Have a few volunteers share their
estimates with the class.
Student A If David grew 10 inches, he would be up to 59.
Student B Its more than 20 because 49 + 20 is only 69.
Student C I agree with you, Sergio. I think its close to 25. 49 is close
to 50 and 50 plus 25 is 75.
AboutThisSession
Even though second
graders havent yet had
formal instruction in
measuring with standard
units, many, if not most,
have encountered the
idea outside of school.
Some might keep an
ongoing record of their
height at home or know
the length of a new baby
in the family. This session
poses problems in the
context of such familiar
situations and may be
regarded as an informal
lead-in to Unit 4, when
students will learn more
about measuring in U.S.
customary units (inches,
feet, and yards).
14 The Math Learning Center | mathlearningcenter.org Bridges in Mathematics Grade 2 Teachers Guide
Unit 3 Module 2 Session 3
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5 Work with students input to write two diferent equations on the teacher
master to represent the situation.

David s rob em
D vid is 49 inches t ll His b g brother
h
Equations:



49 + = 76 76 = 49

Teacher I think we all agree that this problem is asking us to fgure
out how many inches David has to grow to catch up with Matt. What
equations can we write that will show what we have to do?
Student A We have to go up from 49 to 76, so we could do one like 49
plus box equals 76.
Student B What does the box mean again, Tasha?
Student A It is the number we dont know. Te equation says we need
to take 49 and add a number to it to get 76.
Teacher Any other ideas? Would it work if we went the other way?
What about 76 minus box equals 49?
Student C I think it would be the same. Its like you are on 76 and you
jump down some to get to 49.
Student D Its still the same number of inches between David and Matt,
whether you go up or down.
6 Explain that you are going to show some solutions to Davids problem from
other second graders. Reveal the frst solution, give students a few moments
to study it quietly, and then discuss the work.
1 s
D id s P ob e
David s 49 inches all. His big bro

Solution 1
49
+1
+10 +10 +6
50 60 70 76



Student A Tat kid hopped 1 to get to 50. Ten he went 10 more and
10 more to get up to 70. Ten he took a big hop of 6 to get to 76.
Student B So how do we use that to fnd the answer? Its just a bunch
of hops?
Student C You can add the hops together to fgure it out. One plus 10
plus 10 plus 6 equals 27.
Student D David needs to grow 27 inches to be as tall as his brother.
7 Next, ask students to record solution 1 on their whiteboards and add the results.
Give students each a whiteboard, pen, and an eraser.
Record the length of each of the hops from Solution 1 on the board as students do so
on their whiteboards.
Ten give the class a few moments to add the numbers and report the results.
Press them to explain how this equation relates to Davids problem.
Teacher Please tell the person next to you what you got when you
added 1 + 10 + 10 + 6. OK, now you can all tell me when I clap once.
Students 27!
Teacher What does 27 have to do with Davids problem?
Student A Tats how many inches David has to grow to catch up
with his brother.
15 The Math Learning Center | mathlearningcenter.org Bridges in Mathematics Grade 2 Teachers Guide
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Student B Tats a lot of inches, I think. Matt is pretty tall. Hes probably
in high school or something.
Teacher Where did those numbers even come from?
Student C Tose are the numbers from the hops that kid made. Tey
show how far it is from 49 to 76.
8 Reveal each of the other two solutions, one at a time. In each case, ask
students to write an equation on their boards that shows the hops.




Sol t o
+10 +10 +6
Solution 2
70
+1
+10 +10
+6
49 59 69 76


Student A Tis kid tried to jump by 10s frst. She jumped as many
10s as she could and then switched.
Student B I wonder why she jumped 1 and then 6.
Student C I think she did it to make getting to 76 easier. Its easier to
fgure out how far you need to jump from 70 than from 69.
Student D Te equation for this one is 10 + 10 + 1 + 6 equals 27. Hey,
the answer is the same even though the picture is diferent!
Session 3 1 opy f r dis lay

i i b t tt i 7 i l
David have t gro to be as tal as his big b other?
E uat ons

S 2
70
+10 +10
+6
49 59 69 6
Solution 3
50
+1
+25
60 49 70 75 76
+1
Unit 3 Modul 2
Student E Whoa! Tat kid took a big leap from 50 to 75. How did
they know how to do that?
Student F I bet they were thinking of money like quarters.
Student G When you take a big jump like that, the work is faster. Te
equation is 1 plus 25 plus 1 equals 27.
9 Ten ask students to compare and contrast the equations on their boards.
Guide them to the observation that the order in which two numbers are added [commuta-
tive property] and how the numbers are grouped in addition [associative property] will
not change the sum.
1 + 10 + 10 + 6 = 27
10 + 10 + 1 + 6 = 27
1 + 25 + 1 = 27
Student A Tey all make 27. David has to grow 27 more inches.
Student B Te one at the top and the next one have the same numbers,
but theyre mixed up.
Teacher Is that OK?
Student C It still turns out the same every time. You can switch numbers,
like 2 + 3 is the same as 3 + 2.
16 The Math Learning Center | mathlearningcenter.org Bridges in Mathematics Grade 2 Teachers Guide
Unit 3 Module 2 Session 3
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Student D Sometimes its easier to switch the numbers around. Like on
the frst one, you have to go 1 + 10 is 11. Ten 11 + 10 is 21, and then plus
6 is 27. Te other one is just 10 and 10 is 20, plus 7 is 27.
Teacher What about the last equation?
Student E Well, its weird, but it works. Its kind of like if you chop a 5
out of the 6 in the frst equation. You give that 5 to the 2 tens, you have
25, and then 2 more. No matter how you add up the numbers, you still
get the same answer.
10 Next, collect the boards, pens, and erasers and have students fnd the
Length Problems on the Open Number Line page in their Student Books.
11 Display your copy of the Student Book page and read both problems with
the students. When they understand what to do, let students go to work
individually or in pairs.
As students work, circulate to observe their strategies.
Check to see if theyre using hops of 5, 10, and possibly other numbers, rather than
hops of 1. See Support suggestions for students who are hopping only by 1s to solve
the problems.
Take note of students who are using interesting or efcient strategies. Ask these
students to share their work when the class comes back together to review.
Put Davids Problem back on display and encourage students to review the three difer-
ent solutions to get ideas for solving these new problems.
SUPPORT If you have students counting by 1s, model their work for them on a number line,
showing them every single jump in their work. Ten, as they are ready, use the number
line to help them group numbers by circling sets of 10.
Allow students who are struggling with the open number line model to use base ten
area pieces instead. Encourage students to build the smaller number in the problem, add
enough 1s to get to the nearest multiple of 10, and then add as many 10s as they can before
adding any more pieces.
CHALLENGE Ask early fnishers to turn the sheet over to write their own open number line
problem for a partner to solve.

Work Places
12 Have students share and compare their answers when they fnish the
Student Book page, and then invite them to go to Work Places.
Remember to save 10 minutes at the end of the session to have students share their solu-
tions and strategies.
13 When most students have completed the page, reconvene the class to share
and compare answers and strategies.
Ask students to share their answers to the frst problem. List all responses on the
board.
Invite a few students to explain and justify their answers.
Repeat this with the second problem.
Dont shy away from asking a student who has given the wrong answer to share his strategy.
Students ofen discover their own mistakes as they share with the group. Handled with
respect, mistakes ofen turn out to be fruitful, illuminating common misconceptions, and
17 The Math Learning Center | mathlearningcenter.org Bridges in Mathematics Grade 2 Teachers Guide
Unit 3 Module 2 Session 3
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reassuring students that its OK to take a risk and make a mistake, especially if we can learn
something from it.
While there are many unique ways to approach these problems, some strategies are worth
highlighting if you observe students using them. Look for the following:
Common Strategies for
Problem 1
47 + x = 82 82 x = 47 82 47 = x
Description Visual
1. Add to get to a multiple of 10,
then keep adding 10s until you
cant add any more. Then count
on for the rest of the 1s.
+ 3 + 2
47 50 60 70 80 82
+ 10
+ 10 + 10
3 + 10 + 10 + 10 + 2 = 35, so 47 + 35 = 82
2. Add to get to a landmark
number and take a larger jump
to get to the next landmark
number. Then jump to the next
multiple of 10 and count on for
the rest of the 1s.
+ 3
+ 5
+ 2
+ 25
47 50 80 75 82
3 + 25 + 5 + 2 = 35, so 47 + 35 = 82
3. Take a large jump beyond
the target using a multiple of
10. Then subtract to get to the
desired number. (This is an
advanced approach for most
second graders.)
+ 40
5
47 82 87
40 - 5 = 35, so 47 + 35 = 82
Common Strategies for
Problem 2
84 + x = 120 120 x = 84 120 84 = x
Description Visual
1. Add to get to a multiple of 10,
then keep adding 10s until you
reach a landmark number. Then
add the needed 10s and 1s in
one jump to fnish.
+ 10
+ 20
+ 6
84 90 100 120
6 + 10 + 20 = 36, so 84 + 36 = 120
2. Add 10s until you cant add
any more without going past
your target. Then count on for
the rest of the 1s.
+ 6
84 94 104 114 120
+ 10 + 10 + 10
10 + 10 + 10 + 6 = 36, so 84 + 36 = 120
18 The Math Learning Center | mathlearningcenter.org Bridges in Mathematics Grade 2 Teachers Guide
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Session 4
Introducing Work Place 3C
Hit the Zone
Summary
The teacher introduces Work Place 3C Hit the Zone, which features subtraction on the number
line. The teacher plays several rounds with the class and asks students to track all the moves
and results for their team in their Student Books. After playing the game with the class, the
teacher sends students out to Work Places, including the one just introduced. Finally, the
teacher introduces and assigns the Adding, Counting & Solving Problems Home Connection.
Skills & Concepts
Fluently add and subtract with sums and minuends to 20 using mental strategies (2.OA.2)
Represent whole-number sums as lengths on a number line (2.MD.6)
Represent whole-number sums up to 100 on a number line (2.MD.6)
Represent whole-number diferences from minuends up to 100 on a number line (2.MD.6)
Reason abstractly and quantitatively (2.MP.2)
Model with mathematics (2.MP.4)
Materials
Copies Kit Materials Classroom Materials
Work Places Introducing Work Place 3C Hit the Zone
TM T5
Work Place Guide 3C Hit the Zone
TM T6
Work Place Instructions 3C Hit the Zone
TM T7
3C Hit the Zone Record Sheet
SB 39
3C Hit the Zone Record Sheet
Hit the Zone Game Board
Hit the Zone Triple Spinner
1 die numbered 16
2 fne-tip erasable markers,
each a diferent color
paper towel or eraser for
erasable marker
Work Places in Use
2C Number Line Race (introduced in Unit 2, Module 2, Session 1)
2D Pick 2, Roll & Subtract (introduced in Unit 2, Module 2, Session 4)
2E Steps & Leaps (introduced in Unit 2, Module 3, Session 3)
3A Star Power (introduced in Unit 3, Module 1, Session 3)
3B Five in a Row (introduced in Unit 3, Module 1, Session 5)
3C Hit the Zone (introduced in this session)
Home Connection
HC 7576
Adding, Counting & Solving Problems
HC Home Connection, SB Student Book, TM Teacher Master
Copy instructions are located at the top of each teacher master.
Preparation
In todays session, youll introduce Work Place 3C Hit the Zone. Before this session, you
should review the Work Place Guide and Work Place Instructions and assemble the bin for
Work Place 3C (which replaces 2B, The Subtraction Wheel), using the materials listed on the
guide. The Work Place Guide also includes suggestions for diferentiating the game to meet
students needs.
Unit 3
Module 2
Session 4
Vocabulary
An asterisk [*] identifes
those terms for which Word
Resource Cards are available.
addition
subtraction
sum or total*
19 The Math Learning Center | mathlearningcenter.org Bridges in Mathematics Grade 2 Teachers Guide
Unit 3 Module 2
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Work Places
Introducing Work Place 3C Hit the Zone
1 Gather students to your discussion circle and let them know that you will
introduce a new Work place game today and then they will go to Work
Places for the remainder of the session.
Display the Hit the Zone Game Board where everyone can see it clearly.
Give students a minute to examine the board quietly and then share, frst in pairs and
then as a whole group, their mathematical observations.
What do they notice about the game board? Do they have any predictions about how
this game might be played?
Session 4 optional copies as needed
3C Hit the Zone Blank Game Board
Z
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5
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4
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3
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2
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1
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6
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5
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4
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3
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2
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1
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6
30
25
20
15
10
5
0
30
25
20
15
10
5
0
30
25
20
15
10
5
0
30
25
20
15
10
5
0
Mr.G class
10
5
10
7
10
+3
Unit 3 Module 2
Draw students attention to the 4 lines that run the length of the game board, and
explain that Hit the Zone is a game for 2, 3, or 4 players.
To teach them how to play the game, youre going to have students play as a team
against you, so you will just use the frst two lines on the game board.
2 Ten summarize the game.
Each player begins by writing his initials at the top of the game board to claim one of four
lines that runs the length of the board. Next, players take turns rolling a die to determine
which of six zones on the board they need to reach in order to win. Players then take turns
spinning a numbered spinner that determines how far they can move along their line. Afer
three spins each, using a diferent spinner each time, the player who comes closest to hitting
his or her designated zone wins the round. Players total their wins, losses, and ties afer four
rounds to determine the overall winner.
3 Play the frst round of the game with the class, using the Work Place
Instructions 3C Hit the Zone Teacher Master as needed.
AboutThisSession
The Hit the Zone game
provides students with
practice modeling and
solving subtraction
problems on a number
line in the range 030.
Theres also a limited
opportunity for students
to add numbers,
depending on the
spinner result. This twist
adds intrigue to the game
and also gives students a
greater variety of starting
points from which to
subtract.
20 The Math Learning Center | mathlearningcenter.org Bridges in Mathematics Grade 2 Teachers Guide
Unit 3 Module 2 Session 4
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Have students each fnd the 3C Hit the Zone Record Sheet page in their Student Books
and invite them to record the game moves in their books while you do so on one of the
display record sheets.
Take the frst turn to spin, mark the game board with an erasable marker, and record
the move on your record sheet. Invite a volunteer to make the frst spin for the class
and mark the game board. Use your second copy of the record sheet to show students
how to record the results of the frst spin on their sheets.
At the conclusion of the frst round, demonstrate how to write a subtraction equation
to show the diference between their target zone and their landing zone. Te team with
the lower diference wins the round.
T8 t Bridges in Mathematics Grade 2 Teacher Masters
Session 4 optional copies as needed
3C Hit the Zone Blank Game B
Z
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5
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4
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3
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30
25
20
15
10
5
0
30
25
20
15
10
5
0
Mr.G class
10
5
10
7
10
+3
Unit 3 Module 2
T7 c t Bridges in Mathemat cs Grade 2 Teacher Masters
Session 4 2 copies for display and a class set plu
3C Hit the Zone Record Sheet
Zone 1 2630 Zone 3 1620
Zone 2 2125 Zone 4 1115
Round 1
My Target Zone
Spin 1
Spin 2
Spin 3
Landing Zone
Zone Diference
Win?
Yes No







Round 3
My Target Zone
Spin 1
Spin 2
Spin 3
Landing Zone
Zone Diference
Win?
Yes No







Score _______ Wins __
Mr. G
2
4
30 10 = 20
20 + 3= 23
23 - 10 = 13
4 2 = 2
Unit 3 Module 2
NAME
T7 The Math Learning Center | mathlearn ngcenter org Br dges in Mathematics Grade 2 Teacher Masters
Session 4 2 copies for d sp ay and a c ass set plus more as needed stored in the Work P ace bin
3C Hit the Zone Record Sheet
Zone 1 2630 Zone 3 1620 Zone 5 610
Zone 2 2125 Zone 4 1115 Zone 6 05
Round 1
My Target Zone
Spin 1
Spin 2
Spin 3
Landing Zone
Zone Diference
Win?
Yes No
Round 2
My Target Zone
Spin 1
Spin 2
Spin 3
Landing Zone
Zone Diference
Win?
Yes No
Round 3
My Target Zone
Spin 1
Spin 2
Spin 3
Landing Zone
Zone Diference
Win?
Yes No
Round 4
My Target Zone
Spin 1
Spin 2
Spin 3
Landing Zone
Zone Diference
Win?
Yes No
Score _______ Wins _______ Losses _______ Ties
Erik
4
5
30 5 = 25
25 10 = 15
15 7 = 8
5 4 = 1
Unit 3 Module 2
NAME | DATE
4 Ten play three more rounds of Hit the Zone with the class.
Pose questions like the following to promote discussion of subtraction concepts and nota-
tion while you play:
What numbers are included in your target zone?
How far are you from the closest number of your target zone right now?
What number would you most like to come up on the spinner for this turn? Why?
Every spinner has a subtract 10 as one of the numbers you can spin. Is it always good to
spin a subtract 10? When is it not lucky to get a subtract 10 in this game?
What sign do we need to use to show the diference between our target zone and our
landing zone?
Do you think its possible for a team to land exactly in their target zone? Why or why not?
While playing the game:
Encourage students to mark and label each move on the game board as clearly and
neatly as possible.
21 The Math Learning Center | mathlearningcenter.org Bridges in Mathematics Grade 2 Teachers Guide
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Be sure students understand that the game board can only be marked with a special
erasable marker.
Reinforce the importance of recording the results of each spin on the record sheet.
Be aware that the recording process will seem complex to some students. Take time
to fll in your own record sheet carefully, and ensure that students fll in their record
sheets carefully and completely for each spin and each round of the game.
5 Ten work with students to determine the winning team and show them
the contents of the Work Place bin.
6 Give students their folders and allow them to spend the rest of the period at
Work Places.
7 Close the session.
Have students clean up and put away the Work Place bins.
Remind students that Hit the Zone will be available during Work Places for several
weeks to come.

Home Connection
8 Introduce and assign the Adding, Counting & Solving Problems Home
Connection, which provides more practice with the following skills:
Solve one-step addition and subtraction story problems with sums and minuends to
100 involving situations of putting together and comparing, with unknowns in all
positions (2.OA.1)
Fluently add with sums to 20 using mental strategies (2.OA.2)
Skip-count by 5s within 1000 (2.NBT.2)
Solve money story problems involving quarters and dimes (2.MD.8)
22 The Math Learning Center | mathlearningcenter.org Bridges in Mathematics Grade 2 Teachers Guide
Unit 3 Module 2 Session 4
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Session 5
Addition & Subtraction
Checkpoint
Summary
This session provides a checkpoint for much of the content covered in the frst two modules
of Unit 3. The ten problems in this checkpoint ask students to locate, mark, and identify
numbers on a line, use the open number line to model and solve double-digit subtraction
problems, use the fewest skip-jumps of 1, 5, and 10 to reach diferent points on the number
line, and solve several double-digit addition problems using pictures of craft sticks in bundles
and singles. When fnished with the assessment, students turn in their work and go out to
Work Places.
Skills & Concepts
Solve one-step addition and subtraction story problems with sums and minuends to 100
involving situations of adding to and taking from with unknowns in all positions (2.OA.1)
Skip-count by 5s and 10s within 1000 (2.NBT.2)
Use strategies based on place value, properties of operations, or the relationship between addi-
tion and subtraction to add and subtract fuently with sums and minuends to 100 (2.NBT.5)
Represent whole numbers as lengths on a number line (2.MD.6)
Represent whole-number diferences from minuends up to 100 on a number line (2.MD.6)
Materials
Copies Kit Materials Classroom Materials
Assessment Addition & Subtraction Checkpoint
TM T10T12
Addition & Subtraction Checkpoint
craft sticks (seePreparation)
Work Places in Use
2C Number Line Race (introduced in Unit 2, Module 2, Session 1)
2D Pick 2, Roll & Subtract (introduced in Unit 2, Module 2, Session 4)
2E Steps & Leaps (introduced in Unit 2, Module 3, Session 3)
3A Star Power (introduced in Unit 3, Module 1, Session 3)
3B Five in a Row (introduced in Unit 3, Module 1, Session 5)
3C Hit the Zone (introduced in Unit 3, Module 2, Session 4)
HC Home Connection, SB Student Book, TM Teacher Master
Copy instructions are located at the top of each teacher master.
Preparation
Prepare several baskets of craft sticks bundled into sets of 10, as well as individual sticks for
students who want to use these tools during the assessment.
Unit 3
Module 2
Session 5
23 The Math Learning Center | mathlearningcenter.org Bridges in Mathematics Grade 2 Teachers Guide
Unit 3 Module 2
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Assessment
Addition & Subtraction Checkpoint
1 Introduce the Addition & Subtraction Checkpoint.
Give each student a copy of the checkpoint.
Display 1 copy and use it to review and clarify the tasks.
When you review problem 2, be sure students understand that they will need to make
and label new marks for some of the numbers, while for others, theyll simply need to
label marks that have already been made on the line.
When you are review problems 58 with the class, let students know that they can
use actual bundles and sticks to help model and solve the problems if they need
them. Explain how, where and when students can access these materials.
When you review problems 9 and 10, be sure students understand the task in both
cases is to move from 0 to the destination point using the fewest jumps, but that they
can only use jumps of 1, 5, and 10. Remind them that its fair to jump backward as well
as forward along the line if that will result in fewer jumps. Remind them, too, that they
cannot simply jump by 1s along the line.
Let students know that they can turn in their papers when they fnish and go to Work Places.
2 Give students time to work on the checkpoint.
Note
See the Grade 2 Assessment Guide for scoring and intervention suggestions.

Work Places
3 As students fnish their assessments, have them turn in their papers, get
their Work Place folders and fnd one of the Work Place games or activities
to do quietly until everyone has fnished.
4 Close the session.
Have students clean up and put away the Work Place bins.
Ask students to pair-share how they felt about the assessment, and have a couple of
volunteers share their thoughts and feelings with the class.
24 The Math Learning Center | mathlearningcenter.org Bridges in Mathematics Grade 2 Teachers Guide
Unit 3 Module 2 Session 5
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Teacher Masters
GRADE 2 UNIT 3 MODULE 2
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Unit 3 Module 2
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Unit 3 Module 2
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Open Number Line Problems
1 Josh and his dad are driving to the city. It is 75 miles away. Tey have already gone
38 miles. How many more miles do they have to drive?







2 Maria Jose wants to buy a bike that costs 72 dollars. So far, she has saved 26 dollars.
How much more money does she need to save?








3 Pablo had 39 baseball cards. He got some more baseball cards for his birthday. Now
Pablo has 63 baseball cards. How many baseball cards did Pablo get for his birthday?
Unit 3 Module 2
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David's Problem
David is 49 inches tall. His big brother, Matt, is 76 inches tall. How many inches will
David have to grow to be as tall as his big brother?
Equations:




Solution 1
49
+1
+10 +10
+6
50 60 70 76




Solution 2
70
+1
+10 +10
+6
49 59 69 76




Solution 3
50
+1
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60 49 70 75 76
+1
Unit 3 Module 2
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Session4 1 copy kept in a clear plastic sleeve and stored in the Work Place bin

Work Place Guide 3C Hit the Zone
Summary
Hit the Zone is a game for 24 players. Each player begins by writing his initials at the top of the game board to claim one of
four lines that runs the length of the board. Next, players take turns rolling a die to determine which of six zones on the board
they need to reach in order to win. Players then take turns spinning a numbered spinner that determines how far they can
move along their line. After three spins each, using a diferent spinner each time, the player who comes closest to hitting his
designated zone wins the round. Players total their wins, losses, and ties after four rounds to determine the overall winner.
Skills & Concepts
Fluently add and subtract with sums and minuends to 20 using mental strategies (2.OA.2)
Represent whole-numbers as lengths on a number line (2.MD.6)
Represent whole-number sums up to 100 on a number line (2.MD.6)
Represent whole-number diferences from minuends up to 100 on a number line (2.MD.6)
Materials
Copies Kit Materials Classroom Materials
TM T5
Work Place Guide 3C Hit the Zone
TM T6
Work Place Instructions 3C Hit the Zone
TM T7
3C Hit the Zone Record Sheet
TM T8
Hit the Zone Blank Game Board (optional, as needed)
TM T9
Hit the Zone Blank Triple Spinners
2 Hit the Zone Triple Spinners
2 Hit the Zone Game Boards
2 dice numbered 16
clear spinner overlay (optional, needed
for Challenge suggestion)
6 erasable markers
6 erasers or pieces of paper towel
Assessment & Diferentiation
If you see that Diferentiate Example
Students are having
difculty remembering
the steps.
SUPPORT Have students who are struggling play the game with
students who are playing confdently. You might pair high and low
here, or place a struggling student with a group of three others
who are more confdent with the steps and the recording process.
A few students are
struggling to fll in the
record sheet.
SUPPORT While Hit the Zone is a fairly simple game, the record sheet may
be difcult for some students. You might consider letting these students
play multiple rounds of the game without the record sheet, just to get
the beneft of modeling addition and subtraction on a number line.
Many, if not most of the
students are struggling
to fll in the record sheet.
SUPPORT If problems with the record sheet are wide-spread,
demonstrate how to play the game and track the action on the
record sheet by playing again, or perhaps several times, with the
whole class. Have all the students fll in a record sheet for the class,
while you fll in record sheets for yourself and the class.
Students are playing the
game with confdence
and ease, and might
beneft from a challenge.
CHALLENGE Since there are four lines of play on the game board,
some students might enjoy playing two lines at once, and keeping
two record sheets as they go. This defnitely takes the game to new
levels of complexity.
A few students seem to
take particular interest in
the game.
CHALLENGE You might encourage such students to make their own
versions of the game board and spinners. Use the Hit the Zone Blank
Game Board and Blank Spinners Teacher Masters for this purpose.
Students might number the four lines in
multiples of 10 or 20 instead of 5. In either
case, the value of each of the small hash marks
increases as well, to 2 and 4 respectively, instead
of 1. These students might change the numbers
and even the operations on the spinners,
increasing the magnitude of the numbers, and
including fewer that are multiples of 5 and 10.
Unit 3 Module 2
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Session4 1 copy kept in a clear plastic sleeve and stored in the Work Place bin

Work Place Instructions 3C Hit the Zone
1 Two, three, or four players can play this game. Each player needs a record sheet, wipe-of pen, and
eraser. Players will share a spinner, a game board, and a die.
2 Players start by writing their initials at the top of the game board to claim one of the four lines
that runs the length of the board.
3 Each player rolls the die to determine which zone she needs to land in or get closest to, in order
to win Round 1. Tat is her target zone, and she records it at the top of the Round 1 box on her
record sheet.
4 Players each begin at 30, and work their way toward their designated zone by spinning the
spinner three times. Each player takes a turn to spin the frst spinner on the Hit the Zone Triple
Spinner and mark the game board with a wipe-of pen to show the result. Ten she records the
move on her record sheet.
5 Players take turns spinning twice more, using the second and then the third spinner. If a player
makes a spin that will force her to move of the game board, she takes another spin using the
designated spinner until she is able to move.
6 Afer the third spin, players record their landing zone, along with a subtraction equation to show
how close they got to their target zone. Te player who got closest to her target zone wins the frst
round, and each player circles yes or no at the bottom of the Round 1 box to show whether or not
she won. Players erase the game board and get ready to play the next round.

Session 4 opt onal copies as needed
3C Hit the Zone Blank Game
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30
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Unit 3 Module 2
AF SR
5
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+2

Session 4 2 copies for displa n
3C Hit the Zone Reco
Zone 1 2630 Zon
Zone 2 2125 Zon
Round 1
My Target Zone
Spin 1
Spin 2
Spin 3
Landing Zone
Zone Diference
Win?
Yes No







Round 3
My Target Zone
Spin 1
Spin 2
Spin 3
Landing Zone
Zone Diference








Unit 3 Module 2
NAME
6
305=25
Alana
2510=15
15-7=8
5
6-5=1

Session 4 2 copies for display and a class set plus more as needed stored n the Work Place bin
3C Hit the Zone Record Sheet
Zone 1 2630 Zone 3 1620 Zone 5 610
Zone 2 2125 Zone 4 1115 Zone 6 05
Round 1
My Target Zone
Spin 1
Spin 2
Spin 3
Landing Zone
Zone Diference
Win?
Yes No
Round 2
My Target Zone
Spin 1
Spin 2
Spin 3
Landing Zone
Zone Diference
Win?
Yes No
Round 3
My Target Zone
Spin 1
Spin 2
Spin 3
Landing Zone
Zone Diference
Round 4
My Target Zone
Spin 1
Spin 2
Spin 3
Landing Zone
Zone Diference

Unit 3 Module 2
NAME | DATE
4
305=25
Sara
25-5=20
20+2=22
2
4-2=2
7 Players complete three more rounds and record their win, loss, and tie totals at the bottom of the
record sheet to determine the overall winner.
Unit 3 Module 2
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Session4 2 copies for display and a class set, plus more as needed, stored in the Work Place bin

3C Hit the Zone Record Sheet
Zone 1 2630 Zone 3 1620 Zone 5 610
Zone 2 2125 Zone 4 1115 Zone 6 05
Round 1
My Target Zone
Spin 1
Spin 2
Spin 3
Landing Zone
Zone Diference
Win?
Yes No
Round 2
My Target Zone
Spin 1
Spin 2
Spin 3
Landing Zone
Zone Diference
Win?
Yes No
Round 3
My Target Zone
Spin 1
Spin 2
Spin 3
Landing Zone
Zone Diference
Win?
Yes No
Round 4
My Target Zone
Spin 1
Spin 2
Spin 3
Landing Zone
Zone Diference
Win?
Yes No
Score _______ Wins _______ Losses _______ Ties
Unit 3 Module 2
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3C Hit the Zone Blank Game Board
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Unit 3 Module 2
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3
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Unit 3 Module 2
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Addition & Subtraction Checkpoint page 1 of 3
1 Fill in the missing numbers on the number line.

0 30 40 50 70

2 Write each number where it belongs on the number line. You will need to make new
marks for some of the numbers.
5, 10, 15, 22, 30, 35
0 20 40
3 Use the number line to solve the problem. Show all your work. Ten write your
answer in the box.
12 34
34 12 =
4 Use the number line to solve the problem. Show all your work. Ten write your
answer in the box.
21 45
45 21 =
Unit 3 Module 2
NAME | DATE NAME | DATE
(continued on next page)
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5 How many sticks in all? _______
6 Look at the two collections of sticks.
a How many sticks are in each collection? Write your answers on the lines.
________________ ________________
b If you put the collections together, how many sticks are there in all? _______
7 Julia has 4 bundles and 3 sticks. If her friend gave her 2 more bundles and 9 more
sticks, how many sticks would she have in all? Show your work.
8 Richard has 5 bundles and 8 sticks. If he gave his friend 3 bundles and 2 sticks, how
many sticks would Richard have lef? Show your work.
Session5 class set, plus 1 copy for display
Addition & Subtraction Checkpoint page 2 of 3
Unit 3 Module 2
NAME | DATE NAME | DATE
(continued on next page)
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9 Use jumps of 10, 5, or 1 to go from 0 to 36. Take as few jumps as you can. Label your
jumps. You can try again on the second number line if you see a way to do it in
fewer jumps.
0 36
0 36
10 Use jumps of 10, 5, or 1 to go from 0 to 44. Take as few jumps as you can. Label
your jumps. You can try again on the second number line if you see a way to do it
in fewer jumps.
0 44
0 44
Session5 class set, plus 1 copy for display
Addition & Subtraction Checkpoint page 3 of 3
Unit 3 Module 2
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GRADE 2 UNIT 3 MODULE 2
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Session2

Open Number Line Record Sheet
Show how you solve the story problems below.
Problem 1
Problem 2
Problem 3
Unit 3 Module 2
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Session3

Length Problems on the Open Number Line
Use the open number line to solve each of these problems. Be sure to label your work
and show the answer.
1 Little Inch Worm is going to visit her grandma. Her grandma lives 82 inches away.
Little Inch Worm has already crawled 47 inches. How many more inches does she
have to crawl?
47
Little Inchworm has to crawl ___________ more inches.
2 We have 2 jump ropes. Te red one is 120 inches long. Te blue one is only 84
inches long. How many inches longer is the red rope than the blue rope?

84
Te red jump rope is ___________ inches longer than the blue jump rope.
Unit 3 Module 2
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Session4

3C Hit the Zone Record Sheet
Zone 1 2630 Zone 3 1620 Zone 5 610
Zone 2 2125 Zone 4 1115 Zone 6 05
Round 1
My Target Zone
Spin 1
Spin 2
Spin 3
Landing Zone
Zone Diference
Win?
Yes No
Round 2
My Target Zone
Spin 1
Spin 2
Spin 3
Landing Zone
Zone Diference
Win?
Yes No
Round 3
My Target Zone
Spin 1
Spin 2
Spin 3
Landing Zone
Zone Diference
Win?
Yes No
Round 4
My Target Zone
Spin 1
Spin 2
Spin 3
Landing Zone
Zone Diference
Win?
Yes No
Score _______ Wins _______ Losses _______ Ties
Unit 3 Module 2
NAME | DATE
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Home Connections
GRADE 2 UNIT 3 MODULE 2
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Session2

Family Age Number Line page 1 of 2
Note to Families
Students have been learning how to use the number line to solve subtraction problems. In this assignment, your child
will use a length of adding machine tape to make a number line that shows the ages of some of the people in your family,
and then use the number line to solve some problems.
Materials
Family Age Number Line, pages 12
length of adding machine tape (brought home from school)
pencil and crayons or colored markers
Making the Number Line
1 In the table below, write the names and ages of 5 to 7 family members. Tis can
include children, adults, grandparents, cousins, aunts, uncles, or even pets.
Name Age
2 Now write the ages you listed above in order, from youngest to oldest, on the lines
below. (Tere are 7 lines, but you only have to use as many as you need.)
____________ , ____________ , ____________ , ____________ , ____________ , ____________
least greatest
3 Get the length of adding machine tape you brought home. Write a 0 at the far lef side
and the age of the oldest person you listed on the right-hand side. Here is an example.
0 67
4 Now write the rest of the ages you listed where they belong on the adding machine tape.
Unit 3 Module 2
NAME | DATE NAME | DATE
(continued on next page)
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Solving Problems on the Number Line
5 Use your adding machine tape number line to help fgure out the diference
between the oldest and youngest person on your list. Show the strategy you used on
the open number line below. Ten write your answer.

Te oldest person on my family list is ______ years older than the youngest person
on my family list.
6 Choose an adult in your family and use the adding machine tape number line to help
fgure out the diference between your age and the adult family member's age. Show
the strategy you used on the open number line below. Ten write your answer.

My family member is ______ years older than I am.
7 Timmy is 8. His dad is 32. Use hops on the open number line below to fnd out how
much older Timmys dad is than Timmy. Ten fll in the missing numbers in the
equations below.
8

8 + = 32 32 = 8

8 CHALLENGE Why does the same number work in both of the equations above?
Session2
Family Age Number Line page 2 of 2
Unit 3 Module 2
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Session4

Adding, Counting & Solving Problems page 1 of 2
1 Fill in the missing numbers to complete the addition facts.
5 + 5 = _______ 4 + 4 = _______ 2 + 2 = _______
8 + _______ = 16 9 + _______ = 18 _______ + 6 = 12
_______ + 3 = 6 10 + 2 = _______ 6 + 10 = _______
3 + _______ = 13 10 + _______ = 18 8 + _______ = 16
2 Fill in the missing numbers to complete the pattern.
a Skip-count forward by 5s b Skip-count forward by 5s
5, 10, 15, _____, 25, _____, _____ 40, _____, 50, _____, _____, 65
c Skip-count forward by 5s d Skip-count forward by 5s
13, 18, 23, _____, 33, _____, _____ 19, 24, _____, 34, 39, _____, 49
e Skip-count backward by 5s. f Skip-count backward by 5s.
30, 25, _____, 15, _____, _____ 27, 22, _____, 12, _____, _____
3 CHALLENGE Skip-count by 5s. Circle the word to show whether you went forward or
backward each time.
a 143, 138, 133, _____, 123, _____, 113, _____, _____, 98 forward backward
b 332, 337, 342, _____, 352, 357, _____, _____, 372, _____ forward backward
c 488, 493, 498, _____, _____, 513, _____, _____, _____, 533 forward backward
d 267, 262, 257, _____, _____, _____, 237, _____, 227, _____ forward backward
Unit 3 Module 2
NAME | DATE NAME | DATE
(continued on next page)
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4 Mrs. Brown is the gym teacher. She has 15 soccer balls and 8 footballs.
a How many more soccer balls than footballs does Mrs. Brown have? Show your work.
Mrs. Brown has ______ more soccer balls than footballs.
b How many soccer balls and footballs does Mrs. Brown have in all? Show your work.

Mrs. Brown has ______ soccer balls and footballs in all.
5 CHALLENGE Jason had 2 quarters and 1 dime. He went to the school store to spend all his
money. What 3 things could he buy? Find at least 2 diferent answers. Show your work.
School Store Price List
Markers $0.25 each
Tablets $0.30 each
Erasers $0.10 each
Pencils $0.20 each
Folders $0.15 each
Session4
Adding, Counting & Solving Problems page 2 of 2
Unit 3 Module 2
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