Grade 2 Book of Sprints

 New York State Common Core  

Mathematics Curriculum   

  

 

 GRADE 2 • MODULE 5  Addition and Subtraction Within 1,000 with  

Word Problems to 100    

Module Overview .................................................................................................. i  Topic A: Strategies for Adding and Subtracting Within 1,000 ......................... 5.A.1  Topic B: Strategies for Composing Tens and Hundreds Within 1,000 .............. 5.B.1  Topic C: Strategies for Decomposing Tens and Hundreds Within 1,000 .......... 5.C.1  Topic D: Student Explanations for Choice of Solution Methods ...................... 5.D.1  Module Assessments ...................................................................................... 5.S.1  

 

Lesson 3 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 2•5

Lesson 3: Add multiples of 100 and some tens within 1,000.

Date: 10/23/13 5.A.33

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1

Lesson 3 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 2•5

Lesson 3: Add multiples of 100 and some tens within 1,000.

Date: 10/23/13 5.A.34

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2

Lesson 4 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 2

Lesson 4: Subtract multiples of 100 and some tens within 1,000.

Date: 10/23/13 5.A.45

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3

Lesson 4 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 2

Lesson 4: Subtract multiples of 100 and some tens within 1,000.

Date: 10/23/13 5.A.46

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4

Lesson 8: Relate manipulative representations to the addition algorithm.

Date: 10/23/13 5.B.10

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Lesson 8 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 2•5

5

Lesson 8: Relate manipulative representations to the addition algorithm.

Date: 10/23/13 5.B.11

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Lesson 8 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 2•5

6

Lesson 10 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 2•5

Lesson 10: Use math drawings to represent additions with up to two compositions and relate drawings to the addition algorithm.

Date: 10/23/13

5.B.33

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7

Lesson 10 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 2•5

Lesson 10: Use math drawings to represent additions with up to two compositions and relate drawings to the addition algorithm.

Date: 10/23/13

5.B.34

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8

Lesson 12 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 2•5

Lesson 12: Choose and explain solution strategies and record with a written addition method.

Date: 10/23/13

5.B.56

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9

Lesson 12 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 2•5

Lesson 12: Choose and explain solution strategies and record with a written addition method.

Date: 10/23/13

5.B.57

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10

Lesson 14: Use math drawings to represent subtraction with up to two decompositions, relate drawings to the algorithm, and use addition to explain why the subtraction method works.

Date: 10/23/13

5.C.21

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Lesson 14 Core Fluency Practice Sheet A NYS COMMON CORE MATHEMATICS CURRICULUM 2•5

Name Date

1. 10 + 2 = 21. 2 + 9 =

2. 10 + 5 = 22. 4 + 8 =

3. 10 + 1 = 23. 5 + 9 =

4. 8 + 10 = 24. 6 + 6 =

5. 7 + 10 = 25. 7 + 5 =

6. 10 + 3 = 26. 5 + 8 =

7. 12 + 2 = 27. 8 + 3 =

8. 14 + 3 = 28. 6 + 8 =

9. 15 + 4 = 29. 4 + 6 =

10. 17 + 2 = 30. 7 + 6 =

11. 13 + 5 = 31. 7 + 4 =

12. 14 + 4 = 32. 7 + 9 =

13. 16 + 3 = 33. 7 + 7 =

14. 11 + 7 = 34. 8 + 6 =

15. 9 + 2 = 35. 6 + 9 =

16. 9 + 9 = 36. 8 + 5 =

17. 6 + 9 = 37. 4 + 7 =

18. 8 + 9 = 38. 3 + 9 =

19 7 + 8 = 39. 8 + 6 =

20. 8 + 8 = 40. 9 + 4 =

11

Lesson 14: Use math drawings to represent subtraction with up to two decompositions, relate drawings to the algorithm, and use addition to explain why the subtraction method works.

Date: 10/23/13

5.C.22

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Lesson 14 Core Fluency Practice Sheet B NYS COMMON CORE MATHEMATICS CURRICULUM 2•5

Name Date

1. 10 + 7 = 21. 5 + 8 =

2. 9 + 10 = 22. 6 + 7 =

3. 2 + 10 = 23. ____ + 4 = 12

4. 10 + 5 = 24. ____ + 7 = 13

5. 11 + 3 = 25. 6 + ____ = 14

6. 12 + 4 = 26. 7 + ____ = 14

7. 16 + 3 = 27. ____ = 9 + 8

8. 15 + ____ = 19 28. ____ = 7 + 5

9. 18 + ____ = 20 29. ____ = 4 + 8

10. 13 + 5 = 30. 3 + 9 =

11. ____ = 4 + 13 31. 6 + 7 =

12. ____ = 6 + 12 32. 8 + ____ =13

13. ____ = 14 + 6 33. ____ = 7 + 9

14. 9 + 3 = 34. 6 + 6 =

15. 7 + 9 = 35. ____ = 7 + 5

16. ____ + 4 = 11 36. ____ = 4 + 8

17. ____ + 6 = 13 37. 15 = 7 + ____

18. ____ + 5 = 12 38. 18 = ____ + 9

19 8 + 8 = 39. 16 = ____ + 7

20. 6 + 9 = 40. 19 = 9 + ____

12

Lesson 14 Core Fluency Practice Sheet C NYS COMMON CORE MATHEMATICS CURRICULUM 2•5

Lesson 14: Use math drawings to represent subtraction with up to two decompositions, relate drawings to the algorithm, and use addition to explain why the subtraction method works.

Date: 10/23/13

5.C.23

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Name Date

1. 15 - 5 = 21. 15 - 7 =

2. 16 - 6 = 22. 18 - 9 =

3. 17 - 10 = 23. 16 – 8 =

4. 12 - 10 = 24. 15 – 6 =

5. 13 - 3 = 25. 17 – 8 =

6. 11 - 10 = 26. 14 – 6 =

7. 19 - 9 = 27. 16 – 9 =

8. 20 – 10 = 28. 13 – 8 =

9. 14 – 4 = 29. 12 – 5 =

10. 18 - 11 = 30. 11 - 2 =

11. 11 – 2 = 31. 11 - 3 =

12. 12 – 3 = 32. 13 – 8 =

13. 14 – 2 = 33. 16 – 7 =

14. 13 – 4 = 34. 12 – 7 =

15. 11 – 3 = 35. 16 – 3 =

16. 12 – 4 = 36. 19 – 14 =

17. 13 - 2 = 37. 17 – 4 =

18. 14 – 5 = 38. 18 – 16 =

19 11 - 4 = 39. 15 – 11 =

20. 12 - 5 = 40. 20 - 16 =

13

Lesson 14: Use math drawings to represent subtraction with up to two decompositions, relate drawings to the algorithm, and use addition to explain why the subtraction method works.

Date: 10/23/13

5.C.24

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Lesson 14 Core Fluency Practice Sheet D NYS COMMON CORE MATHEMATICS CURRICULUM 2•5

Name Date

1. 12 - 2 = 21. 13 - 6 =

2. 15 - 10 = 22. 15 - 9 =

3. 17 - 11 = 23. 18 - 7 =

4. 12 - 10 = 24. 14 - 8 =

5. 18 - 12 = 25. 17 - 9 =

6. 16 - 13 = 26. 12 – 9 =

7. 19 - 9 = 27. 13 - 8 =

8. 20 – 10 = 28. 15 – 7 =

9. 14 - 12 = 29. 16 - 8 =

10. 13 - 3 = 30. 14 - 7 =

11. ____ = 11 - 2 31. 13 - 9 =

12. ____ = 13 - 2 32. 17 - 8 =

13. ____ = 12 - 3 33. 16 – 7 =

14. ____ = 11 - 4 34. ____ = 13 - 5

15. ____ = 13 - 4 35. ____ = 15 - 8

16. ____ = 14 - 4 36. ____ = 18 - 9

17. ____ = 11 - 3 37. ____ = 20 - 6

18. 15 – 6 = 38. ____ = 20 - 18

19 16 - 8 = 39. ____ = 20 - 3

20. 12 - 5 = 40. ____ = 20 - 11

14

Lesson 14 Core Fluency Practice Sheet E NYS COMMON CORE MATHEMATICS CURRICULUM 2•5

Lesson 14: Use math drawings to represent subtraction with up to two decompositions, relate drawings to the algorithm, and use addition to explain why the subtraction method works.

Date: 10/23/13

5.C.25

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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Name Date

1. 12 + 2 = 21. 13 - 7 =

2. 14 + 5 = 22. 11 - 8 =

3. 18 + 2 = 23. 16 – 8 =

4. 11 + 7 = 24. 12 + 6 =

5. 9 + 6 = 25. 13 + 2 =

6. 7 + 8 = 26. 9 + 11 =

7. 4 + 7 = 27. 6 + 8 =

8. 13 - 6 = 28. 7 + 9 =

9. 12 - 8 = 29. 5 + 7 =

10. 17 - 9 = 30. 13 - 7 =

11. 14 - 6 = 31. 15 - 8 =

12. 16 - 7 = 32. 11 – 9 =

13. 8 + 8 = 33. 12 – 3 =

14. 7 + 6 = 34. 14 – 5 =

15. 4 + 9 = 35. 20 - 12 =

16. 5 + 7 = 36. 8 + 5 =

17. 6 + 5 = 37. 7 + 4 =

18. 13 - 8 = 38. 7 + 8 =

19 16 - 9 = 39. 4 + 9 =

20. 14 - 8 = 40. 9 + 11 =

15

Lesson 16 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 2•5

Lesson 16: Subtract from multiples of 100 and from numbers with zero in the tens place.

Date: 10/23/13

5.C.48

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16

Lesson 16 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 2•5

Lesson 16: Subtract from multiples of 100 and from numbers with zero in the tens place.

Date: 10/23/13

5.C.49

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17

Lesson 17: Subtract from multiples of 100 and from numbers with zero in the tens place.

Date: 10/23/13

5.C.60

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Lesson 17 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 2•5

18

Lesson 17: Subtract from multiples of 100 and from numbers with zero in the tens place.

Date: 10/23/13

5.C.61

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Lesson 17 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 2•5

19

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