Name: ___________________ Date: ___________________

Cohort: ___________________ Grade 2, Unit 2, Day 8 - 2.MD.6

Key Lesson

Objective:

SWBAT subtract numbers within 100 and record thinking using a number line.

Explore: Commented [1]: ---------------------

Launch: Rocketeers, today in our explore were going
to examine the work of two students: Julian and
Alondra. Julian and Alondra are trying to solve this
55 29 problem on the paper: 55 29. But, they dont have
blocks with them, and they dont have discs with them.
A) Julians Number Line So, just like youve all learned to add on a number line,
Julian and Alondra used a number line to subtract! But,
they did this subtraction in a very special way Your
job is to look at Julians work, then at Alondras work,
and think about these questions (read questions
together); were going to talk about these questions as
a group soon, but write down your answers so you can
remember what you were thinking.

(Give students 5 mins. to explore; allow them to use

blocks or discs if it helps them see what each person in
the problem did.)

B) Alondras Number Line

1. Why do both number lines show subtracting 4 and subtracting 5?

2. What was the same about both students strategies?

3. What was different about their strategies?

Discuss & Stamp: Commented [2]: Prompts:
Where do we think this problem starts on the number
line? How do we know? (We start at 55, since its a
subtraction problem and were starting with 55 and
We can subtract numbers in smaller chunks to make problems simpler! subtracting 29; we know subtraction is like counting
back, so theyre going back on the number line.)

What: What did Julian do first? Why do we think he

subtracted 5? Where did the 5 come from? (He
-The direction we move on a number line tells whether we're adding or subtracting subtracted 5 first; he did this so he could make a
- Numbers can be renamed in many ways in order to make problems simpler friendly ten, 50! The 5 came from the 9 loose ones.)
Then what did Julian do?
-We can add or subtract numbers in smaller chunks to make problems simpler Why do we see 4 over here? Why did both students
How to make a number line when no tick marks are there show 4 and 5? (They decomposed 9 so it would be
How to count back on a number line easier to subtract.)
What was the same about both students strategies?
What was different?
How:
Stamp:
We can decompose numbers, or break them apart, and
Create a number line then subtract them in smaller chunks to make problems
Start at the largest number simpler, just like Julian and Alondra did! They didnt
Count back the second number (subtrahend) subtract 29 all at once- they split it apart and subtracted
it in smaller chunks!
Decompose the number. count back by tens
Commented [3]: Understandings:
See how many ones until you get to a ten -The direction we move on a number line tells whether
The make the jumps we're adding or subtracting
You land on the difference - Numbers can be renamed in many ways in order to
make problems simpler
-We can add or subtract numbers in smaller chunks to
make problems simpler
Thinking Jobs: Thinking Jobs:
-Whats the value of each digit?
Whats the value of each digit? -How many hundreds? How many tens? How many
loose ones?
How many hundreds? How many tens? How many loose ones? -Would it be helpful to rename any numbers?
Would it be helpful to rename any numbers? Commented [4]: Note: Create anchor chart similar to
addition chart, though showing different ways to
subtract, with the essential understanding as the text
caption.
Commented [5]: The lesson ask for two ways. I need
help to analyze the second way
We Do: Commented [6]: Note: For this lesson, students
should be pushed to decompose and subtract on
numbers lines, without the use of blocks or discs;
struggling students can use manipulatives alongside
Solve each of the following using the number lines below. number lines, though they must show decomposing on
number lines to accomplish this understanding.

1. 63 38 = __ Commented [7]: Matches the exit ticket

Commented [8]: ---------------------
Prompts:
What number should we start with on the number line?
Then what should we do? Why?
Do we have to rename any of the numbers?
Why are we doing this? (Understanding: We can
subtract numbers in smaller chunks to make problems
simpler; renaming 38 as makes it easier to subtract
than if we subtracted 38 all at once.)

How else could we have done this?

Show two different ways to solve on using the number lines below.
2. __ = 74 25
(Note: Students will likely think of varying ways to
subtract 38; have students lead teacher through one
solution, then pose the question of, How else could we
have done this?)
Commented [9]: Affirmative checking here
Independent Practice:

Show two different ways to solve each of the following:

1) 68 44 = __

2) 55 19 = __

3) Kevin thinks 46 33 is equal to 85 78. Using the two number lines below, show
whether Kevin is correct or incorrect. Write a sentence to show your answer.

Sentence: _________________________________________________________________
4) Steph is solving for the difference of 65 37. Her work is shown on a number line below.

a) Is Stephs work complete? If no, why not?

b) What number sentence is shown by the number line above?

c) Finish Stephs work on the number line above, if needed.

 Day 8 ILLUMINATE VERSION
Name______________________ Date ______________________

Cohort_______________________
Exit Ticket: Commented [10]: ---------------------
ESR: On the first number line, I subtracted 1 from 61;
this got me back to 60, which is a friendly ten. Next,
subtracted the 3 tens: 60, 50, 40, 30. The last thing I
1) Using the number line below, show two different ways to find the difference of 61 33=_. did was count back 2, because I had to split apart the 3
ones in 33 into 1 one and 2 ones.

ESR: On the second number line, I started by

subtracting the 3 tens in 33 from 61: 61, 51, 41, 31.
Then, I saw I still had to subtract 3 loose ones, so I
used counting back by 1s: 31, 30, 29, 28; thats how I
knew 61 33 = 28.

Note: There are other valid ways to count back, though

most should involve decomposing numbers into tens
and loose ones, as well as splitting numbers into
chunks that are easier to subtract.