New York State Common Core

2 Mathematics Curriculum
GRADE

GRADE 2 • MODULE 1

Table of Contents
GRADE 2 • MODULE 1
Sums and Differences to 100

Module Overview............................................................................................................2

Topic A: Foundations for Fluency with Sums and Differences Within 100..................17

Topic B: Initiating Fluency with Addition and Subtraction Within 100........................45

End-of-Module Assessment and Rubric.....................................................................110

Answer Key..................................................................................................................117

Module 1: Sums and Differences to 100

1

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 NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview 3•1

Grade 2 • Module 1
Sums and Differences to 100
OVERVIEW
Module 1 sets the foundation for students to master sums and differences to 20 (2.OA.2). Students
subsequently apply these skills to fluently add one-digit to two-digit numbers at least through 100 using place
value understanding, properties of operations, and the relationship between addition and subtraction
(2.NBT.5). In Grade 1, students worked extensively with numbers to gain fluency with sums and differences
within 10 (1.OA.5) and became proficient in counting on (a Level 2 strategy). They also began to make easier
problems to add and subtract within 20 and 100 by making ten and taking from ten (Level 3 strategies)
(1.OA.6, 1.NBT.4–6).1
Level 2: Count on Level 3: Make an easier problem

In Module 1, students advance from Grade 1’s subtraction of a multiple of ten to a new complexity,
subtracting single-digit numbers from both multiples of ten (e.g., 40 – 9) and from any two-digit number
within 100 (e.g., 41 – 9).

40 – 9 = 31 41 – 9 = 32
/\ /\
30 10 31 10
10 – 9 = 1 10 – 9 = 1
Topic A’s two lessons are devoted solely to the important practice of fluency, the first lesson working within
20 and the second extending the same fluencies to numbers within 100. Topic A reactivates students’
Kindergarten and Grade 1 learning as they energetically practice the following prerequisite skills for Level 3
decomposition and composition methods:
 decompositions of numbers within ten2 (e.g., 0 + 7, 1 + 6, 2 + 5, and 3 + 4, all equal seven).
 partners to ten3(e.g., 10 and 0, 9 and 1, 8 and 2, 7 and 3, 6 and 4, 5 and 5, and “I know 8 needs 2 to
make ten”).
1
See the Progression Documents “K, Counting and Cardinality” and “K-5, Operations and Algebraic Thinking” pp. 36 and 39,
respectively.
2
K.OA.3; 1.OA.6
3
K.OA.4

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 NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview 3•1

 tens plus sums4 (e.g., 10 + 9, 10 + 8).

For example, students quickly remember make ten facts. They then immediately use those facts to solve
problems with larger numbers (e.g., “I know 8 needs 2 to make 10, so 58 needs 2 to make 6 tens or sixty!”).
Lessons 1 and 2 include Sprints that bring back automaticity with the tens plus sums, which are foundational
for adding within 100 and expanded form (e.g., “I know 10 + 8 = 18, so 40 + 8 = 48”).
Topic B takes Grade 1’s work to a new level of fluency as students make easier problems to add and subtract
within 100 by using the number system’s base ten structure. The topic begins with students using place value
understanding to solve problems by adding and subtracting like units (e.g., “I know 8 – 5 = 3, so 87 – 50 = 37
because 8 tens – 5 tens = 3 tens. I know 78 – 5, too, because 8 ones – 5 ones = 3 ones. I used the same easier
problem, 8 – 5 = 3, just with ones instead of tens!”). Students then practice making ten within 20 before
generalizing that strategy to numbers within 100 (e.g., “I know 9 + 6 = 15, so 79 + 6 = 85, and 89 + 6 = 95”).
The preceding lessons segue beautifully into the new concepts of Topic B, subtracting single-digit numbers
from two-digit numbers greater than 20. In Lesson 6, students use the familiar take from ten strategy to
subtract single-digit numbers from multiples of ten (e.g., 60 – 8, as shown below). In Lesson 7, students
practice taking from ten within 20 when there is the complexity of some ones in the total (e.g., 13 – 8, as
shown below). In Lesson 8, they then subtract single-digit numbers from 2-digit numbers within 100 when
there are also some ones (e.g., 63 – 8, as shown below).

Lesson 6 Lesson 7 Lesson 8

60 – 8 = 52 13 – 8 = 5 63 – 8 = 55
/\ /\ /\
50 10 3 10 53 10
10 – 8 = 2 10 – 8 = 2 10 – 8 = 2
50 + 2 = 52 3+2=5 53 + 2 = 55

Decompose and Subtract From Ten

These strategies deepen place value understandings in

preparation for Module 3 and the application of those
understandings to addition and subtraction in Modules 4 and 5.
Listen to how the language of make ten and take from ten is
foundational to the work of later modules:
Module 3: “I have 10 tens, so I can make a hundred. It’s just like I
can make a ten when I have 10 ones.”
Module 5: “When I solve 263 – 48, I take a ten from 6 tens to
make 5 tens and 13 ones. Now, I am ready to subtract in the ones
place” (pictured to the right).
Note that mastery of sums and differences within 100 is not to be expected in Module 1 but rather by Module
4
K.NBT.1; 1.NBT.2b

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8. Because the amount of practice required by each student to achieve mastery prior to Grade 3 will vary, a
motivating, differentiated fluency program needs to be established in these first 2 weeks to set the tone for
the year.
In Grade 2 Module 1, Application Problems begin in Topic B. They contextualize learning as students apply
strategies to solving simple add to, take from, put together/take apart problem types using the Read-Draw-
Write, or RDW, process (2.OA.1). Application Problems may precede the Concept Development to act as the
lead-in, allowing students to discover through problem-solving the logic and usefulness of a strategy before it
is formally presented. Or, problems may follow the Concept Development so that students connect and
apply new learning to real-world situations. At the beginning of Grade 2, problem-solving may begin more as
a guided activity, with the goal being to move students to independent problem-solving, wherein they reason
through the relationships embedded within the problem and choose an appropriate strategy to solve (MP.5).

Notes on Pacing for Differentiation

It is not recommended to modify or omit any lessons in Module 1.

Focus Grade Level Standards

Sample
Represent and solve problems involving addition and subtraction.5
2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving
situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using drawings and equations with a symbol for the
unknown number to represent the problem. (See CCLS Glossary, Table 1.)

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Add and subtract within 20.6

2.OA.2 Fluently add and subtract within 20 using mental strategies. (See standard 1.OA.6 for a list of
mental strategies.) By end of Grade 2, know from memory all sums of two one-digit numbers.

Use place value understanding and properties of operations to add and subtract.7
2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction.

Foundational Standards
K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using
objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3
and 5 = 4 + 1).
K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number,
e.g., by using objects or drawings, and record the answer with a drawing or equation.
K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g.,
by using objects or drawings, and record each composition or decomposition by a drawing or
equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and
one, two, three, four, five, six, seven, eight, or nine ones.
1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use
strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing
a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship
between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and
creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known
equivalent 6 + 6 + 1 = 12 + 1 = 13).
1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones—called a “ten.”
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six,
seven, eight, or nine ones.
1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a
two-digit number and a multiple of 10, 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 and explain the reasoning used.
Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.
1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having

6
From this point forward, fluency practice with addition and subtraction to 20 is part of the students’ ongoing experience.
7
The balance of this cluster is addressed in Modules 4 and 5.

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to count; explain the reasoning used.

1.NBT.6 Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 (positive
or zero differences), 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 and explain the reasoning used.

Focus Standards for Mathematical Practice

MP.2 Reason abstractly and quantitatively. Students reason abstractly when they decontextualize
a word problem, representing a situation with a number sentence (e.g., Mark had a stick of 9
green linking cubes. His friend gave him 4 yellow linking cubes. How many linking cubes does
Mark have now?). In their solutions, students write 9 + 4 = 13. In so doing, they have
decontextualized the quantity from the situation. They then contextualize the solution when
they write a statement of the answer (e.g., “Mark has 13 linking cubes now”). They reason
that the 13 refers to the quantity, or number, of linking cubes.
MP.5 Use appropriate tools strategically. As students become more comfortable with tools and
make ten/take from ten strategies, they begin to make smart decisions about when these
tools might be useful to solve various problems.
MP.7 Look for and make use of structure. Students use the structure of the place value system to
add and subtract like units within 100 (e.g., “I know 8 – 5 = 3, so 87 – 50 = 37 because
8 tens – 5 tens = 3 tens. I know 78 – 5, too, because 8 ones – 5 ones = 3 ones. I used the
same easier problem, 8 – 5 = 3, just with ones instead of tens!”).
MP.8 Look for and express regularity in repeated reasoning. In order to use the make ten and take
from ten strategies efficiently, students practice completing a unit of ten during fluency in
many ways (e.g., the teacher flashes a ten-frame and students identify the missing part). This
skill is applied throughout the module. For example, students see the repeated reasoning of
taking from ten in Lessons 6, 7, and 8 to subtract single-digit numbers. Whether solving
30 – 9, 13 – 9, or 31 – 9, they take out the ten, subtract 9 from 10, and put together the parts
that are left (see image below).

30 – 9 = 21
/\
20 10
10 – 9
=1
20 + 1= 21

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 NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview 3•1

Overview of Module Topics and Lesson Objectives

Standard Day
Topics and Objectives
s s
2.OA.2 A Foundations for Fluency with Sums and Differences Within 100 2
K.OA.3 Lesson 1: Practice making ten and adding to ten.
K.OA.4
Lesson 2: Practice making the next ten and adding to a multiple of ten.
K.NBT.1
1.NBT.2b
1.OA.5
1.OA.6
2.OA.1 B Initiating Fluency with Addition and Subtraction Within 100 6
2.OA.2 Lesson 3: Add and subtract like units.
2.NBT.5
Lesson 4: Make a ten to add within 20.
1.NBT.4
1.NBT.5 Lesson 5: Make a ten to add within 100.
1.NBT.6 Lesson 6: Subtract single-digit numbers from multiples of 10 within 100.
Lesson 7: Take from ten within 20.
Lesson 8: Take from ten within 100.
End-of-Module Assessment: Topics A–B (assessment 1 day, return ½ day, 2
remediation or further applications ½ day)
Total Number of Instructional Days 10

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 NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview 3•1

Terminology
New or Recently Introduced Terms
 Make a ten (compose a unit of ten, e.g., 49 + 3 = 40 + 10 + 2)

Familiar Terms and Symbols8

 Addend (one of the numbers being added) Number Bond
 A ten (a place value unit composed of 10 ones)
 Count on (count up from one addend to the total)
 Expression (e.g., 2 + 1, 13 – 6)
 Like units (e.g., frogs and frogs, ones and ones, tens and tens)
 Make ten and take from ten (e.g., 8 + 3 = 8 + 2 + 1 and 15 – 7 = 10 – 7 + 5 = 3 + 5)
 Number sentence (e.g., 2 + 3 = 5, 7 = 9 – 2, 10 + 2 = 9 + 3)
 Number bond (see image to the right)
 One (a place value unit, 10 of which may be composed to make a ten)
 Part (e.g., “What is the unknown part? 3 + ___ = 8”)
 Partners to 10 (e.g., 10 and 0, 9 and 1, 8 and 2, 7 and 3,
6 and 4, 5 and 5)
 Say Ten counting (see the chart to the right)
 Ten plus facts (e.g., 10 + 3 = 13, 10 + 5 = 15, 10 + 8 = 18)
 Total (e.g., for 3 + 4 = 7 or 7 – 4 = 3, seven is the whole, or
total)

Suggested Tools and Representations

 100-bead Rekenrek Ten-Frame 5-Group Rekenrek
 5-group column Cards Column
 Dice
 Hide Zero cards (Lesson 2 Template 1)
 Linking cubes
 Number bond
 Personal white boards
Hide Zero Cards Quick Ten and
 Place value chart
Ones
 Quick ten (vertical line representing a unit of ten)
 Ten-frame cards (Lesson 1 Fluency Template 1)

8
These are terms and symbols students have seen previously.

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Suggested Methods of Instructional Delivery

Directions for Administration of Sprints
Sprints are designed to develop fluency. They should be fun, adrenaline-rich activities that intentionally build
energy and excitement. A fast pace is essential. During Sprint administration, teachers assume the role of
athletic coaches. A rousing routine fuels students’ motivation to do their personal best. Student recognition
of increasing success is critical, and so every improvement is celebrated.
One Sprint has two parts with closely related problems on each. Students complete the two parts of the
Sprint in quick succession with the goal of improving on the second part, even if only by one more.
With practice the following routine takes about 8 minutes.

Sprint A
Pass Sprint A out quickly, face down on student desks with instructions to not look at the problems until the
signal is given. (Some Sprints include words. If necessary, prior to starting the Sprint, quickly review the
words so that reading difficulty does not slow students down.)
T: You will have 60 seconds to do as many problems as you can.
T: I do not expect you to finish all of them. Just do as many as you can, your personal best. (If some
students are likely to finish before time is up, assign a number to count by on the back.)
T: Take your mark! Get set! THINK! (When you say THINK, students turn their papers over and work
furiously to finish as many problems as they can in 60 seconds. Time precisely.)
T: Stop! Circle the last problem you did. I will read just the answers. If you got it right, call out “Yes!”
If you made a mistake, circle it. Ready?
T: (Energetically, rapid-fire call the first answer.)
S: Yes!
T: (Energetically, rapid-fire call the second answer.)
S: Yes!
Repeat to the end of Sprint A or until no one has any more correct. If need be, read the count-by answers in
the same way the Sprint answers were read. Each number counted by on the back is considered a correct
answer.
T: Fantastic! Now, write the number you got correct at the top of your page. This is your personal goal
for Sprint B.
T: How many of you got 1 right? (All hands should go up.)
T: Keep your hand up until I say the number that is 1 more than the number you got right. So, if you
got 14 correct, when I say 15 your hand goes down. Ready?
T: (Quickly.) How many got 2 correct? 3? 4? 5? (Continue until all hands are down.)
Optional routine, depending on whether or not the class needs more practice with Sprint A:
T: I’ll give you one minute to do more problems on this half of the Sprint. If you finish, stand behind
your chair. (As students work, the person who scored highest on Sprint A could pass out Sprint B.)
T: Stop! I will read just the answers. If you got it right, call out “Yes!” If you made a mistake, circle it.
Ready? (Read the answers to the first half again as students stand.)

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Movement
To keep the energy and fun going, always do a stretch or a movement game in between Sprints A and B. For
example, the class might do jumping jacks while skip counting by 5 for about 1 minute. Feeling invigorated,
students take their seats for Sprint B, ready to make every effort to complete more problems this time.

Sprint B
Pass Sprint B out quickly, face down on student desks with instructions not to look at the problems until the
signal is given. (Repeat the procedure for Sprint A up through the show of hands for how many are right.)
T: Stand up if you got more correct on the second Sprint than on the first.
S: (Stand.)
T: Keep standing until I say the number that tells how many more you got right on Sprint B. So, if you
got 3 more right on Sprint B than you did on Sprint A, when I say 3, you sit down. Ready? (Call out
numbers starting with 1. Students sit as the number by which they improved is called. Celebrate the
students who improved most with a cheer.)
T: Well done! Now, take a moment to go back and correct your mistakes. Think about what patterns
you noticed in today’s Sprint.
T: How did the patterns help you get better at solving the problems?
T: Rally Robin your thinking with your partner for 1 minute. Go!
Rally Robin is a style of sharing in which partners trade information back and forth, one statement at a time
per person, for about 1 minute. This is an especially valuable part of the routine for students who benefit
from their friends’ support to identify patterns and try new strategies.
Students may take Sprints home.

RDW or Read, Draw, Write (a Number Sentence and a Statement)

Mathematicians and teachers suggest a simple process applicable to all grades:
1. Read.
2. Draw and label.
3. Write a number sentence.
4. Write a word sentence (statement).
The more students participate in reasoning through problems with a systematic approach, the more they
internalize those behaviors and thought processes.
 What do I see?
 Can I draw something?
 What conclusions can I make from my drawing?

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Modeling with Interactive

Guided Practice Independent Practice
Questioning
The teacher models the whole Each student has a copy of the The students are given a
process with interactive question. Though guided by the problem to solve and possibly a
questioning, some choral teacher, they work designated amount of time to
response, and talk such as independently at times and then solve it. The teacher circulates,
“What did Monique say, come together again. Timing is supports, and thinks about
everyone?” After completing the important. Students might hear, which student work to show to
problem, students might reflect “You have 2 minutes to do your support the mathematical
with a partner on the steps they drawing.” Or, “Put your pencils objectives of the lesson. When
used to solve the problem. down. Time to work together sharing student work, students
“Students, think back on what again.” The Debrief might are encouraged to think about
we did to solve this problem. include selecting different the work with questions such as,
What did we do first?” Students student work to share. “What do you notice about
might then be given the same or Jeremy’s work?”
a similar problem to solve for “What is the same about
homework. Jeremy’s work and Sara’s work?”

Personal White Boards

Materials Needed for Personal White Boards
1 heavy duty, clear sheet protector
1 piece of stiff red tag board 11″ × 8 ¼″
1 piece of stiff white tag board 11″ × 8 ¼″
1 3″× 3″ piece of dark synthetic cloth for an eraser (e.g., felt)
1 low odor dry erase marker: fine point

Directions for Creating Personal White Boards

Cut the white and red tag to specifications. Slide into the sheet protector. Store the eraser on the red side.
Store markers in a separate container to avoid stretching the sheet protector.

Frequently Asked Questions About Personal White Boards

Why is one side red and one white?
 The white side of the board is the “paper.” Students generally write on it and if working individually,
then turn the board over to signal to the teacher that they have completed their work. The teacher
then says, “Show me your boards,” when most of the class is ready.
What are some of the benefits of a personal white board?
 The teacher can respond quickly to gaps in student understandings and skills. “Let’s do some of
these on our personal boards until we have more mastery.”
 Student can erase quickly so that they do not have to suffer the evidence of their mistake.

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 They are motivating. Students love both the drill and thrill capability and the chance to do story
problems with an engaging medium.
 Checking work gives the teacher instant feedback about student understanding.
What is the benefit of this personal white board over a commercially purchased dry erase board?
 It is much less expensive.
 Templates such as place value charts, number bond mats, hundreds boards, and number lines can be
stored between the two pieces of tag for easy access and reuse.
 Worksheets, story problems, and other problem sets can be done without marking the paper so that
students can work on the problems independently at another time.
 Strips with story problems, number lines, and arrays can be inserted and still have a full piece of
paper on which to write.
 The red versus white side distinction clarifies expectations. When working collaboratively, there is
no need to use the red side. When working independently, students know how to keep their work
private.
 The sheet protector can be removed if necessary to project the work.

Scaffolds9
The scaffolds integrated into A Story of Units give alternatives for how students access information as well as
express and demonstrate their learning. Strategically placed margin notes are provided within each lesson
elaborating on the use of specific scaffolds at applicable times. They address many needs presented by
English language learners, students with disabilities, students performing above grade level, and students
performing below grade level. Many of the suggestions are organized by Universal Design for Learning (UDL)
principles and are applicable to more than one population. To read more about the approach to
differentiated instruction in A Story of Units, please refer to “How to Implement A Story of Units.”

9
Students with disabilities may require Braille, large print, audio, or special digital files. Please visit the website
www.p12.nysed.gov/specialed/aim for specific information on how to obtain student materials that satisfy the National Instructional
Materials Accessibility Standard (NIMAS) format.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview 3•1

Preparing to Teach a Module

Preparation of lessons will be more effective and efficient if there has been an adequate analysis of the
module first. Each module in A Story of Units can be compared to a chapter in a book. How is the module
moving the plot, the mathematics, forward? What new learning is taking place? How are the topics and
objectives building on one another? The following is a suggested process for preparing to teach a module.
Step 1: Get a preview of the plot.
A: Read the Table of Contents. At a high level, what is the plot of the module? How does the story
develop across the topics?
B: Preview the module’s Exit Tickets10 to see the trajectory of the module’s mathematics and the nature
of the work students are expected to be able to do.
Note: When studying a PDF file, enter “Exit Ticket” into the search feature to navigate from one Exit
Ticket to the next.

Step 2: Dig into the details.

A: Dig into a careful reading of the Module Overview. While reading the narrative, liberally reference
the lessons and Topic Overviews to clarify the meaning of the text—the lessons demonstrate the
strategies, show how to use the models, clarify vocabulary, and build understanding of concepts.
Consider searching the video gallery on Eureka Math’s website to watch demonstrations of the use of
models and other teaching techniques.
B: Having thoroughly investigated the Module Overview, read through the chart entitled Overview of
Module Topics and Lesson Objectives to further discern the plot of the module. How do the topics
flow and tell a coherent story? How do the objectives move from simple to complex?
Step 3: Summarize the story.
Complete the Mid- and End-of-Module Assessments. Use the strategies and models presented in the
module to explain the thinking involved. Again, liberally reference the work done in the lessons to see

10
A more in-depth preview can be done by searching the Problem Sets rather than the Exit Tickets. Furthermore, this same process
can be used to preview the coherence or flow of any component of the curriculum, such as Fluency Practice or Application Problems.

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how students who are learning with the curriculum might respond.

Preparing to Teach a Lesson

A three-step process is suggested to prepare a lesson. It is understood that at times teachers may need to
make adjustments (customizations) to lessons to fit the time constraints and unique needs of their students.
The recommended planning process is outlined below. Note: The ladder of Step 2 is a metaphor for the
teaching sequence. The sequence can be seen not only at the macro level in the role that this lesson plays in
the overall story, but also at the lesson level, where each rung in the ladder represents the next step in
understanding or the next skill needed to reach the objective. To reach the objective, or the top of the
ladder, all students must be able to access the first rung and each successive rung.
Step 1: Discern the plot.
A: Briefly review the module’s Table of Contents, recalling the overall story of the module and analyzing
the role of this lesson in the module.
B: Read the Topic Overview related to the lesson, and then review the Problem Set and Exit Ticket of
each lesson in the topic.
C: Review the assessment following the topic, keeping in mind that assessments can be found midway
through the module and at the end of the module.
Step 2: Find the ladder.
A: Complete the lesson’s Problem Set.
B: Analyze and write notes on the new complexities of
each problem as well as the sequences and progressions
throughout problems (e.g., pictorial to abstract, smaller
to larger numbers, single- to multi-step problems). The
new complexities are the rungs of the ladder.
C: Anticipate where students might struggle, and write a
note about the potential cause of the struggle.
D: Answer the Student Debrief questions, always
anticipating how students will respond.
Step 3: Hone the lesson.
At times, the lesson and Problem Set are appropriate for all
students and the day’s schedule. At others, they may need customizing. If the decision is to customize
based on either the needs of students or scheduling constraints, a suggestion is to decide upon and
designate “Must Do” and “Could Do” problems.
A: Select “Must Do” problems from the Problem Set that meet the objective and provide a coherent
experience for students; reference the ladder. The expectation is that the majority of the class will
complete the “Must Do” problems within the allocated time. While choosing the “Must Do”
problems, keep in mind the need for a balance of calculations, various word problem types 11, and
work at both the pictorial and abstract levels.

11
See the Progression Documents “K, Counting and Cardinality” and “K−5, Operations and Algebraic Thinking” pp. 9 and 23,
respectively.

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B: “Must Do” problems might also include remedial work as necessary for the whole class, a small
group, or individual students. Depending on anticipated difficulties, those problems might take
different forms as shown in the chart below.

Anticipated Difficulty “Must Do” Remedial Problem Suggestion

The first problem of the Problem Set is Write a short sequence of problems on the board that
too challenging. provides a ladder to Problem 1. Direct the class or small
group to complete those first problems to empower them
to begin the Problem Set. Consider labeling these
problems “Zero Problems” since they are done prior to
Problem 1.

There is too big of a jump in complexity Provide a problem or set of problems that creates a bridge
between two problems. between the two problems. Label them with the number
of the problem they follow. For example, if the
challenging jump is between Problems 2 and 3, consider
labeling the bridging problems “Extra 2s.”

Students lack fluency or foundational Before beginning the Problem Set, do a quick, engaging
skills necessary for the lesson. fluency exercise, such as a Rapid White Board Exchange,
“Thrilling Drill,” or Sprint. Before beginning any fluency
activity for the first time, assess that students are poised
for success with the easiest problem in the set.

More work is needed at the concrete Provide manipulatives or the opportunity to draw solution
or pictorial level. strategies. Especially in Kindergarten, at times the
Problem Set or pencil and paper aspect might be
completely excluded, allowing students to simply work
with materials.

More work is needed at the abstract Hone the Problem Set to reduce the amount of drawing as
level. appropriate for certain students or the whole class.

C: “Could Do” problems are for students who work with greater fluency and understanding and can,
therefore, complete more work within a given time frame. Adjust the Exit Ticket and Homework to
reflect the “Must Do” problems or to address scheduling constraints.
D: At times, a particularly tricky problem might be designated as a “Challenge!” problem. This can be
motivating, especially for advanced students. Consider creating the opportunity for students to share
their “Challenge!” solutions with the class at a weekly session or on video.
E: Consider how to best use the vignettes of the Concept Development section of the lesson. Read
through the vignettes, and highlight selected parts to be included in the delivery of instruction so that
students can be independently successful on the assigned task.
F: Pay close attention to the questions chosen for the Student Debrief. Regularly ask students, “What

Module 1:Properties of Multiplication and Division and Solving Problems with Units of 2–5 and 10
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 NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview 3•1

was the lesson’s learning goal today?” Help them articulate the goal.

Assessment Summary
Administere
Type Format Standards Addressed
d
End-of-Module After Topic C Constructed response with rubric 2.OA.1
Assessment Task 2.OA.2
2.NBT.5

Module 1:Properties of Multiplication and Division and Solving Problems with Units of 2–5 and 10
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