This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Louis wants to give \$15 to help kids who need school supplies. He also wants to buy a pair of shoes for \$39. How much money will he have to save for ...

In this Flash game, students may use a variety of activities to practice counting, collecting, exchanging, and making change for coins. Coin representations may show their amounts or not; coins may also be represented by coin tiles on a 10x10 grid, to help visualize their values. The five activities are: count, in which students determine the value of a given set of coins; collect, in which students choose coins to represent a given value; exchange, in which students use the smallest number of coins to represent a given value; change from coins, in which students are given a set of coins and asked how much change would be for a dollar (essentially counting up); and change from value, in which students are given a price owed (from a dollar) and asked to make change. There is a "bank" at the lower left side of the applet in which coins may be exchanged for other coins of the same value.

Module 1 sets the foundation for students to master the sums and differences to 20 and to  subsequently apply these skills to fluently add one-digit to two-digit numbers at least through 100 using place value understandings, properties of operations and the relationship between addition and subtraction.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

In this 25-day Grade 2 module, students expand their skill with and understanding of units by bundling ones, tens, and hundreds up to a thousand with straws. Unlike the length of 10 centimeters in Module 2, these bundles are discrete sets. One unit can be grabbed and counted just like a banana?1 hundred, 2 hundred, 3 hundred, etc. A number in Grade 1 generally consisted of two different units, tens and ones. Now, in Grade 2, a number generally consists of three units: hundreds, tens, and ones. The bundled units are organized by separating them largest to smallest, ordered from left to right. Over the course of the module, instruction moves from physical bundles that show the proportionality of the units to non-proportional place value disks and to numerals on the place value chart.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

In Module 4, students develop place value strategies to fluently add and subtract within 100; they represent and solve one- and two-step word problems of varying types within 100; and they develop conceptual understanding of addition and subtraction of multi-digit numbers within 200.  Using a concrete to pictorial to abstract approach, students use manipulatives and math drawings to develop an understanding of the composition and decomposition of units, and they relate these representations to the standard algorithm for addition and subtraction.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

This google slide show is for use with grade 2 students as a routine to build number sense. Strings of expressions are used to build connections and as a springboard for discussion. Each slide has a target addition strategy, though other strategies are encouraged as well.

This google slide show organizes numberless word problems in a sequence by weeks. This series is recommended for second graders in the third quarter. Teachers can use these with students to promote number sense, composing and decomposing, making sense of word problems, and precise mathematical vocabulary.

This intereactive Flash applet helps children learn grouping, tally marks, place value, addition, and subtraction. Students help the alien spaceship move cows into corrals by counting by 5s and 10s. They also can apply those grouping skills to practice adding and subtracting two-digit numbers with regrouping. Audio cues and prompts reinforce the user's actions and facilitate counting and the development of math language.

We adapted this lesson from resources provided by EQ STEMM . This resource is intended to proide information about Mathematical Modeling and how it was used in my classroom over the past few months. It contains the basics of math modeling as well as resources to implement a specific making task. 

(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

El módulo 1 establece la base para que los estudiantes dominen las sumas y diferencias a 20 y posteriormente apliquen estas habilidades para agregar con fluidez un dígito a los números de dos dígitos al menos a través de 100 utilizando entendimientos de valor de lugar, propiedades de las operaciones y la relación entre la adición y sustracción.

Encuentre el resto de los recursos matemáticos de Engageny en https://archive.org/details/engageny-mathematics.

English Description:
Module 1 sets the foundation for students to master the sums and differences to 20 and to  subsequently apply these skills to fluently add one-digit to two-digit numbers at least through 100 using place value understandings, properties of operations and the relationship between addition and subtraction.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

En este módulo de 25 días de grado 2, los estudiantes amplían su habilidad y comprensión de las unidades agrupando, decenas y cientos de hasta mil con pajitas. A diferencia de la longitud de 10 centímetros en el módulo 2, estos paquetes son conjuntos discretos. Una unidad puede ser agarrada y contada como un plátano? 1cientos, cientos, 3cientos, etc. Un número en el Grado 1 generalmente consistía en dos unidades, decenas y otras diferentes. Ahora, en el grado 2, un número generalmente consta de tres unidades: cientos, decenas y otras. Las unidades agrupadas se organizan separándolas más grandes a más pequeñas, ordenadas de izquierda a derecha. En el transcurso del módulo, la instrucción se mueve de los paquetes físicos que muestran la proporcionalidad de las unidades a discos de valor del lugar no proporción y a los números en la tabla de valor del lugar.

Encuentre el resto de los recursos matemáticos de Engageny en https://archive.org/details/engageny-mathematics.

English Description:
In this 25-day Grade 2 module, students expand their skill with and understanding of units by bundling ones, tens, and hundreds up to a thousand with straws. Unlike the length of 10 centimeters in Module 2, these bundles are discrete sets. One unit can be grabbed and counted just like a banana?1 hundred, 2 hundred, 3 hundred, etc. A number in Grade 1 generally consisted of two different units, tens and ones. Now, in Grade 2, a number generally consists of three units: hundreds, tens, and ones. The bundled units are organized by separating them largest to smallest, ordered from left to right. Over the course of the module, instruction moves from physical bundles that show the proportionality of the units to non-proportional place value disks and to numerals on the place value chart.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

En el módulo 4, los estudiantes desarrollan estrategias de valor en el lugar para sumar y restar con fluidez dentro de los 100; Representan y resuelven problemas de palabras de una y dos pasos de tipos variables dentro de 100; y desarrollan la comprensión conceptual de la adición y la resta de los números de múltiples dígitos dentro de 200. Utilizando un enfoque concreto a pictórico a abstracto, los estudiantes usan manipulaciones y dibujos matemáticos para desarrollar una comprensión de la composición y descomposición de unidades, y relacionan estas representaciones con El algoritmo estándar para suma y resta.

Encuentre el resto de los recursos matemáticos de Engageny en https://archive.org/details/engageny-mathematics.

English Description:
In Module 4, students develop place value strategies to fluently add and subtract within 100; they represent and solve one- and two-step word problems of varying types within 100; and they develop conceptual understanding of addition and subtraction of multi-digit numbers within 200.  Using a concrete to pictorial to abstract approach, students use manipulatives and math drawings to develop an understanding of the composition and decomposition of units, and they relate these representations to the standard algorithm for addition and subtraction.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

*This numberless application problem is the same application problem used the engage lesson: Grade 2, Module 4, Lesson 2
*Numberless word problems are used to support students in solving word problems. They allow students to discover for themselves the structure of the problems they're solving. In doing so, they will be able to successfully find the operation or operations they need to use to determine the solution.
*Numberless word problems help students to develop number sense, making sense of word problems, and encourage precise mathematical vocabulary.
*Based on the work of Brian Bushart.
*Created using ideas from wi math institute training. Google Slides presentation created as an adaption of WiseLearn resource by Sarah Martinsen and Kelly Shaefer.
*These slides could be inserted into the free Engage New York lesson google slides from embarc.online.

This word problem requires students to use addition and subtraction and think about money.

This lesson provides an opportunity for students to apply their knowledge and understanding of adding and subtracting two digit numbers to a mathematical situation. Students are asked to use clue cards to determine how many exercises should be completed

This video describes how to solve comparison word problems using comparison bars. This method is taught in Math Expressions in 1st and 2nd grade.

This lesson builds on student understanding of how to perform addition and subtraction equatiions by using the concept of math mountains.  Students will be able to find the unknown number by using the part, part, whole strategy.  This concept is foundational for second grade students to experience the connection between subtraction and addtion problems.  Students will explain their understanding by the using diagrams of math mountains.  They will explain how they deternimined the unknown by the part, part, whole system.