Navigation

K-5 Grado 2 Unit 7 Lesson 3

Gradeband

•K-5 Math 6-8 Math 9-12 Math

Course

Kínder Grado 1 •Grado 2 Grado 3 Grado 4 Grado 5

Unit

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 •Unit 7 Unit 8 Unit 9

Lesson

Lesson 1 Lesson 2 •Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15 Lesson 16 Lesson 17 Lesson 18 Lesson 19

K-5
6-8
9-12

Kínder
Grado 1
Grado 2
Grado 3
Grado 4
Grado 5

Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9

Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Lesson 11
Lesson 12
Lesson 13
Lesson 14
Lesson 15
Lesson 16
Lesson 17
Lesson 18
Lesson 19

Lesson | Loading...

Sign in to access protected content and invite other educators

Sign in using your existing Kendall Hunt account. If you don’t have one, create an educator account.

Curriculum

IM K-5 Math
IM 6-8 Math
IM 9-12 Math

Professional Learning

Settings

Language

Audience

family

Not all roles available for this page.

Assessment Access

Sign in to view assessments and invite other educators

Sign in using your existing Kendall Hunt account. If you don’t have one, create an educator account.

English
Español

teacher
student
family

Lesson 3

Warm-up Activity 1 Activity 2

Unit 7, Lesson 3

Contemos hacia adelante o hacia atrás para restar

Grado 2

Warm-up

Conversación numérica: Decenas y centenas

Encuentra mentalmente el valor de cada expresión.

Activity 1

Saltemos hacia atrás, atrás, atrás

Jada y Andre encuentran el valor de .

El trabajo de Jada

El trabajo de Andre

¿Qué observas? ¿Qué te preguntas?

Encuentra el valor de . Usa el método de Andre. Muestra cómo pensaste. Usa dibujos, números o palabras.

Si te ayuda, usa una recta numérica.
Encuentra el valor de . Muestra cómo pensaste. Usa dibujos, números o palabras.

Si te ayuda, usa una recta numérica.

Activity 2

¿Quién regó pintura?

¡Oh, no! Diego regó pintura en su hoja. Él no puede ver todos los números.

En cada caso, encuentra el número que hace que la ecuación sea verdadera.

__________
__________
__________
__________
__________

Are You Ready for More?

Have feedback on the curriculum?

Help us improve by sharing suggestions or reporting issues.

Submit Feedback

Are You Ready for More?

Are You Ready for More?

Standards Alignment

Building On

Addressing

2.NBT.7

Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

View Full Standard

Building Toward

Standards Alignment

Building On

Addressing

2.NBT.7

Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

View Full Standard

Building Toward

Standards Alignment

Building On

Addressing

2.NBT.7

Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

View Full Standard

Building Toward