6.18

Teacher Facing
Day 2

Second Grade Mathematics

3

Timer Options (Silent)

2

MRS Icons

5

Timer Options (Fun Music)

4

Timer Options (Soft Music)

6

Daily Lesson include:

●Fluency

●Application Problems

●Concept Development and Student Guide Activity Problem Set

●Student Debrief and Demonstration of Learning

Alignment to Research

Alignment to Research
BALANCE CONCEPTUAL

& PROCEDURAL

Pursue rigor by balancing conceptual understanding, procedural skill and fluency. Apply this
balanced understanding to mathematical applications as required by the standards in the TEKS.

DEPTH OF KEY

CONCEPTS

Focus on math content that aligns to and meets the rigor of the TEKS for each grade level,
while concentrating time and effort on going deep on the mostimportant topics for the grade
level.

COHERENCE OF KEY

CONCEPTS

Connect concepts within and across grades along a strategic progression of learning so that
new understandings are built on previous foundations. Mathematics tells a continuous,
connected story.

PRODUCTIVE STRUGGLE

Students engage in productive problem solving, engaging in multiple opportunities for practice,
discussion, representations, and writing that requires them to explain and revise their thinking.

ASSESSMENTS

Leverage HQIM embedded assessments to drive instruction.

7

Eureka Math TEKS Edition lessons follow a structured approach that includes fluency activities,
conceptual understanding, procedural skills, and problem solving. The material is presented in a
deliberate progression from concrete to representational to abstract, allowing students to develop a
deeper understanding.

Concrete

Representational

Abstract

Students manipulate
hands-on, concrete
materials

Students draw and
utilize diagrams to
represent the concrete
manipulatives or to
create a visual
representation of the
concept

Students use numbers
and symbols that
connect to the
underlying math concept
and algorithm.

2 x 4=8

Concrete-Representational-Abstract

8

Great Minds PBC. Except where otherwise noted, this content is published
under a limited public license with the Texas Education Agency. Use limited
to noncommercial educational purposes. Where indicated, teachers may
copy pages for use by students in their classrooms. For more information,
visit https://gm.greatminds.org/texas.

9

Grade 2

Module 4

Topic E

Lesson 28

TEKS: 2.4B add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms
based on knowledge of place value and properties of operations

LO: SWBAT subtract from 200 using mental strategies and algorithms based on knowledge of place value and
properties of operations.

DOL: Given problems, I will subtract from 200 using mental strategies and algorithms based on knowledge of place
value and properties of operations correctly on 3 out of 4 questions.

Vocabulary

1 minute

Fluency

5 minutes

Application Problem

5 minutes

Concept Development

20 minutes

Student Guide Activity Problem Set

10 minutes

Student Debrief

4 minutes

Demonstration of Learning

10 minutes

Total

55 minutes

Lesson Outline

Day 2

Second Grade Mathematics

LO: SWBAT subtract from 200 using mental strategies and algorithms based on
knowledge of place value and properties of operations.

DOL: Given problems, I will subtract from 200 using mental strategies and
algorithms based on knowledge of place value and properties of operations
correctly on 3 out of 4 questions.

K.6(A) identify two‐dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles

TEKS: 2.4B add up to four two-digit numbers and subtract two-digit numbers using mental strategies
and algorithms based on knowledge of place value and properties of operations

Module 4 | Topic E | Lesson 28

12

Lesson Vocabulary

Subtraction

New Groups Below

Totals Below

Algorithm

Taking one number or

amount away from

another.

Newly composed units
on the line below the

appropriate place in the

addition problem.

Newly composed total

on the line below to
show the total of the

addition problem

A step-by-step procedure

to solve a

particular type of

problem

5 cans take away 3 cans

3 1
- 1 8
1 3

2 11

3 5

+12
7
4 0
4 7

3 5

+1 2

4 7

14

## ones = _____ ten _____ ones

## ones = 1 ten _____ ones

## ones = 1 ten _____ ones

## ones = 1 ten _____ ones

Teacher may duplicate and present additional slides if needed,
based on knowledge of student/instruction.

Repeat the process for 27, 30, 32, 38, 40, 41, 46, 50, 63, and 88.
Animations have been added to template slide.

This is a template slide. Animations have been added.

Remove this box when editing/presenting to students, remember to
unhide slide for presentation mode.

13

10 ones = _____ ten _____ ones

20 ones = 1 ten _____ ones

24 ones = 1 ten _____ ones

30 ones = 1 ten _____ ones

15

100 = 9 tens _____ ones

101 = 9 tens _____ ones

9 tens 11 ones is….

9 tens 12 ones is….

16

____ = ____ tens _____ ones

____ tens ____ ones is….

____ = ____ tens _____ ones

____ tens ____ ones is….

Teacher may duplicate and present additional slides if needed,
based on knowledge of student/instruction.

Repeat the process for 103, 104, 105, 106, 107, 108, 109, and 110.
Animations have been added to template slide.

This is a template slide. Animations have been added.

Remove this box when editing/presenting to students, remember to
unhide slide for presentation mode.

17

46 - 5

46 - 7

Take from the ones

Take from the tens

18

46 - 6

46 - 9

Take from the ones

Take from the tens

19

___ - ___

Take from the ones

Take from the tens

___ - ___

Teacher may duplicate and present additional slides if needed,
based on knowledge of student/instruction.

Continue with the following possible sequence:
52 − 1, 52 − 4, 63 − 6, 64 − 5, 65 − 4, 68 − 8, and 70 − 3.

This is a template slide. Animations have been added.

Remove this box when editing/presenting to students, remember to
unhide slide for presentation mode.

20

READ: Jerry made 200 pizzas. He sold some of them
and had 57 pizzas left. How many did he sell?

DRAW/Represent:

Image by Dee from Pixabay

Teacher Note:
Second semester the verbiage
for application problems and
problem solving will change.
Getting students prepared for
what they will hear starting in
3rd grade. Slowly transition into
not labeling the problems but
allowing students to mentally
solve each problem with these 3
steps. Read, Represent, Solve!

READ → Read
DRAW → Represent
WRITE → Solve

WRITE/Solve:

21

Teacher Exemplar

?

57

2OO

Sold
Left

Jerry sold 143 pizzas.

1 10 10

1 4 3

2 0 0

- 5 7

9

H

T

O

1

4

3

22

hundreds

tens

ones

11

100

11111

10101010101010101010

100
106

− 58

23

Teacher Exemplar

Problem 1:

106

− 58

48

hundreds

tens

ones

11

100

1

1

1

1

1

1

1

10

10

10

10

10

10

10

10

10

10

100

1

1

1

1

1

1

1

1

1

1

0 9 16

10

24

hundreds

tens

ones

11

100

1

10

200

− 67

25

Teacher Exemplar

Problem 1:

200

− 67

133

hundreds

tens

ones

1

1

1

1

1

1

10

10

10

10

10

10

10

10

10

100

1 9 10

10

100

1

1

1

1

26

hundreds

tens

ones

11

100

1

10
###

− ##

Teacher may duplicate and present additional slides if needed,
based on knowledge of student/instruction.

This is a template slide.

Remove this box when editing/presenting to students, remember to
unhide slide for presentation mode.

Repeat the above process for the following possible sequence:
200 − 33, 103 − 59, and 200 − 49.

27

Teacher Exemplar

200 - 33 = 167

200 - 49 = 151

103 - 59 = 44

H T

O

H T

O

H T

O

200
− 33

1 9 10

167

103
− 59

1 9 13

44

200
− 49

1 9 10

151

28

29

●

This is a template slide SUGGESTION.

Just fill in what question you want students to answer on the response
card.

Remove this box when editing or before presenting to students,
remember to unhide slide for presentation mode.

30

33

Teacher Exemplar

68

101

31

32

34

Teacher Exemplar

44

Sherman has to put 77 postcards
into another photo album.

Multiple Choice

73-27=

• 46
• 45
• 56
• 55

Multiple Choice

45-36=

• 10
• 19
• 9
• 1

Multiple Choice

528 - 173 =

• 355

• 455

• 619

• 247

Multiple Choice

961 - 436 =

• 1,397
• 535
• 525

Multiple Choice

647-415

• 232
• 222

Multiple Choice

Find the difference.

• 536

• 538

• 540

Multiple Choice

Find the difference.

• 163

• 165

• 168

Multiple Choice

Find the difference.

• 191

• 192

• 193

Multiple Choice

Find the difference.

• 536

• 537

• 538

Multiple Choice

Find the difference.

• 281

• 282

• 283