s e s s i o n 5 A . 1 Combining Stickerscranstonmath.weebly.com/uploads/5/4/8/3/5483566/inv_snap_in_gr2_8-5a12.pdf · s e s s i o n 5 A . 1 Classroom Routines Today’s Number: Counting

s e s s i o n 5 A . 1

Classroom RoutinesToday’s Number: Counting Around the Class By 5s Students count around the class by 5s, starting from 250. Record the numbers.

Activity

Introducing Combining Stickers 25 Min clAss

• Sets of paper stickers• c84, sheets of 100 stickers Make copies.

(as needed)

Activity

Solving Sticker Problems35 Min individuAls

• Student Activity Book, pp. 65–66 or c85–c86, combining sets of stickers Make copies. (as needed)

session Follow-up

Daily Practice and Homework • Student Activity Book p. 67 orc87, plus or Minus 10 Make copies. (as needed)• Student Activity Book p. 68 or

c88, Hundreds, tens, and ones Make copies. (as needed) • Student Math Handbook, pp. 32, 63

Combining StickersMath Focus points

Representing 3-digit numbers using a place-value model

Representing a 3-digit number as hundreds, tens, and ones

Adding two 3-digit numbers by combining hundreds, tens, and ones

today’s plan Materials

session 5A.1 combining stickers cc87

INV12_TE02_U08_S5A.1.indd 87 6/9/11 2:45 PM

1 Activity 2 Activity 3 Session Follow-Up

A c t i v i t y

Introducing Combining StickersclASS25 Min

Post the following information on the board:

2 sheets of moon stickers + 3 strips of moon stickers + 5 single moon stickers

Kira went to Sticker Station and bought this amount of moon stickers. How can I show this number of stickers using sticker notation? How can I show this amount using numbers?

As students make suggestions, use sticker notation to represent the stickers underneath each amount. Then, below each sketch, use numbers to represent each amount.

2 sheets + 3 strips + 5 singles

200 + 30 + 5 =

How can we use this information to figure out how many moon stickers Kira bought?

Students might say:

“You could add the 200 and the 30, and that makes 230. Then add on the 5 and that’s 235 stickers.”

“You could add the numbers together, or you could just read it because the numbers say how much…two hundred thirty-five.”

Record “= 235” to complete the equation. Then present another sticker problem.

James also went to Sticker Station to buy some moon stickers. James bought 152 moon stickers. On a sheet of paper, I would like you to make a sketch of sheets, strips, and singles to show the 152 moon stickers that James bought. When you have made a sketch, you should write numbers under each amount just like we did for Kira’s stickers.

cc88 invEStiGAtiOn 5A Adding and Subtracting 3-Digit numbers

INV12_TE02_U08_S5A.1.indd 88 6/9/11 2:45 PM


Give students a few minutes to make a sketch and write the numbers. Then record the information on the board as students offer their ideas.

1 sheet + 5 strips + 2 singles

100 + 50 + 2 =152

Suppose Kira and James want to combine their moon stickers into one collection. What is an equation that we could write to represent this?

Review the number of stickers that Kira has (235) and the number of stickers James has (152) and record the equation on the board.

235 + 152 = ?

Discuss with the class how they could use sticker notation to solve this equation. 1

Refer back to the representations of each number and sketch the following on the board:

+

When we solve problems with 2-digit numbers, one of the strategies we use is to combine the tens and then combine the ones. Can you use that same strategy to combine the hundreds, tens, and ones? How many sheets of 100 moon stickers do Kira and James have? How many groups of 100 is that? How many stickers is that?

Repeat for the number of tens and ones. Record each amount on the board.

200 + 100 = 30030 + 50 = 80

5 + 2 = 7300 + 80 + 7 = 387

A c t i v i t y

Solving Sticker ProblemsindividUAlS35 Min

Students complete Student Activity Book pages 65–66 or C85–C86, Combining Sets of Stickers.

Explain to students that for the remainder

teaching note1 PaperStickers Have on hand the sets of

paper stickers (tens and ones) that you prepared for use in Investigation 3. Use C84 to add sheets of 100 to this set. As you represent the problem using sticker notation and equations, you can also demonstrate for students how to represent the problem using paper stickers.

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DateNamePartners, Teams, and Paper Clips

66 Unit 8 Session 5A.1

Combining Sets of Stickers (page 2 of 2)

Prob

lem

3

Sally

has

307

stic

kers

.St

icke

r no

tatio

n:

Equa

tion:

Kira

has

211

stic

kers

.St

icke

r no

tatio

n:

Equa

tion:

If Sa

lly a

nd K

ira c

ombi

ne th

eir s

ets,

ho

w m

any

stick

ers

will

they

hav

e?

Prob

lem

4

Jam

es h

as 5

00 s

ticke

rs.

Stic

ker

nota

tion:

Equa

tion:

Fran

co h

as 3

91 s

ticke

rs.

Stic

ker

nota

tion:

Equa

tion:

If Ja

mes

and

Fra

nco

com

bine

thei

r set

s,

how

man

y sti

cker

s w

ill th

ey h

ave?

INV12_SE02_U8.indd 66 6/7/11 1:57 PM

▲ Student Activity Book, Unit 8, p. 65; Resource Masters, c85

▲ Student Activity Book , Unit 8, p. 66; Resource Masters, c86

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65


Prob

lem

1

Kira

has

135

stic

kers

.St

icke

r no

tatio

n:

Equa

tion:

Jam

es h

as 1

23 s

ticke

rs.

Stic

ker

nota

tion:

Equa

tion:

If Ki

ra a

nd Ja

mes

com

bine

thei

r set

s,

how

man

y sti

cker

s w

ill th

ey h

ave?

Prob

lem

2

Sally

has

250

stic

kers

.St

icke

r no

tatio

n:

Equa

tion:

Fran

co h

as 2

48 s

ticke

rs.

Stic

ker

nota

tion:

Equa

tion:

If Sa

lly a

nd F

ranc

o co

mbi

ne th

eir s

ets,

ho

w m

any

stick

ers

will

they

hav

e?

Session 5A.1 Unit 8

INV12_SE02_U8.indd 65 6/7/11 1:57 PM

Session 5A.1 combining Stickers cc89

INV12_TE02_U08_S5A.1.indd 89 10/26/11 2:25 PM

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68

Homework


Unit 8 Session 5A.1

Hundreds, Tens, and OnesFor each number, represent the amount using sticker notation. Then record an equation that shows the number of hundreds, tens, and ones.

Example: 127

127 = 100 + 20 + 7

183

183 = + +

235

235 = + +

318

318 = + +

456

456 = + +

702

702 = + +

851

851 = + +

note Students practice representing numbers using sticker notation and as the sum of hundreds, tens, and ones.

INV12_SE02_U8.indd 68 6/7/11 1:57 PM

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DateNamePartners, Teams, and Paper Clips Daily Practice

67Session 5A.1 Unit 8

Plus or Minus 10Write the number that is 10 more or 10 less than the target number.

10 Less Target Number 10 More

126

259

330

418

489

507

590

677

795

803

990

NoTe Students practice adding 10 to and subtracting 10 from a given number.

INV12_SE02_U8.indd 67 6/13/11 3:09 PM


of the session they will work on problems similar to the one they just solved. In each of the problems, they should represent the number of stickers in each set using sticker notation, write an equation, and solve the problem. Let students know that you will discuss Problem 2 as a whole class at the beginning of the next math class.

OngOing ASSeSSment: Obser ving Student s at Work

Studentsuseplace-valuenotationtosolve3-digitadditionproblems.

• Arestudentsabletousestickernotationtorepresentthenumberofstickers?

• Arestudentsabletorecordanequationthatrepresentstheproblem?

diFFerentiAtiOn: Suppor ting the range of Lear ner s

SomestudentsmaybenefitfromusingthesetsofpaperstickersthatyoupreparedforuseinInvestigation3.Havethemfirstrepresenteachnumberintheproblemandthenusethepaperstickersasamodeltorecordthestickernotationonpaper.Reinforcetheconnectionbetweenthepaperstickers,thestickernotation,thewrittennumeral,andsayingthenumber(i.e.,“twohundred”).

Reviewthemeaningsofsticker notation, equation,andcombine.ThenpairEnglishLanguageLearnerswithEnglish-proficientpartners.Observetoensurethatbothstudentsarecontributingastheysolvetheproblemstogether.

S e S S i O n F O L L O W - U p

Daily Practice and Homework DailyPractice: For reinforcement of this unit’s content,

have students complete Student Activity Book page 67 or C87.

Homework: Students complete Student Activity Book page 68 or C88 for homework.

StudentMathHandbook: Students and families may use Student Math Handbook pp. 32 and 63 for reference and review.

▲ Student Activity Book, Unit 8, p. 67;resource masters, C87

▲ Student Activity Book, Unit 8, p. 68;resource masters, C88

CC90 inVeStigAtiOn 5A Adding and Subtracting 3-digit numbers

INV12_TE02_U08_S5A.1.indd 90 6/16/11 9:37 AM

C84 © Pearson Education, Inc., or its affiliates. All Rights Reserved. 2


Unit 8 Session 5A.1

Sheets of 100 Stickers

INV12_BLM02_U8.indd 84 6/6/11 9:15 AM



Unit 8 Session 5A.1


Prob

lem

1

Kira

has

135

stic

kers

.St

icke

r no

tatio

n:

Equa

tion:

Jam

es h

as 1

23 s

ticke

rs.

Stic

ker

nota

tion:

Equa

tion:

If Ki

ra a

nd Ja

mes

com

bine

thei

r set

s,

how

man

y sti

cker

s w

ill th

ey h

ave?

Prob

lem

2

Sally

has

250

stic

kers

.St

icke

r no

tatio

n:

Equa

tion:

Fran

co h

as 2

48 s

ticke

rs.

Stic

ker

nota

tion:

Equa

tion:

If Sa

lly a

nd F

ranc

o co

mbi

ne th

eir s

ets,

ho

w m

any

stick

ers

will

they

hav

e?

INV12_BLM02_U8.indd 85 6/20/11 6:40 PM



Unit 8 Session 5A.1


Prob

lem

3

Sally

has

307

stic

kers

.St

icke

r no

tatio

n:

Equa

tion:

Kira

has

211

stic

kers

.St

icke

r no

tatio

n:

Equa

tion:

If Sa

lly a

nd K

ira c

ombi

ne th

eir s

ets,

ho

w m

any

stick

ers

will

they

hav

e?

Prob

lem

4

Jam

es h

as 5

00 s

ticke

rs.

Stic

ker

nota

tion:

Equa

tion:

Fran

co h

as 3

91 s

ticke

rs.

Stic

ker

nota

tion:

Equa

tion:

If Ja

mes

and

Fra

nco

com

bine

thei

r set

s,

how

man

y sti

cker

s w

ill th

ey h

ave?

INV12_BLM02_U8.indd 86 6/20/11 6:40 PM


Partners, Teams, and Paper Clips

DateNameDaily Practice

note Students practice adding 10 to and subtracting 10 from a given number.

Unit 8 Session 5A.1

Plus or Minus 10Write the number that is 10 more or 10 less than the target number.

10 Less target number 10 More

126

259

330

418

489

507

590

677

795

803

990

INV12_BLM02_U8.indd 87 10/26/11 2:07 PM



DateNameHomework

Hundreds, Tens, and OnesFor each number, represent the amount using sticker notation. Then record an equation that shows the number of hundreds, tens, and ones.

Example: 127

127 = 100 + 20 + 7

183

183 = + +

235

235 = + +

318

318 = + +

456

456 = + +

702

702 = + +

851

851 = + +

note Students practice representing numbers using sticker notation and as the sum of hundreds, tens, and ones.

Unit 8 Session 5A.1

INV12_BLM02_U8.indd 88 10/26/11 2:08 PM

s e s s i o n 5 A . 2

Classroom RoutinesHow Many Pockets? Compare the Data Ahead of time, collect pocket data from another class, recording the number of pockets beside each child’s name on chart paper. During your Pocket Day, collect your class data on a similar list on chart paper. Then, ask students whether they think [fifth graders—other class] wear more, fewer, or about the same number of pockets as second graders and why. Display the other class chart and focus the discussion on a comparison of the two sets of data.

Discussion

Adding by Place20 Min clAss

• Student Activity Book, pp. 65–66 or C85–C86 (from Session 5A.1)

Activity

Solving Sticker Problems40 Min inDiviDuAls PAirs

• Student Activity Book, pp. 69-70 orc89–c90, More sticker Problems Make copies. (as needed)• Sets of paper stickers (as needed)

session Follow-uP

Daily Practice and Homework • Student Activity Book, pp. 71–72 or c91–c92, number strips Make copies. (as needed)• Student Activity Book, p. 73 or

c93, Practicing with subtraction cards Make copies. (as needed)• Student Math Handbook, pp. 71–72

Adding Hundreds, Tens, and OnesMath Focus Points

Representing 3-digit numbers using a place-value model

Representing a 3-digit number as hundreds, tens, and ones

Adding two 3-digit numbers by combining hundreds, tens, and ones

Noticing what happens to the place value when two numbers are combined and there are more than 10 ones in the ones place or 10 tens in the tens place

today’s Plan Materials

session 5A.2 Adding Hundreds, tens, and ones cc91

INV12_TE02_U08_S5A.2.indd 91 6/9/11 3:50 PM

1 Discussion 2 Activity 3 Session Follow-Up

D i S c U S S i o n

Adding By PlaceclASS20 Min

Math Focus Points for Discussion Adding two 3-digit numbers by combining hundreds, tens,

and ones

Noticing what happens to the place value when two numbers are combined and there are more than 10 ones in the ones place or 10 tens in the tens place

Refer students to Problem 2 on Student Activity Book page 65 or C85 that they worked on in the previous session.

In Problem 2, Sally has 250 stickers and Franco has 248 stickers. How can I represent these amounts using sticker notation?

Ask different students to tell you the number of hundreds (squares), tens (lines), and ones (singles) to draw for each set of stickers.

So who has more stickers, Sally or Franco? How can Sally have more stickers if I drew more things for Franco’s set?

Students might say:

“Sally has more because two hundred fifty is more than two hundred forty eight. It’s a greater number.”

“You have to look at the number of each kind of sticker that you drew. You have two squares for each person, so that’s 200 and that’s the same. Then you drew five lines for Sally and four lines for Franco. That means Sally has 50 and Franco only has 40. It doesn’t matter that Franco has more dots (ones) because he has fewer lines (tens).”

“You just compare hundreds to hundreds and tens to tens. The ones don’t matter, because the tens are more.”

Reinforce for students that when they are comparing numbers they need to work from the largest part of the number first and always compare the same parts of numbers.

We know that Sally has more stickers than Franco. How many more stickers does she have?

cc92 inVESTiGATion 5A Adding and Subtracting 3-Digit numbers

INV12_TE02_U08_S5A.2.indd 92 6/9/11 3:50 PM


Again ask students to explain how they determined that Sally has two more stickers than Franco. Some students might reason that 50 is two more than 48, while others might say that if Franco had two more singles then he would also have 250 stickers.

Next ask students to share their strategies for combining the two sets of stickers by adding the hundreds, tens, and ones.

Record strategies using sticker notation and equations. 1

250 + 248 =

400 + 90 + 8 = 498

200 + 200 = 400

50 + 40 = 90

0 + 8 = 8

Earlier you said that Sally had two more stickers than Franco. Suppose Franco bought two additional stickers. How many stickers would Sally and Franco have if they added those stickers to their collection?

Record: 498 + 2 = ?

Add two additional dots to the sticker notation. Reinforce with students that there are still four hundred ninety-eight stickers and then count on 499, 500, and complete the equation 498 + 2 = 500.

When Franco added two more stickers, he and Sally now have a set of ten singles. What is another way we could represent those ten singles using sticker notation? Right, we could make another line to show that group of ten. So, now we have how many groups of hundreds (4) and how many groups of ten? (10)

Circle the ten lines, and have the class count by tens to confirm that this represents 100. Then ask students for another way that they could show 100 stickers using sticker notation. Draw an additional square showing 500 stickers (5 squares).

Teaching Note1 Demonstrate with Stickers Students

might need a visual representation when solving the problem. Display the paper stickers used in the previous lesson. Ask a student volunteer to demonstrate how to use the paper stickers to represent the problem.

Session 5A.2 Adding Hundreds, Tens, and Ones CC93

INV12_TE02_U08_S5A.2.indd 93 6/9/11 3:50 PM


So, how do these 5 squares connect with the number 500? What do these zeros represent, and how does the sticker notation show this?

Reinforce for students that sometimes when they are adding numbers together, they might have to “trade in” a group of ten—ten singles for one ten (a line) or ten tens for one hundred (a square).

For the remainder of the session, you are going to solve more sticker problems. Today, you should work with a partner. After each problem, compare your work and see if you agree on the answer and how to represent the numbers using sticker notation, numbers, and equations. Some of the problems you will be working on today will require that you think about what to do if you have more than 10 singles or more than 10 groups of ten.

A c t i v i t y

Solving Sticker ProblemsinDiviDUAlS40 Min PAirS

Students complete Student Activity Book pages 69–70 or C89–C90. Remind students that they should first solve the problem and then compare their strategies and solutions with a partner before moving on to the next problem.

OngOing ASSeSSMent: Obser ving Student s at Work

Students use sticker notation and equations to represent addition story problems.

• How efficient are students in representing numbers using sticker notation? Do they accurately represent amounts in hundreds, tens, and ones?

• How do students record their strategy for combining the sets? Does their work show evidence that they are combining hundreds with hundreds, tens with tens, and ones with ones? Do students write a corresponding equation that represents each number?

• How do students deal with problems that have more than 10 ones or 10 tens? Do they equate these amounts with a ten (or hundred) and some left over? Does their notation and equation represent these amounts?

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More Sticker Problems (page 2 of 2)

Prob

lem

3

Sally

has

409

stic

kers

.St

icke

r no

tatio

n:

Equa

tion:

Kira

has

231

stic

kers

.St

icke

r no

tatio

n:

Equa

tion:

If Sa

lly a

nd K

ira c

ombi

ne th

eir s

ets,

St

icke

r not

atio

n:

how

man

y sti

cker

s w

ill th

ey h

ave?

Equa

tion:

Prob

lem

4

Jam

es h

as 5

70 s

ticke

rs.

Stic

ker

nota

tion:

Equa

tion:

Fran

co h

as 3

41 s

ticke

rs.

Stic

ker

nota

tion:

Equa

tion:

If Ja

mes

and

Fra

nco

com

bine

thei

r set

s,

Stic

ker n

otat

ion:

ho

w m

any

stick

ers

will

they

hav

e?Eq

uatio

n:

INV12_SE02_U8.indd 70 6/7/11 1:57 PM

▲ Student Activity Book, Unit 8, p.69; resource Masters, c89

▲ Student Activity Book , Unit 8, p. 70; resource Masters, c90

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Prob

lem

1

Josh

has

147

stic

kers

.St

icke

r no

tatio

n:

Equa

tion:

Jake

has

115

stic

kers

.St

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Equa

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If Jo

sh a

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ke c

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atio

n:

how

man

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cker

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ave?

Equa

tion:

Prob

lem

2

Sally

has

258

stic

kers

.St

icke

r no

tatio

n:

Equa

tion:

Fran

co h

as 1

33 s

ticke

rs.

Stic

ker

nota

tion:

Equa

tion:

If Sa

lly a

nd F

ranc

o co

mbi

ne th

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ets,

St

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r not

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how

man

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cker

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ill th

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ave?

Equa

tion:

INV12_SE02_U8.indd 69 6/7/11 1:57 PM

cc94 inveStigAtiOn 5A Adding and Subtracting 3-Digit numbers

INV12_TE02_U08_S5A.2.indd 94 6/9/11 3:50 PM

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Practicing with Subtraction CardsChoose 6 Subtraction Card problems from your “working on” pile, and write these on the blank cards below. Practice these subtraction facts.

− =

Addition Clue:

− =

Addition Clue:

− =

Addition Clue:

− =

Addition Clue:

− =

Addition Clue:

− =

Addition Clue:

Homework

note Students practice subtraction facts. Ask your child to explain how the addition clues help him or her remember these subtraction facts.

INV12_SE02_U8.indd 73 6/13/11 3:18 PM

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Number Strips (page 2 of 2)

Write the missing numbers on the counting strips.

375 988 660

385

992 680

415

720

1,002

Daily Practice

INV12_SE02_U8.indd 72 6/13/11 3:14 PM

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112 160

114

125 140

130

122 140

124 145

90

note Students practice skip counting by 2s, 5s, and 10s.

Daily Practice

INV12_SE02_U8.indd 71 5/20/11 11:18 AM


DiFFerentiAtion: Suppor ting the range of Lear ner s

Work with a small group of students who may need more directed help in making sense of these addition problems. Some students may benefit from representing the numbers they are combining with paper stickers. Read the problem together as a group. Have students identify the important pieces of information, such as what is happening in the problem (sets are being combined) and what amounts are being combined. Next, represent each set of stickers using a paper set of stickers. Reinforce the number of sheets (100s), strips (10s), and singles (ones) by asking students to identify the part of the number that is represented by the paper stickers and vice versa. (What does the 2 mean in 248? How many groups of 100 is that? How is that shown in our set of stickers?)

Ask students who have efficient and accurate strategies for representing and solving this set of problems to apply the strategy of keeping one number whole and adding the other one in parts. For example, when adding 348 and 211, students add 348 + 200 to get 548, then they add 548 + 10 to get 558, and finally they add 558 + 1 to get 559. Ask them to represent this strategy using numbers and equations.

S e S S i o n F o L L o w - U p

Daily Practice and Homework DailyPractice: For reinforcement of this unit’s content,

have students complete Student Activity Book pages 71–72 or C91–C92.

Homework: Students continue to review and practice their remaining subtraction facts. They complete Student Activity Book page 73 or C93 for homework.

StudentMathHandbook: Students and families may use Student Math Handbook pages 71–72 for reference and review. See pages 205–211 in the back of Unit 8.

▲ Student Activity Book, Unit 8, p. 73;resource Masters, C93

▲ Student Activity Book, Unit 8, pp. 71–72; resource Masters, C91–C92

Session 5A.2 Adding Hundreds, tens, and ones CC95

INV12_TE02_U08_S5A.2.indd 95 6/16/11 9:38 AM



Unit 8 Session 5A.2


Prob

lem

1

Josh

has

147

stic

kers

.St

icke

r no

tatio

n:

Equa

tion:

Jake

has

115

stic

kers

.St

icke

r no

tatio

n:

Equa

tion:

If Jo

sh a

nd Ja

ke c

ombi

ne th

eir s

ets,

St

icke

r not

atio

n:

how

man

y sti

cker

s w

ill th

ey h

ave?

Equa

tion:

Prob

lem

2

Sally

has

258

stic

kers

.St

icke

r no

tatio

n:

Equa

tion:

Fran

co h

as 1

33 s

ticke

rs.

Stic

ker

nota

tion:

Equa

tion:

If Sa

lly a

nd F

ranc

o co

mbi

ne th

eir s

ets,

St

icke

r not

atio

n:

how

man

y sti

cker

s w

ill th

ey h

ave?

Equa

tion:

INV12_BLM02_U8.indd 89 6/20/11 6:48 PM



Unit 8 Session 5A.2


Prob

lem

3

Sally

has

409

stic

kers

.St

icke

r no

tatio

n:

Equa

tion:

Kira

has

231

stic

kers

.St

icke

r no

tatio

n:

Equa

tion:

If Sa

lly a

nd K

ira c

ombi

ne th

eir s

ets,

St

icke

r not

atio

n:

how

man

y sti

cker

s w

ill th

ey h

ave?

Equa

tion:

Prob

lem

4

Jam

es h

as 5

70 s

ticke

rs.

Stic

ker

nota

tion:

Equa

tion:

Fran

co h

as 3

41 s

ticke

rs.

Stic

ker

nota

tion:

Equa

tion:

If Ja

mes

and

Fra

nco

com

bine

thei

r set

s,

Stic

ker n

otat

ion:

ho

w m

any

stick

ers

will

they

hav

e?

Equa

tion:

INV12_BLM02_U8.indd 90 6/20/11 6:48 PM




note Students practice skip counting by 2s, 5s, and 10s.

Unit 8 Session 5A.2



112 160

114

125 140

130

122 140

124 145

90

INV12_BLM02_U8.indd 91 10/26/11 2:08 PM


Parts of a Whole, Parts of a Group


Unit 8 Session 5A.2



375 988 660

385

992 680

415

720

1,002

INV12_BLM02_U8.indd 92 6/20/11 6:52 PM



DateNameHomework

note Students practice subtraction facts. Ask your child to explain how the addition clues help him or her remember these subtraction facts.

Unit 8 Session 5A.2

Practicing with Subtraction CardsChoose 6 Subtraction Card problems from your “working on” pile, and write these on the blank cards below. Practice these subtraction facts.

− =

Addition Clue:

− =

Addition Clue:

− =

Addition Clue:

− =

Addition Clue:

− =

Addition Clue:

− =

Addition Clue:

INV12_BLM02_U8.indd 93 10/26/11 2:09 PM

Documents

s e s s i o n 5 A . 1 Combining Stickerscranstonmath.weebly.com/uploads/5/4/8/3/5483566/inv_snap_in_gr2_8-5a12.pdf · s e s s i o n 5 A . 1 Classroom Routines Today’s Number: Counting