Lesson Title:​​ Break Apart Addends as Tens and Ones

Teacher: ​Braden Pelly

Grade Level:​​ 2
State Standards Connection:
Standard 2.NBT.9
Explain why addition and subtraction strategies work, using place value and the properties of
operations. Explanations may be supported by drawings or objects
Specific Learning Objective:
Apply place-value concepts when using a break-apart strategy for 2-digit addition.
Language Objective:
Children explain to a partner one example of how you break apart addends to add tens and then
add ones.
Materials:
Break Apart Addends as Tens and Ones Handout, Pencil, Expo Markers
Anticipated Time Frame: ​30-45 minutes

Instructional Procedures
Engage and Launch:
“Hi class, please come join me on the rug. Today we are going to talk about how to break apart
two digits numbers to make double digit addition easier and more fun!”

Explore:
Essential Question: How do you break apart addends to add tens and then add ones?
Start by explaining to students that double digit numbers can be broken up into two addends.
This is called tens plus ones. Show the example, 25, 36, 42
25= 20+5
36= 30+6
42= 40+2
Write the problem 23+17 on the board.
“Talk to the people around you about how you can break apart this equation. Does anybody have
a guess? It’s okay to be wrong, we will be working through this together.”
Allow students an opportunity to engage in small group discussion.

Explain/Summarize:
“In order to solve this equation, I must break 23 into two different parts: 20 and 3. I must also
break 17 into 10 and 7. By doing this, we are finding a tens number in order to make it easier to
add. Who can tell me what the tens numbers are?”
Write the problem out on the board as follows:
 23 = 20 + 3
17= 10+7
+_______
30+10
“Now class, together, lets add 20+10. Write down answer on the board. Now, let’s add 3+7. Can
someone raise their hand and tell me what answer they got?” Answer should be 40.

“Let’s try another.”

44+51
I must break 44 into two different parts: 40 and 4. I must also break 51 into 50 and 1. By doing
this, we are finding a tens number in order to make it easier to add. Who can tell me what the
tens numbers are?”
44= 40+4
51= 50+1
+_________
90+5

“Now class, together, lets add 40+50. Write down answer on the board. Now, let’s add 4+1. Can
someone raise their hand and tell me what answer they got?” Answer should be 95.

Elaborate/Extend:
“How is everyone feeling about trying some of these types of problems on their own?
If class shows concern or are not making connections, continue whole group modeling.
If class shows an understanding, direct them back to their seats to complete the handout

Remember, we are trying to break up the number in order to find a tens number in order to make
adding easier.”

Evaluate/Assess:
Hand out handout for the students to complete individually. This will identify if re-teaching
needs to take place.

Adaptations for Gifted/Talented, ELL and Special Education:

For students that need extra assistance or behavior management, teacher will remain active
throughout the classroom in order to shutdown any behavior that takes away from the individual
work. Additional scaffolding and modeling of the lesson and its procedures may be provided for
those that need it.
Handout