Addition to 30 without regrouping numbers

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Students can add numbers to 30.

2.OA.A.1

2.NBT.B.5

It is important to be able to add to 30, so students are able to combine larger amounts.

First practice on the number line to 30 by asking which balloon is shown at the question mark. Then practice with an addition problem on the number line to 20.

First discuss the importance of being able to add to 30. Then the goal is explained in three ways, visually, in the abstract, and as story problems. You can choose which to use by selecting in the menu bar in the bottom right of the page. Otherwise you can start at the beginning with a visual explanation. Use the images to explain how to add to 30 by counting on with the images shown. Then explain the abstract addition problems. Tell the students that they can solve these problems by composing to a nearest ten. Suggest that students imagine a number line to support their addition. Students can also solve the problem in their head. Finally, go through the steps of a story problem with the students. Each type of explanation asks for discussion and explanation by the teacher, gives problems for the students to solve, and then checks for understanding.

Check that students understand addition to 30 by asking the following questions:

- Why is it useful to be able to add to 30?

- What do you look at first when adding to 30?

Students first practice adding with visual support, then they practice without visual support, and finally students are given a sotry problem.

Ask students to complete the two problems with money on the interactive whiteboard.

Students who have difficulty imagining a number line or add without visual support can be supported by the use of a number line, or blocks/manipulatives to use while adding.

Optional: blocks or manipulatives

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