There are also versions where students subtract 10 and 100 down a number line, too.One of the skills students need to be successful on number lines is the ability to make jumps of 10 and 100. This student started at 15 and counted 35 jumps and then took one away at the end.

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Nowhere in those two standards does it say anything about the standard algorithm that we all learned in school (most likely with the language of “carry” and “borrow”), nor is the standard algorithm directly addressed in the Second Grade Common Core Standards.

Read to the end to find out how I address the standard algorithm in our classroom.

When looking at the standards above, I can see that the strategies are clearly noted in the standard: In 2. B.5 and the strategies are: As you can see, the strategies are clearly outlined in the standards.

Now within each of the above general strategy categories, there really are many different strategies that students can use and you can label them whatever you’d like in your classroom.

Or you can label the strategy with the action that the student takes in the problem (for example: Add Tens First).

However, I still make a distinction between the strategy and the model. Because students can use multiple strategies with one model.

A more recent resource that I developed to help students develop number fluency is the Make 100 and Make 1000 resource.

This resource has MANY activities where students practice making 100 and making 1000. Base-10 blocks are another model I teach students to use; however, I generally teach students to draw the base-10 blocks.

Are you interested in a free sampler of some of my Two-Digit Addition and Subtraction Products?

are how the strategies are organized on paper so that students can explain or see the strategy.

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