Lesson 4
More Addition and Subtraction with Tens
Warmup: Number Talk: Plus or Minus 10 (10 minutes)
Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for adding and subtracting 10. These understandings help students develop fluency and will be helpful later in this lesson when students add or subtract multiples of 10.
When students share strategies based on adding or subtracting the digits in the tens place and explain why this method works, they are looking for and making use of the baseten system and expressing regularity in repeated reasoning (MP7, MP8).
Launch
 Display one expression.
 “Give me a signal when you have an answer and can explain how you got it.”
 1 minute: quiet think time
Activity
 Record answers and strategy.
 Keep expressions and work displayed.
 Repeat with each expression.
Student Facing
 \(30 + 10\)
 \(40 + 10\)
 \(80  10\)
 \(70  10 \)
Student Response
For access, consult one of our IM Certified Partners.
Activity Synthesis
 “Did anyone use the same method but would explain it differently?”
 “Did anyone approach the problem in a different way?”
Activity 1: How Many Are in the Bag? (20 minutes)
Narrative
The purpose of this activity is for students to solve two story problems involving adding or subtracting multiples of 10. Students are presented with a familiar context from a previous lesson in which students counted cubes in different bags. The quantities of cubes are described using representations that students are familiar with, and students add or subtract in a way that makes sense to them. The familiar context and representations are used to help students make sense of adding and subtracting tens. In the synthesis, students compare and connect the different representations used for each problem (MP2).
Advances: Reading, Representing
Required Materials
Materials to Gather
Launch
 Groups of 2
 Give students access to connecting cubes in towers of 10 and singles and double 10frames.
Activity
 Read the task statement.
 7 minutes: independent work time
 3 minutes: partner discussion
 Monitor for students who show:
 towers of 10
 baseten drawings
 __ tens and __ tens
 expressions or equations
Student Facing
 Jada is counting collections of cubes.
In Bag A there are 30 cubes.
In Bag B there are 2 towers of 10.
How many cubes are in the two bags all together?
Show your thinking using drawings, numbers, or words.  Tyler is counting a collection of cubes.
In Bag C there are 7 towers of 10.
He takes 40 cubes out of the bag.
How many cubes does he have left in the bag?
Show your thinking using drawings, numbers, or words.
Student Response
For access, consult one of our IM Certified Partners.
Advancing Student Thinking
If students attempt to add or subtract using single cubes (or representations of single cubes), consider asking:
 “How are you planning to find out how many cubes there are now?”
 “How could you use what we've learned about tens to solve this problem?”
Activity Synthesis
 Invite previously identified students to share their representations.
 “How are these representations the same? How are they different?”
Activity 2: Add and Subtract Tens (15 minutes)
Narrative
The purpose of this activity is for students to practice adding and subtracting multiples of 10 from multiples of 10. Students may use any method that makes sense to them, such as using connecting cubes in towers of 10, making baseten drawings, or adding or subtracting the singledigit number of tens. When students notice they can add tens to tens just like they add singledigit numbers, they look for and make use of the baseten structure of numbers (MP7).
Supports accessibility for: Conceptual Processing, Organization
Required Materials
Materials to Gather
Launch
 Groups of 2
 Give students access to connecting cubes in towers of 10.
 “Now you will practice adding and subtracting with tens.”
Activity
 5 minutes: independent work time
 5 minutes: partner work time
Student Facing

Add 20:
Equation: ____________________________

Subtract 20:
Equation: ____________________________

4 tens and 5 tens is ___________
Equation: ____________________________

8 tens take away 3 tens is __________
Equation: ____________________________
 \(20 + 60 = \boxed{\phantom{\frac{aaai}{aaai}}}\)
 \(70  20 = \boxed{\phantom{\frac{aaai}{aaai}}}\)
 \(90  70 = \boxed{\phantom{\frac{aaai}{aaai}}}\)

\(40 + 40 = \boxed{\phantom{\frac{aaai}{aaai}}}\)
Student Response
For access, consult one of our IM Certified Partners.
Advancing Student Thinking
If students count on by one or do not find the numbers that make each equation true, but are able to complete the baseten drawings and addition and subtraction statements, consider asking:
 “How did you find the number to make this equation true? How can you prove that the equation is true?”
 “How could you think about this equation as adding (or subtracting) tens?”
Activity Synthesis
 Share responses and different methods used for each problem.
Lesson Synthesis
Lesson Synthesis
Display \(4 + 3\) and \(40 + 30\).
“Today we practiced adding and subtracting tens. How are these expressions the same? How are they different?” (They are both adding 4 + 3. The first one is adding ones and the second is adding tens. You can use 4 tens + 3 tens for the second expression.)
Cooldown: Add or Subtract Tens (5 minutes)
CoolDown
For access, consult one of our IM Certified Partners.
Student Section Summary
Student Facing
We learned how to show tens in different ways.
6 tens
60
We learned how to add and subtract tens from other tens.
4 tens and 1 ten is 5 tens
\(40+10=50\)
5 tens take away 2 tens is 3 tens
\(5020=30\)