# Lesson 5

Add Within 50

## Warm-up: Number Talk: Two-Digit, One-Digit (10 minutes)

### Narrative

The purpose of this Number Talk is to elicit strategies and understandings students have for adding a one-digit number to a two-digit number. These understandings help students develop fluency and will be helpful later in this lesson when students will need to be able to add within 50.

### 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

Find the value of each sum mentally.

• $$16 + 3$$
• $$16 + 5$$
• $$26 + 5$$
• $$38 + 6$$

### Student Response

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### Activity Synthesis

• “How does looking for ways to make 10 help to find the value of the sum with larger numbers?” (You can make a ten with the ones and then add the other tens back on. $$38 + 6$$, $$8 + 2 = 10$$, $$10 + 30 + 4 = 44$$.)

## Activity 1: Revisit How Close, Add to 100 (20 minutes)

### Narrative

The purpose of this activity is for students to learn stage 3 of the How Close center which was introduced in grade 1. In this stage, each student picks 7 cards and chooses 4 of them to create 2 two-digit numbers. Each student adds the numbers and the student whose sum is closest to 100 wins a point for the round. It is recommended that at this point in the year, students begin with a target number of 50 instead of 100 in this stage.

If students are not yet able to make 2 numbers that get close to 50, encourage them to choose 2 cards, make a 2 digit number and represent the number with cubes. Then determine how many more cubes they need to get to 50 and choose the 2 cards that will get closest to that number.

Representation: Internalize Comprehension. Begin by asking, “Do you remember the game, ‘How Close?’” Invite students to recall strategies that helped them work within 20. Ask them to think about how the game will change when the target is 50.
Supports accessibility for: Memory, Attention, Organization

### Required Materials

Materials to Gather

Materials to Copy

• How Close? Stage 3 Recording Sheet

### Launch

• Groups of 2
• Give one set of digit cards to each group.
• “Today we are going to play another game of How Close. This time we will play Close to 50.”
• Display the digit cards at the top of the student page.
• “We start with 7 cards again. Think about what cards you would choose to make 2 two-digit numbers that have a sum close to 50.”
• 1 minute: quiet think time
• 2-3 minutes: partner work time
• Share responses.
• “After you make your two-digit numbers, you will write an equation showing the sum.”
• Demonstrate writing an equation on the recording sheet.
• “Now, we see whose sum is closer to 50. Talk to your partner about how you could figure it out.” (You can count up or back from 50 and see whose number is closer.)
• 30 seconds: quiet think time
• 1 minute: partner discussion
• “Then you will replace the cards you used and play again.”

### Activity

• "Now play How Close with your partner."
• 10 minutes: partner work time

### Activity Synthesis

• Display digit cards from the student page.
• “Diego made the number 38. What number could Diego make next to get close to 50?”

## Activity 2: Add within 50 (15 minutes)

### Narrative

In this activity, students find the value of sums with larger numbers using any method that makes sense to them. They may represent their thinking using connecting cubes, drawings, equations, or words. Monitor for the ways students use methods based on place value, including the language they use to describe composing a ten when adding tens and tens and ones and ones (MP3, MP6).

MLR8 Discussion Supports. Synthesis: After a strategy is presented to the class, invite students to turn to a partner and restate what they heard in their own words. Encourage students to borrow language from a display with words and phrases collected from previous lessons.
Advances: Listening, Speaking

### Required Materials

Materials to Gather

### Required Preparation

• Create connecting cubes in towers of 10 and singles.

### Launch

• Groups of 2
• Give students access to connecting cubes in towers of 10 and singles.
• “Now we are going to add larger numbers. Think about how you can show your thinking so others can understand.”
• “You have time to work independently before sharing your thinking with a partner.”

### Activity

• 5 minutes: independent work time
• 5 minutes: partner discussion
• Monitor for students who:
• Add by place value ($$27 + 15$$, $$20 + 10 = 30$$, $$7 + 5 = 12$$, $$30 + 12 = 42$$)
• Decompose 1 number to make a 10, then add the rest ($$27 + 15$$, $$27 + 3 = 30$$, $$30 + 12 = 42$$)

### Student Facing

Find the value of each sum. Show your thinking using drawings, numbers, or words.

1. $$37 + 8$$

2. $$24 + 23$$

3. $$16 + 30$$

4. $$39 + 11$$

5. $$27 + 15$$

### Student Response

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### Activity Synthesis

• Display $$27 + 15$$.
• Select previously identified students to share.

## Lesson Synthesis

### Lesson Synthesis

“Today, we played another game with a partner. We also worked through some problems independently before sharing our thinking with others. Let’s add to our chart from yesterday.”

Display chart from previous lesson and read the norms to students.

“What norms would you like to add?”

## Cool-down: What’s the Value of the Sum? (5 minutes)

### Cool-Down

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