Strand: Number
Identify the outcomes to be learned
N1.9 Demonstrate an understanding of addition of numbers with answers to 20 and the corresponding subtraction facts, concretely, pictorially, physically, and symbolically by:
- using familiar and mathematical language to describe additive and subtractive actions from their experience
- creating and solving problems in context that involve addition and subtraction
- Modeling addition and subtraction using a variety of concrete and visual representations, and recording the process symbolically.
N2.2 Demonstrate and understanding of addition (limited to 1 and 2 digit numerals)with answers to 100 and corresponding subtraction by:
- representing strategies for adding and subtracting concretely, pictorially, and symbolically
- creating and solving problems involving addition and subtraction
- estimating
- using personal strategies for adding and subtracting with and without the support of manipulatives
- analyzing the effect of adding or subtracting zero
- analyzing the effect of the ordering of the quantities (addends, minuends, and subtrahends) in addition and subtraction statements.
Big Ideas of Addition and Subtraction
Develop understanding of addition and subtraction strategies for basic addition facts and related subtraction facts.
Develop an understanding of base ten and place value concepts.
Essential Questions: How can understanding addition and subtraction help us solve problems? What is the relationship between addition and subtraction?
How does place value affect a number? How can base ten materials help us understand the strategies of regrouping for addition and subtraction?
Determine how the learning will be observed
What will the children do to know that the learning has occurred?
What should children do to demonstrate the understanding of the mathematical concepts, skills, and big ideas?
What assessment tools will be the most suitable to provide evidence of student understanding?
How can I document the children’s learning?
Plan the learning environment and instruction
What learning opportunities and experiences should I provide to promote the learning outcomes?
What will the learning environment look like?
What strategies do children use to access prior knowledge and continually communicate and represent understanding?
What teaching strategies and resources will I use?
Assess student learning and follow up
What conclusions can be made from assessment information?
How effective have instructional strategies been?
What are the next steps for instruction?
How will the gaps in the development of understanding be addressed?
How will the children extend their learning?
Lesson 1 Day 2- Adding Tens
Strand: Number
Addition and Subtraction to 100
Identify the outcomes to be learned
N2.2 Demonstrate and understanding of addition (limited to 1 and 2 digit numerals)with answers to 100 and corresponding subtraction by:
- representing strategies for adding and subtracting concretely, pictorially, and symbolically
- creating and solving problems involving addition and subtraction
- estimating
- using personal strategies for adding and subtracting with and without the support of manipulatives
- analyzing the effect of adding or subtracting zero
- analyzing the effect of the ordering of the quantities (addends, minuends, and subtrahends) in
addition and subtraction statements.
Big Ideas of Addition and Subtraction
Develop understanding of addition and subtraction strategies for basic addition facts and related subtraction facts.
Develop an understanding of base ten and place value concepts.
Essential Questions: How can understanding addition and subtraction help us solve problems? What is the relationship between addition and subtraction?
How does place value affect a number? How can base ten materials help us understand the strategies of regrouping for addition and subtraction?
Determine how the learning will be observed
What will the children do to know that the learning has occurred?
What should children do to demonstrate the understanding of the mathematical concepts, skills, and big ideas?
What assessment tools will be the most suitable to provide evidence of student understanding?
How can I document the children’s learning?
Lesson 1:Adding 10’s
Name/Comments / Adds 10to a 1-digit and a 2-digit number / Adds multiples of ten to a 1-digit and 2-digit number / Describes addition patternsPlan the learning environment and instruction
What learning opportunities and experiences should I provide to promote the learning outcomes?
What will the learning environment look like?
What strategies do children use to access prior knowledge and continually communicate and represent understanding?
What teaching strategies and resources will I use?
Materials Needed:
-SMART board or chart paper
-Coins to cut and paste/ real coins or manipulatives
-Base ten material/ cut and paste tens and ones/ place value mat
-Small hundreds charts
-Linking cubes/ cut and paste linking cubes
-Small ten frames/ power of ten cards
-Graphic organizer
-Place value numbers/ cut and past numbers
-Linking cubes in trains of ten
Before
Display power of ten teacher cards.
10+ 3
Ask: What is this number? 13 What is it made up of? A ten and 3 more.
What number sentence could we write for this? 10+3=13
What would happen if I added and other ten to this number?
We would have 2 tens and three more.
Display.
What number sentence(s) could we write for this? 20+3=23 or some students might say 10+10+3=23
What would happen if I added another ten?
Think Pair Share
Turn to your elbow partner and discuss what will happen when I add another ten to 23.
What will happen if I add another ten to 23?Look at the pattern. What stays the same? What is different?
What happens to the sum each time you add ten?
Have students return to their desk and pass out a hundreds chart to each student.
Have students place the chip on the number13. If I wanted to add ten to 13 where would I end up on the chart? 23. What operation did you do? Addition of ten.
Write the number sentence as a student says 13+10=23.
Now we are at 23 and I want to add ten more. What are you noticing as we add ten on the hundreds chart?
How is adding 10 on a hundreds chart like adding using ten frames? Different? Which do you like better and why?
During:
Today you and a partner are going to practice adding tens playing a game of CRASH.Have a student demonstrate the game with you.
Materials needed:
Small hundreds charts
Highlighter
Mini chalkboards/chalk
CRASH game
This game will have the students practice adding ten or a multiple of ten to a one or two digit number. It will be differentiated at various levels for the diversity in the classroom. Students will be partnered according to like abilities.
Evaluate their levels of understanding when they are working with their partner. Are they able to add 10 to a 1-digit or 2-digit number ad multiples of ten to the above, are they able to describe the addition patterns they see on the hundreds chart?
Show and share strategies and patterns that they discovered during the game.
After
Connect and reflect
Practice student book pages 128, 129.
Assess student learning and follow up
What conclusions can be made from assessment information?
How effective have instructional strategies been?
What are the next steps for instruction?
How will the gaps in the development of understanding be addressed?
How will the children extend their learning?
* These are questions that you can answer and we can discuss together after the lesson.
Lesson 2 Day 3 Problem using Addition of Tens
Strand: Number
Addition and Subtraction to 100
Identify the outcomes to be learned
N2.2 Demonstrate and understanding of addition (limited to 1 and 2 digit numerals)with answers to 100 and corresponding subtraction by:
- representing strategies for adding and subtracting concretely, pictorially, and symbolically
- creating and solving problems involving addition and subtraction
- estimating
- using personal strategies for adding and subtracting with and without the support of manipulatives
- analyzing the effect of adding or subtracting zero
- analyzing the effect of the ordering of the quantities (addends, minuends, and subtrahends) in
addition and subtraction statements.
Big Ideas of Addition and Subtraction
Develop understanding of addition and subtraction strategies for basic addition facts and related subtraction facts.
Develop an understanding of base ten and place value concepts.
Essential Questions: How can understanding addition and subtraction help us solve problems? What is the relationship between addition and subtraction?
How does place value affect a number? How can base ten materials help us understand the strategies of regrouping for addition and subtraction?
Determine how the learning will be observed
What will the children do to know that the learning has occurred?
What should children do to demonstrate the understanding of the mathematical concepts, skills, and big ideas?
What assessment tools will be the most suitable to provide evidence of student understanding?
How can I document the children’s learning?
Before: Using the Power of ten cards, show the ten-card and the 6 card. Ask How Much?
If they say 16 then add another ten and repeat the question. Keep adding tens but reinforce this by having students represent the number by using their bodies (act out the process of the number using fingers 36 would be 3 children holding up 10 fingers and on child holding up 6 fingers).
Have the children in the tens place stand behind each other.
Use the SMART Lesson Slides provided.
How many children would be needed to make 62? 35? 115?
Students will solve a problem of adding tens and representing using the graphic organizer.
1 DIME=10 cents
Problem:
You were at a candy store and you saw something you wanted worth 75 cents.
You found 8 cents in your pocket.
8 cents
Mrs. Muir said that she would give you some dimes so you would have 78 cents.
How many dimes did Mrs.Muir give you?
Show your work using the graphic organizer.
Extend your thinking….
How much money was left over after buying the candy?
Strategy of Make it Simpler:
You were at a candy store and you saw a candy worth 25 cents. You had 5 cents in your pocket. Mrs. Muir said that she would give you some dimes so you would have enough money.
How many dimes did Mrs. Muir give you?
What do we know?
-Candy is 25 cents
-I have 5 cents
-Mrs. Muir will give me some dimes. 1 dime= 10 cents
What do we need to find out?
-How many dimes did Mrs. Muir will give me?
What strategy will I use? How do I get started?
I will use the strategy:
5 cents + ______cents = 25 cents
I start at 5 on my hundreds chart. How many tens do I need to add to get to 25?
I need 2 tens to get to 25. 2 tens is 20.
Mrs. Muir will give me 20 cents.
I can also show using my power of ten cards.
I have 5 and I need some more to get to 25. I need to add 2 more tens. 5+10+10=25.
Mrs. Muir will give me 2 tens or 20 cents.
Where can you go from here?
I think that it is important that you find time for the students to practice the new concepts of adding tens. What games can you have to practice?
Here are a few games. You can carry on with more problem based lessons but you may want to have a game day or a game for the first ten min. or last ten min. of a lesson.
Power of Ten game: “Face Off” with a ten card up. “Ten and some more”
Power of Ten: Fill the Row
Power of Te: Friendly Bingo
Numerical value of Easter words using the place value number cards
Crash Game/ Hundreds board You can alter the game to have arrows up or subtracting tens once you have covered this concept.
Spinner game. Flip over a two power of ten cards and find the sum. Spin the spinner (10 more/20 more) represent the new number in 2 different ways This spinner game can be altered to 10/20 more 10/20 less once you have covered subtracting tens.
Here is another problem:
There are some dogs in the park. You see 18 more legs than tails. How many dogs are there?
-You may want to focus on the strategy use or make a table
Dog / Tails / Legs1 / 1 / 4
2 / 2 / 8
3 / 3 / 12
4 / 4 / 16
5 / 5 / 20
6 / 6 / 24 (24-6=18)
7 / 7 / 28
8 / 8 / 32
What patterns do you see? What is the difference of 18? How could we extend our thinking? How could we represent using a picture?
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How many ways can you form equal teams using ten children?
-focus on the concept of even and odd
Explore:
What happens when we add:
even+even=even
odd+odd=even
even+odd=odd
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Dart addition
- I can’t draw the picture but the centre has 25 next ring outward has 24, then 23 then, 22.
Leah must throw at least 4 darts to get a score of 100.
a)what is the least score she can get with 4 darts?
b)How could she get a score of 90 with 90 darts?
25 / 24 / 23 / 224 darts / 100 / 96 / 92 / 88 90 is between these two numbers
I have a lot more to share when we are together next week.