Kaitlyn Amato

October 19, 2016

Mr. Petchel: Grade 4

Lesson 27: Mixed Review: Target Thousands Game

Mathematics: Whole Class and Partner Practice

  1. Title: Target Thousands

2. Lesson Essential Questions

  1. Will the students be able to demonstrate with complete understanding how to carry over when performing addition/subtraction problems?
  2. Will the students be able to identify how to create a problem that will give them a sum or difference closest to the target number?
  3. Will the students be able to recognize how to utilize inverse operations to get their answers?
  1. Standards:

New Jersey

CCSS.MATH.PRACTICE.MP2

  • Reason abstractly and quantitatively.

CCSS.MATH.CONTENT.4.NBT.B.4

  • Fluently add and subtract multi-digit whole numbers using the standard algorithm.

CCSS.MATH.PRACTICE.MP6

  • Attend to precision.

CCSS.MATH.PRACTICE.MP8

  • Look for and express regularity in repeated reasoning.

4.

Learning Objectives / Assessments
The students will be able to create the sum or difference closest to the target number asked of them using inverse operations. / The students will be able to place their digit cards appropriately to reach the target and then check their work using the inverse operation (addition).
The students will be able to identify which numbers should go in which place value in order to reach the target. / The students determine that the thousands digits should equal the thousands target in order to get as close as possible to the target. Students will have to rearrange their digit cards appropriately.
  1. Materials:
  • Digit Cards
  • “Target Thousands” recording sheet
  • Communicators
  • Expo Markers/ Erasers
  • SAB 72 (Unit 5)
  1. Pre-lesson assignments and/ or prior knowledge:

Students have been working on this concept in previous lessons through partner work. The objective in those lessons was to emphasize how to carry over so that students could get additional practice with the concept. However, in this game, students are asked to reach a target number using the cards that they have, making them think more critically as to what numbers should be placed in what column and how carrying over can influence how to get as close as possible to their target number.

  1. Lesson Beginning:

The class always completes a ‘warm up problem’ while the homework is being check so that they stay focused. Students will then be introduced to the Target Thousands Game by the teacher. The teacher will model a turn or two while receiving input from the class as to where the digit cards should be placed. Since this is a partner game, at the end of the time period, the class will discuss which set of partners had the lowest scores. The goal is to create addition or subtraction problems that have sums or differences close to target numbers.

  1. Instructional Plan:
  • The students will have the game modeled for them by the teacher while still being involved by giving their input as to where to place the digit cards/ providing reasoning for it.
  • Students should use number sense, place value concepts, and mental math skills to predict good combinations of cards for their target numbers (algorithm will be recorded on sheet).
  • Students will play in partners. Each set of partners should deal out ten digit cards. Partners may use as many or as few as they want to create an addition or subtraction problem with a sum or difference closest to the target number. The score is the difference between the resulting sum/difference of the target number.
  • Example: If the digit cards are 9,4,5,2,3,6,6,0,1,2, they may create 496+503 to make the sum of 999 to get close to the target of 1,000. The score is 1 for that round since that is the difference.
  • Once solutions have been created for all five target numbers, partners find the total points for their game. The goal is to have the lowest score.
  • Students will reconvene as a whole class to discuss the strategies that they used and why they chose to do so. Students will be asked to explain their reasoning for their decisions to get the lowest possible score.
  • Students will be asked to clean up their materials and will be given their extension activity which is SAB 72 of Unit 5.
  • Differentiation:

The teacher will monitor the students throughout the activity to ensure that students are understanding how they should place the digit cards in order to reach the target number while still getting the lowest score possible. For those students struggling to understand, the teacher will work with them for a round or two to model the thinking (think aloud) behind the placement of the digit cards. Students will then be able to continue practicing by playing with their partner.

  • Questions:

Would it make sense to use the same cards to reach each target number?

Do you think that I should consider regrouping to get my answer? Why could that help me get to my target number?

If my I reach the number 976 and my goal was to reach 1,000, what is my score?

With this set of cards, where should I place them to get to a target of 2,000?

Who can remind me what the word ‘inverse’ means?

How am I going to use inverse operations to get the difference and my final score?

  • Classroom Management:

Having a warm up problem to complete while the homework is being check will allow for the students to be reminded of what they worked on the day prior, but also so that they do not get too distracted while waiting. Students understand that they are to be respectful, quiet, and diligent whether they are working as a class or with partners. If students prove that they cannot work around the room and with a partner of their choosing, they will be asked to return to their seats where they will either work with a teacher or be assigned a different partner.

  • Transitions

After homework is reviewed, it will go in their homework folders and students will have their communicators on their desk so that they could do the addition/ subtraction problems as the teacher models. Once this is complete and the class demonstrates understanding, students will be asked to find a partner and digit cards. Students will be allowed to work around the room.

  1. Closure

After the students have completed playing with their partners, the teacher will ask them to clean up their materials and put them away in their designated of the room. Students will be asked to return to their seat where they will go over strategies that they used to reach the target number. Once completed, the class will be given their homework for the night and then told to pack up prior to dismissal.