MathExpressions:Unit2:Lesson10:ChooseanAdditionMethod

Author:SierraGruff
Datecreated:11/11/20157:42PMEDTDatemodified:01/01/20164:05PMEDT

LessonTitle
Subject/TopicArea

Mathematics

Grade/Level

Grade2

ContextforLearning

Thestudentsinourclassroomconsistsof23diverse,secondgradestudents.Thereare11girlsand12boysbetween
theagesof7and8yearsold.Thereisonestudentidentifiedasspecialeducationwholeavestheclassroomforpartsof
ELA,writing,andRTI.TherearetwostudentsthathavebeenintheTier3orlowestRTIgroupforseveralcyclesand
havebeenidentifiedbytheproblemsolvingteam(PST)tobetestedforspecialeducationatthebeginningofthisschool
year.Additionally,wehavefourstudentsidentifiedADHD,fourstudentsidentifiedasELL(threestudentsleave4
times/weekandsometimesduringtheELAblock),threestudentswhoreceivespeechtherapy,andtwostudentswho
seeoutsidetherapistsforbehavioralissues.ThebeginningoftheyearScholasticReadingInventoryresultsindicatethat
nostudentshavereachedtheendofyearproficiencygoalsasmeasuredbylexilelevels.Thestudentscomefrom
differentculturalbackgroundsanddisplayawiderangeofinterestsfromwriting,art,buildingthings,andplayingvideo
games.ThestudentsinthisclassroomhavedifficultystayingontasksoIusetheclassdojopointsasrewardsalong
withtheschoolwidePAWSticketstoreinforcepositivebehaviorandtaskcompletion.Additionally,studentscanearn
team"cast"pointsforworkingcooperativelyandfollowingdirections.Thewinningcastmembersgettobethe"Oscar
winners"attheendoftheweekwheretheycanearncertainprivilegessuchasliningupfirstforspecialsandlunch.

Standards

USACommonCoreStateStandards(June2010)
Subject:Mathematics
Grade:Grade2
Domain:NumberandOperationsinBaseTen2.NBT
Cluster:Understandplacevalue.
Standard:
1.Understandthatthethreedigitsofathreedigitnumberrepresentamountsofhundreds,tens,andonese.g.,
706equals7hundreds,0tens,and6ones.Understandthefollowingasspecialcases:a.100canbethoughtofas
abundleoftentenscalledahundred.b.Thenumbers100,200,300,400,500,600,700,800,900referto
one,two,three,four,five,six,seven,eight,orninehundreds(and0tensand0ones).
Cluster:Useplacevalueunderstandingandpropertiesofoperationstoaddandsubtract.
Standard:
6.Adduptofourtwodigitnumbersusingstrategiesbasedonplacevalueandpropertiesofoperations.
Standard:
7.Addandsubtractwithin1000,usingconcretemodelsordrawingsandstrategiesbasedonplacevalue,
propertiesofoperations,and/ortherelationshipbetweenadditionandsubtractionrelatethestrategytoawritten
method.Understandthatinaddingorsubtractingthreedigitnumbers,oneaddsorsubtractshundredsand
hundreds,tensandtens,onesandonesandsometimesitisnecessarytocomposeordecomposetensor
hundreds.
Standard:
9.Explainwhyadditionandsubtractionstrategieswork,usingplacevalueandthepropertiesofoperations.

LessonObjectives

Studentswillbeabletoaddtwodigitadditionproblemsusingvariousmethodssuchasnewgroupsabove,newgroups
below,andshowalltotalsmethod.
Studentswillbeabletochecktheirworkusingaproofdrawing.

LessonRationale

ThislessonispartofUnit2intheMathExpressionscurriculum.Unit2focusesonadditionwithin200.Thecurrentlesson,
lessonisthe5thofa5lesson"BigIdea"thatfocusesonAdding2digitnumbers.Lessons15ofunit2focusedonthe
"bigidea"ofusingplacevaluewherestudentslearnedaboutones,tensandhundredsplacevalue,thedrewquicktens
andhundreds,representednumbersindifferentwaysusingonesandtenslanguage,combinedones,tensand
hundredsthroughwordproblemsolving,andcomparednumberswithin200usinggreaterthan(>),lessthan(<),or
equalto(=).Beforelesson6,apretestontwodigitadditionwasgivenandrecorded.Thepreviouslessonsinthisunit,
lesson6,focusedonaddingtwodigitnumbersandrepresentingthenumbersusingonesandtens.Lesson7showed
studentshowtousetheShowAllTotalsmethod.Lesson8focusedonthenewgroupsbelowmethod.Lesson9focused
onthenewgroupsabovemethodandtwodigitadditionwithsumsover100.Thislesswillgivestudentstheopportunity
tochooseamethodtouse.Afterlesson10therewillbeaposttesttoanalyzedata.

LessonEssentialQuestion(s)

Whatarethebenefitsanddisadvantagesoftheshowalltotalsmethod,newgroupsabovemethod,andnewgroups
belowmethod?

BeginningOfTheLesson/Orientation
InstructionalStrategies

Atthecarpetwewillpracticeourdailymathroutine.Withthedailymathroutinewebeginwithourchart.Onestudent
fromtheclasswillbechosentoselecteitherthenumbers5,6,or7.Wewilladdthechosennumbertothenumberwe
leftoffwiththepreviousday.Iwillaskstudentsiftheymadeanewtenwhenweaddedtogettoournewnumber.If
wemadeanewtenwewillputabracketunderneathofthecolumn.Thenwewillcountthenumberswhilepointingat
thecolumnsbytensandthenbyonesuntilwegettotodaysnumberthatwelandedone.Wewillthenpracticecounting
bytensandoneswithhandsignals.Thehandsignalsflashtenfingerstothelefteverytimewecountanewtensplace.
Thenwefreezewithhandsin.Nextwefinishwiththeonesbypointingourpointerfingerstotherighteverytimewe
countanewonesplace.Thenwewriteanequationwiththetotalornewnumberfirstequalsthetensplacewiththe
onesplace.Studentleadercanbechosentohelpleadthisroutine.

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Nextwewilluncover5,6,or7coinsonthemoneyflipcharttoseeournewnumberintheformofpennies.Oncewe
uncoverthepennies,allofthepiecesusedtocoverthepennieswillbeplacedinatenscolumnatthebottomofthe
chart.Studentswillbeaskedhowmanymorepieceswouldneedtobeaddedtomaketheten.Nextwewillwritethe
mathproblemhorizontallybyaddingthetensplacewiththeonesplacetoequalournewnumber.Thenwewritethe
sameproblemvertically.Studentleadersmaybechosentocompletethesetasksfortheteacher.
OurnexttaskistheMathBoardroutine.Wewriteamathequationwrittenverticallywithyesterdaysnumberplus
ourchosennumber5,6,or7equalstodaysnewnumber.Thenweaddontoadrawingbyaddingcirclestocreateour
newnumber.Thecirclesaredrawnincolumnsoftensostudentscanseeplacevalue.Thenaroundtheparameterofthe
MathBoard,wefillintheblanksforgettoournewnumber.Weagaindiscussifwemadeanewten.Ifwedid,wedraw
alinethroughthatten.
Thefinalsteptoourdailymathroutineisthesecretcodecards.Astudentleaderwillbechosentoholduptwocards
thatcreatetodaysnumber.Onewillbethetensplacevalueandtheotherwillbetheonesplacevalue.ForExampleif
thenumberis78,thestudentwillhavea70cardandan8card.Thestudentwillholdthecardsoneinfromoftheother
andsay78isandtheclasswillrespondwith70plus8.Thenthestudentswillseparatethecardsandsay70plus8is
andtheclasswillrespondwith78.
Studentswillusesecretcodecardstochoosea2digitnumberanddisplaythesecardsinfromoftheclass.Astudent
leaderwillwritethechosennumberontheSmartboardinexpandedformandthendrawthenumberinonessticksand
tenscircles.Anotherstudentleaderwillbechosentochoseanothernumberandrepeattheprevious2stepswiththe
newnumber.Inbetweenthetwonumbersastudentleaderwillwritethecorrectsymbol(<,>,or=)andthenreadthe
newexpression.Astudentleaderwillgivetheclassasignalforthemtoreadtheexpressionaloud.Theexpressionwill
thenbereversedandstudentswillreadtheexpressioninthenewlywrittenaloud.Studentswillknowthatthe
expressionhasthesamemeaningwhenflipped.
FormativeAssessment
(ongoing)

Studentswillbeassessedupontheirstudentleadershipskillsatthefrontoftheclassandthroughclassdiscussion.
Studentsshouldbeabletoaccuratelydemonstrateandanswerthedailyroutinemathproblems.Thisroutinepractices
skillssuchascountingbytensusingvariousmethods,usingmathtalktodiscusstherelationshipbetweenones,tens,
andhundredsplacevalue,additionwrittenhorizontallyandvertically,moneyandcoinvalues,quickones,tens,and
hundredsdrawings,expressingnumbersinexpandedformthroughtheuseofsecretcodecards,andusingmathtalkto
teachandexplainmathskills.

TimeFrame

Thisportionofthelessonisestimatedtotakeapproximately10minutesoftime.

Assessment/Rubrics

N/A

PresentationOfTheLesson
InstructionalStrategies

Studentswillparticipateinaquickpracticeactivity.Usingthe120/240Poster,astudentleaderwillquicklysweepthe
pointerfromthetoptothebottomofeach10columnonthebackofthe120Posterastheclasscountsthe10groups
from130to240.Astheleaderreachesthedecadenumberineachcolumn,childrenshouldsaytogether"130!140!
150!"untiltheyreach240.Nextthestudentswillunscramblethreedigitnumbersthatarewritteninexpandedformand
putthembackincorrectorder.
Nextthetwodigitadditionproblem64+48willbeputontheSmartboardforstudents.Twostudentleaderswillbeasked
tocometotheSmartboard.OnestudentwillsolvetheproblemusingtheNewGroupsAbovemethod.Thesecond
studentwillsolvetheproblemusingtheNewGroupsBelowmethod.Studentswillteachstudentshowtheygottheir
answerusingmathtalk.Studentswillhavetheopportunitytosolve,explain,question,andjustifytheproblemstokeep
studentsengagedintheproblem.
Next,wewillhaveawholegroupdiscussionabouttheadvantagesanddisadvantagesofeachmethod.Wewillputthe
methodsinthetoolboxaswediscussthemethodssothatstudentscanseethatthesemethodsaretoolsthatweuse
inmath.Nextwewilldothesametwodigitadditionwordproblemusingeverymethoddiscussedsofar.Studentleaders
willsolveandexplainforeachmethod.

FormativeAssessment
(ongoing)

Studentswillbeassessedthroughwholegroupdiscussionandaccuracyofproblemsolvingduringwholegroupatthe
Smartboard.Thiswillalsobeanalyzedwiththedatafromtheformativeassessmentinlesson9.

TimeFrame

Theportionofthelessonisestimatedtotakeabout20minutes.

Practice:
InstructionalStrategies

Studentswillbeplacedinstrategicgroupsof3accordingtotheirformativedatafromlesson9.Eachgroupwillbeasked
toactasstudentteachersandteachtheirgrouphowtosolveeachproblem.Inthesecooperativegroups,studentscan
teacheachotherwheretheothersmaybelacking.Eachgroupwillhaveoneproblemtosolveonabigpieceofposter
paper.Eachgroupwillneedtosolvetheproblemusingall3methodsanduseaproofdrawingtochecktheirwork.
Studentswillreceiveprintedoutminipostersthathadallofthemethodsoftwodigitadditionbrokendownstepbystep
forextrastudentsupport.
Afterwewillhavestudentspresenttheirposterstotheclassandteachthestudentswhattheyhavedone.Students
willhavetheopportunitytosolve,explain,question,andjustifytheirwork.
Attachments:
1.
2.
3.
4.
5.

MathStudentEvidenceGroups
MathStudentEvidenceGroups2
MathStudentEvidenceGroups3
MathStudentEvidenceGroups4
MathStudentEvidenceGroups5

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FormativeAssessment
(ongoing)

Studentswillcompleteaformativeassessmentsheetthatasksstudentstoindependentlysolveonegiventwodigit
additionproblem.Studentsmaychosetheirfavoritemethodandtheymustshowtheirworkbyusingaproofdrawing.

TimeFrame

Thisportionofthelessonisestimatedtotakeabout30minutes.

ClosureAndSummarizing:
InstructionalStrategies

Afteranalyzingdatafromtheformativeassessment,Iwillgiveareviewusingthesmartboardtopracticequestionsthat
aresimilartotheinformationontheposttest.AfterthereviewIwillaskstudentstogivemeafistfouronhow
comfortabletheyarewithatleastusingonemethodoftwodigitaddition.Iwillpullasmallgroupasidetopracticeone
moreproblemstogetherasasmallgroupwithstudentswhofeelitisnecessary.

SummativeAssessment

Theposttestorquickquizwillbegivenatthistimewithseveraltwodigitadditionproblemsonthepage.Thisdatawill
berecordedandanalyzedincomparisonwiththepretest.Iwillmeetwithanystudentsthatdidnotshow
adequeteknowledgeofthismaterialseperatelyforextrasupport.

TimeFrame

Thisportionofthelessonisestimatedtotakeabout25minutes.

AnalysisOfData,Reflections/Modifications
Analysis

AsIreflectonthislesson,Ifeelasifstudentsarereallydemonstratingagoodunderstandingoftwodigitaddition.I
thinkthatworkingincooperativegroupsgavestudentstheopportunitytohelpeachotherandhavediscussionswithin
theirowngroupwhichreallygotthemthinkingabouttheproblemsandwhatmistakestheyaremaking.Ialsobelieve
thatgivingthestudentstheopportunitytosolve,explain,question,andjustifytheirpostersintheirgroupswiththe
classgavestudentstheopportunitytolearnwiththeirfriendsandtoseewheretheymayhavemademistakes.Thelast
minutereviewwiththestudentsreallyhelpedthemtogetinanylastminutequestionsthattheyhadbeforethe
assessment.OverallIthinkthatthislessonwasverysuccessful.Posttestanalysisshowsthatstudentsshowed
significantgrowthfromthepretest.

MaterialsNeededForTheLesson
Materials

SmartBoardTechnology
MathBoards
Markers
Posters
Posttest
Attachments:
1. Lesson10FormativeAssessmentDifferentiated.docx
2. MEUnit2Lesson10.notebook
3. TwoDigitAdditionMathReview.notebook

References

Houghton,Mifflin,andHarcourt:MathExpressionsCommonCoreTeacherEdition:Grade2,Volume1

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