Title: Addition of three digits whole numbers EDE 715 Dr. Marshall by: Alexandra Diaz Subject: Math Grade: 4
Standards Addressed:
Mathematical as problem solving.
Mathematical as reasoning.
Mathematics as communication.
Mathematics as connections.
Concepts of whole number operationsWhole number computation.
a) Motivation:
Pass out ten blocks and write on board problem question:
we're going to have a Christmas party for our class and Mr. McCrain's class.
Our class is in charge of bringing cup cakes, for each person that will be there. We need to know how many person that will be there. We need to know how many cup cakes to make, but all we have is how many students are in each class. What can we do?
Using questioning, guide students toward grouping 10 ones blocks and trading for 1 tens rods, grouping tens roads and trading for one flat.
Pairs: Can you come up with a total number of cup cakes we need to make? What's the easiest way to add it all up? Can you draw me a picture of what you did?
b)Information getting:
(Discussion/discovery)
Part one Re-view of two digit addition trading ones for tens.
Share responses: highlight the grouping and trading ideas or recommend it if no one has come up with it.
Teacher: ask class to try adding by using grouping and trading.
Demonstrate: to our class and Mr. McCrain's class all of the ones we have in total, then trade ten ones for a ten road.
Teacher: ask students to interpret what you have done, draw a picture of this problem (circle 10 ones to indicate the trade).
Part Two:
Two Digit addition trading tens for hundreds
I think the other two four grade classes might feel a little left out if we don’t invite them to the party. Let’s add them to our list. There are 26 kids in Mrs. Perez’ class and 32 in Mr. Eng's class. How many cup cakes to do need to make total? With your partner, use your blocks to find the answer and then draw a picture to show what you did?
What should we do now with all of these tens?
Ask for suggestions.
If a group says trade ten tens for a flat, highlight that idea and have them draw it on the board.
Go over this same problem with the students invite them to come to the front (bulleting board) to demonstrate how they got to this answer if need more explanations this is the perfect time to ensure connecting to the problem, just like part one. More than ten ones. continue trading.
Trade more than ten tens until students are able to trade ten tens for one hundred.
Draw picture of same problem on the board, circling ten ones and ten tens to indicate trade. Let’s try adding some more problems like this.
A new problem: 35 + 25 + 31+29. Follow same procedure with blocks; wait for the student’s responses and asking them to supply answers.
Go over same problem with drawing.One more problem: 25 + 37 + 17 + 20. Let’s start with drawing this one. Draw tens and ones, again wait for students answers.
C. Closure/Conclusion
Guided practice:Let’s get back to our Christmas party.
The third graders are having a party too – since you are such a smart students, they asked for your help!
There are 19 kids in Miss Higgins class, 22 in Mrs. Lugo's class, 27 in Mrs. Kim's class and 32 in Mrs. Jimenez’s class.
How many cup cakes do they need to make? Solve in pairs, have two sets of pairs compute on board, discuss.
If need more guided practice, be ready to have fun.
Independent practice:
Review:
Share pair work, going over problem on small board.
Summarizing by questioning: What do we do when we’re adding 2 digit numbers and we have too many ones? Too many tens?
d)Evaluation
Pairs: Worksheet – The fifth grade classes were feeling a little left out, so they decided to have a party with cup cakes as well.
How many cup cakes do they need? (Give party list)
Draw picture, use blocks if you need to.When finished, see if you came up with the same thing another group did.
e) Integration
To life: real life problem
For my Special Needs Students, including ELLs.
For my ELLs have a para working with child and assits him/her, if there is the case that you are the only bilingual person in the classroom work one-on -one with your ELLs.Add the given numbers through grouping and trading – draw a picture of your addends and your sum.
The first grade classes decided to have a party with cup cakes too! We know that there are 24 students in Miss Sanchez’s class, 28 in Miss Colon’s class, 27 in Mr. Padilla’s class and 31 in Mrs. Brown’s class. How many cup cakes do they need to make? Draw a picture and use base ten blocks if you need to, work on worksheet: use base ten blocks (if needed – if don’t need manipulatives, just draw) to group and trade in order to add and then draw picture.
EDE 715
Dr. Marshall
by: Alexandra Diaz
Subject: Math
Grade: 4
Standards Addressed:
Mathematical as problem solving.
Mathematical as reasoning.
Mathematics as communication.
Mathematics as connections.
Concepts of whole number operationsWhole number computation.
a) Motivation:
Pass out ten blocks and write on board problem question:
we're going to have a Christmas party for our class and Mr. McCrain's class.
Our class is in charge of bringing cup cakes, for each person that will be there. We need to know how many person that will be there. We need to know how many cup cakes to make, but all we have is how many students are in each class. What can we do?
Using questioning, guide students toward grouping 10 ones blocks and trading for 1 tens rods, grouping tens roads and trading for one flat.
Pairs: Can you come up with a total number of cup cakes we need to make? What's the easiest way to add it all up? Can you draw me a picture of what you did?
b)Information getting:
(Discussion/discovery)
Part one Re-view of two digit addition trading ones for tens.
Share responses: highlight the grouping and trading ideas or recommend it if no one has come up with it.
Teacher: ask class to try adding by using grouping and trading.
Demonstrate: to our class and Mr. McCrain's class all of the ones we have in total, then trade ten ones for a ten road.
Teacher: ask students to interpret what you have done, draw a picture of this problem (circle 10 ones to indicate the trade).
Part Two:
Two Digit addition trading tens for hundreds
I think the other two four grade classes might feel a little left out if we don’t invite them to the party. Let’s add them to our list. There are 26 kids in Mrs. Perez’ class and 32 in Mr. Eng's class. How many cup cakes to do need to make total? With your partner, use your blocks to find the answer and then draw a picture to show what you did?
What should we do now with all of these tens?
Ask for suggestions.
If a group says trade ten tens for a flat, highlight that idea and have them draw it on the board.
Go over this same problem with the students invite them to come to the front (bulleting board) to demonstrate how they got to this answer if need more explanations this is the perfect time to ensure connecting to the problem, just like part one. More than ten ones. continue trading.
Trade more than ten tens until students are able to trade ten tens for one hundred.
Draw picture of same problem on the board, circling ten ones and ten tens to indicate trade. Let’s try adding some more problems like this.
A new problem: 35 + 25 + 31+29. Follow same procedure with blocks; wait for the student’s responses and asking them to supply answers.
Go over same problem with drawing.One more problem: 25 + 37 + 17 + 20. Let’s start with drawing this one. Draw tens and ones, again wait for students answers.
C. Closure/Conclusion
Guided practice:Let’s get back to our Christmas party.
The third graders are having a party too – since you are such a smart students, they asked for your help!
There are 19 kids in Miss Higgins class, 22 in Mrs. Lugo's class, 27 in Mrs. Kim's class and 32 in Mrs. Jimenez’s class.
How many cup cakes do they need to make? Solve in pairs, have two sets of pairs compute on board, discuss.
If need more guided practice, be ready to have fun.
Independent practice:
Review:
Share pair work, going over problem on small board.
Summarizing by questioning: What do we do when we’re adding 2 digit numbers and we have too many ones? Too many tens?
d)Evaluation
Pairs: Worksheet – The fifth grade classes were feeling a little left out, so they decided to have a party with cup cakes as well.
How many cup cakes do they need? (Give party list)
Draw picture, use blocks if you need to.When finished, see if you came up with the same thing another group did.
e) Integration
To life: real life problem
For my Special Needs Students, including ELLs.
For my ELLs have a para working with child and assits him/her, if there is the case that you are the only bilingual person in the classroom work one-on -one with your ELLs.Add the given numbers through grouping and trading – draw a picture of your addends and your sum.
1. 41 + 9 + 52 =
2. 16 + 22 + 35 + 20 =
3. 39 + 26 + 42 = 4.
28 + 19 + 43 + 11 =
The first grade classes decided to have a party with cup cakes too! We know that there are 24 students in Miss Sanchez’s class, 28 in Miss Colon’s class, 27 in Mr. Padilla’s class and 31 in Mrs. Brown’s class. How many cup cakes do they need to make? Draw a picture and use base ten blocks if you need to, work on worksheet: use base ten blocks (if needed – if don’t need manipulatives, just draw) to group and trade in order to add and then draw picture.