Topic: Applications for Adding on to Ten

2nd Grade

Enduring Understandings:
Number Strings happen in real life.
I can use the same methods to help me solve these problems easily.
Essential Questions:
How can I solve a real life problem with number strings?
Primary Content Objectives:
Students will know:
Real life problems have number strings.
Students will be able to do:
Recognize when number strings happen in real life.
Pick the numbers out of a real life problem.
Add these numbers from real problems using the Sum Tree and their knowledge of
doubles and tens.
Related state or national standards:
Computation and Estimation
2.5 The student will recall addition facts with sums to 20 or less and the corresponding
subtraction facts.
2.8 The student will create and solve one- and two-step addition and subtraction problems, using
data from simple tables, pictures, and bar graphs.
Patterning and Numerical Sentences
2.21 The student will solve problems by completing numerical sentences involving the basic facts
for addition and subtraction. The student will create story problems, using the numerical
sentences.
Assessment:
Formative observation data when students are solving problems; take note of who raises hands,
which partner pairs complete the task and which partner pairs have good conversations or have
trouble solving the problems.
Exit Slip
Materials and Resources:
Exit Slip
Objects for Stories:
4 Groceries with prices on them (milk, eggs, cereal and bananas);
Toys (Lego pieces);
Books at the Book Fair;

Topic: Applications for Adding on to Ten

2nd Grade

$14 (a $10 and 4 $1 separated into two groups of $2);

Math Journals for students to use in order to solve the problem.
Key Vocabulary and Definitions:
Number Strings: an addition equation with multiple numbers in the equation.
Lesson Procedures:
1. Introduction and goal orientation:
a. I am going to call tables that are sitting quietly to the carpet.
i. As you all come to the carpet make sure that you are sitting beside
someone who is going to help you focus.
ii. When you come to the carpet we are all going to face this table with these
objects; we will keep our hands to ourselves, because you will get a
chance later to touch what is on the table.
2. Connecting to prior knowledge and experiences:
a. This past week we have had a book fair in the school library, and someone came
up to me and asked me a very important question. But let me tell you the whole
story.
b. The other day, Ashley came in with money for the book fair. She was so excited,
because her Mom had given her seven dollars, but her dad gave her three more!
She came in to the classroom with a huge smile on her face, because now she
had. She had. How many dollars did she have?
i. As I tell this story I will have props (large fake money) to use in order to
show the students what is happening.
c. Raise your hand and tell me, how many dollars does she have to spend at the
book fair?
d. Why do you say she has that many dollars?
e. Oh, you started at ten, and you added two more?
f. What if I gave her two more one dollar bills, then how many would she have?
g. Does that sound like something that we have been doing this week?
3. Tasks and activities:
a. I heard another story this week. During indoor recess, Oziel, Luke, Bety, and
Mabel were playing with the Legos. Oziel had 5 Legos, Luke had 3 Legos, Bety
had 5 Legos, and Mabel had 3 Legos. If they put all these Legos in a pile, how
many Legos would they have to build with?
i. As I tell the story, I act out the story with the props that I have brought. I
will have the Legos set apart in the groups with the students name tags,
and the number of Legos written by the students name.
ii. Are there also times when we add many different numbers together, like
those number stings that we have been doing?

Topic: Applications for Adding on to Ten

2nd Grade

b. Here is another story. Pedro, Abby, Giancarlos, and Giselle went to the store.
They needed to get milk, eggs, cereal, and bananas. The milk is $4, the eggs are
$7, the cereal is $4, and the bananas are $3. How much will they spend?
i. As I tell this story, I will have props and I will act out the problem. Each
item from the grocery store will have a large label on it with the price.
c. As we are talking about these problems, I am writing the numbers and the Sum
Trees up on the board, and allowing volunteers to come up and draw a line from
the two numbers and writing the sum of the new numbers underneath.
i. This will allow them to practice the techniques that they have learned thus
far in math.
d. I will pass out sheets to the students to glue in to their math journals.
e. Glue the sheets in your journals, then write down the work that we did up here on
the board.
4. Closure:
a. When you are done, you can fill out this exit slip. When youre done, hold it up in
the air and I will collect the slip, then walk silently to a computer to begin ST
Math.
b. Then the students will do ST Math for 20 minutes.
Accommodations for individual differences:
Some students will need language support and vocabulary support in the problems. I will act out
the stories as I tell them and use the props that I labeled in order to help the students see what is
happening in the word problems.
Behavioral and organizational strategies:
Class Dojo will be used, as well as verbal praise, for students who are on task, paying attention,
listening, helping others, working hard, and persisting even if they are not reaching the right
answer right away.