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Math journal
Student reference book
Study links worksheets
Base 10 blocks
Quarter-sheet of paper
Anticipatory Set (List specific statements or activities you will use to focus students on
the lesson for the day.):
Math Message
46+37 and 233+158
Have students share their solution strategies. Tell them that in this lesson
they will review the partial-sums method and explore the column-addition
method. To support English language learners, explain the meaning of the
word partial. Some students may have used these algorithms to solve the
math message problems
Objective/Purpose (For the student's benefit, explain what students will be able to do by
the end of the lesson and why these objectives are important to accomplish.):
Students make ballpark estimates for addition problems. They discuss the partialsums method for addition and use it to solve problems
Students discuss the column-addition method and use it to solve problems
Input (What information is essential for the student to know before beginning and how
will this skill be communicated to students?):
Students will need to know addition fact, carrying, and single digit addition
number facts.
Students will need to understand place value and the differences between the
ones, tens, and hundredths place
Model (If you will be demonstrating the skill or competence, how will this be done?):
The teacher will write several 2-digit and 3-digit addition problems on the board.
Have volunteers use and describe the partial-sums methods to solve these
problems. Remind students that the value of each digit is determined by its place
in the numeral
Guided Practice (List activities which will be used to guide student practice and provide
a time frame for completing this practice.): Students will be guided by their teacher in
learning column addition. The teacher will guide the students in showing them that:
If it results in a single digit in each column, the sum has been found
If the sum of any column is a 2-digit number, that column sum is adjusted by
trading part of the sum into the column to the left
The concept of trading is equivalent to the idea of carrying in the traditional
algorithm. In some cultures, the words used to describe what we call trading,
translate into making and breaking. For example, when you have ten 1s, you
make a 10. When you need more 1s, you break a 10.
Closure (What method of review and evaluation will be used to complete the lesson?):
Students will solve problems 1-3 on their journal page using the columnaddition method. They can do the remaining problems using any method
they choose. Students will form small groups to share solutions.