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Mathematics Workshop:

Four or More Addends


Learning Target
This lesson will introduce a new strategy, adding-to-make-ten. Students will utilize any
strategy they choose to solve the problem, however we will discuss the efficiency of the
various strategies.


Student Learning Objective
I can persevere and solve a problem that has four or more addends.

Student Language Objective


I can write and orally explain my strategy, asking questions to understand others
strategies.

Curriculum Connection
CCSS.MATH.CONTENT.2.NBT.B.5 Fluently add and subtract within 100 using strategies
based on place value, properties of operations, and/or the relationship between addition
and subtraction.

CCSS.MATH.CONTENT.2.OA.A.1 Use addition and subtraction within 100 to solve one- and
two-step word problems involving situations of adding to, taking from, putting together,
taking apart, and comparing, with unknowns in all positions.

Knowledge of Students
Math
Several students are ready for this lesson based on my observation of invented
strategies that resemble or use the adding-to-make-ten strategy such as EW, AU, DN,
and HS. Extension activities include:
Self-assess their response against the rubric.
Play Triple Addition Shuffle.
Other students, such as EB, AH, and ZD, may have difficulty with this strategy based
upon my observations of their place value concepts. For these students I will
encourage the use of:
Base-10 blocks, not just base-10 shorthand.
Place value mats.
The partial-sums addition steps on the anchor chart.
ELLs will benefit from partner work, discussion, and collaboration in describing
their steps and strategy.

Behavioral:

Students are going to spend time working individually at their desks, sitting on the
rug for whole-class discussion, and working in pairs which will allow student to
engage in discussion in a wide variety of areas.
Several students have some difficulty focusing at the rug:
When AU is bored he distracts others around him, although he tends to like
math and, therefore, participate. I will give him a specific place on the rug to
sit and keep the lesson brief. I will also give reminders to follow discussion
responsibilities.
HS can be defiant during circle time and, therefore, purposely acts out to
distract others from work. He tends to like math and, therefore, usually
participates. As with AU, I will give him a specific place on the rug to sit, keep
the lesson brief, and give reminders to follow responsibilities. I have also
noticed that he does well when he is invested in the lesson through
participation. I will make sure to call on him early in the lesson and give lots
of praise during partner work.
KL has difficulty focusing and usually stares off into space. I will choose a
specific space for him on the rug and make a point to include him in the
discussion as much as possible, asking him to repeat teaching points and
directions. I will also provide adequate wait time.
During the minilesson students may have some difficulty pairing off with a person
they work well together. To aid them I will pair students off quickly during that
portion of the lesson, paying attention to making sure certain students dont work
together:
AA, AU, HH, JC, and KL should not be paired as they distract one another.
HS should pair with EW to keep him interested but not distracted.
Be aware of the girlssometimes they can focus when they are together and
other times they argue/play during instructional time.

Instructional Strategies
Problem solving
Multiple entry points
Multiple ways to solve problem
Pair and share
Group share
Question and answer
Manipulatives and tools


Assessment

Formative:
I will observe strategies being used by students, asking questions to understand
student thinking.
I will select several students, presenting differing strategies at varying degrees of
complexity. Students will speak and field questions about their strategy.

Lesson Procedure
Math Message (15 minutes)
Students will complete the warm up written on the board:
Lisa has 3 pencils. Thomas has 6 pencils. Nate has 7 pencils. How many
pencils do they have in all? Show your number model and explain your
strategy.
As students are working, I will walk around and observe strategies being used,
selecting students who have differing strategies to present their work. I anticipate
the following strategies:
Open number line
Base-10 blocks
Unifix cubes
Adding certain addends first to make ten
I will ask questions to understand student thinking:
What strategy are you using?
Why did you choose this strategy?
What are you going to do next?
Pre-selected students will present their strategies. The last student to present will
have used the adding-to-make-ten strategy.

Minilesson: Adding-through-10 (10 minutes)
We will discuss whether or not this last strategy, adding-to-make-ten, was an
effective and why. We will identify the most efficient strategy.
I will wonder aloud what happens when I move the addends around in their
position and we will discuss if this does or does not change the result.
I will also wonder aloud if this strategy will work with two-digit addends.
We will discuss how we can use this strategy to help us solve problems that have
multiple addends.

Active Engagement (35 minutes)
Students will work on the following problem:
The theater has 100 seats. Four schools are sending children to see The BFG
at the theater. Riche will send 21 children. Ocean Avenue will send 13.
Riverton will send 42, and East End will send 19. Are there enough seats in
the theater for all the children? Show and explain how you figured out your
answer.
Students will work on the problem, using any strategy and tools they choose,
including base-10 blocks, unifix cubes, and ten frames.
Upon completion, students must explain their strategy to a partner. Partners will
analyze strategies and explanations using a rubric and question stems:
I agree because____.
I disagree because_____.
I dont understand______.
Can you explain what you did?

How did you know your answer was correct?


I will walk around and notice the strategies students are employing. I will ask
questions to understand student thinking:
What strategy are you using?
Why did you choose this strategy?
What are you going to do next?
What could you do to make sure your answer is correct?
How are you going to explain that to your partner?
I will select three or four students to present their strategies. I will be sure
strategies are varied, ending with the adding-to-make-ten strategy.
If students are needing further guidance, I will ask:
Reread the problem. What is the problem asking you to do?
What should be done first? Next?
What tools can be used to help you solve the problem?
What strategy did you use to solve the math message? Would that strategy
work here?
If students finish early they should:
Self-assess their response against the rubric.
Play Triple Addition Shuffle.


Presentation of Strategies and Reflection (20 minutes)
Students will come to the rug in a circle. I will sit on the floor within the circle.
Pre-selected students will present their strategies and answer questions. I will
provide sentence stems and ask questions as needed:
Does this strategy make sense?
Did anyone else use a strategy like this one?
Why did you do____?
Is there anything someone is confused about?
What tools did you use to solve the problem?
How could drawings help explain the solution?
Which strategy was most efficient?
Would this strategy work with larger numbers?

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