N.Y.S. English/Language Arts Learning Standards: Standard 1: Read, write, listen and speak for information

Transcription

1 Lesson: Introduce double-digit addition. Content Area: Mathematics Unit Topic: Double digit addition. Third grade 50 minutes Lesson Rationale N.Y.S. English/Language Arts Learning Standards: Standard 1: Read, write, listen and speak for information and understanding. Key idea 1: Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources. Key idea 2: Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one s own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly. Standard 3: read, write, listen and speak for analysis and

2 evaluation. Key idea 1: Listening and reading to analyze and evaluate experiences, ideas, information, and issues requires using evaluative criteria from a variety of perspectives and recognizing the difference in evaluations based on different sets of criteria. N.Y.S. Mathematics Learning Standards: Standard 3: Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry. Key idea 1: Students use number sense and numeration to develop an understanding of the multiple uses of numbers in the real world, the use of numbers to communicate mathematically, and the use of numbers in the development of mathematical ideas.

3 Key idea 2:Students use mathematical operations and relationships among them to understand mathematics Instructional Objectives Students will: 1. Generate a list of numbers. (Synthesis) 2. Classify them into groups of single digit and double-digit numbers. (Evaluation) 3. Compare the double digit numbers to single digit numbers they already know. (Analysis) 1. Students will make up their own math word problems. (Synthesis) 2. Students will describe their math problem to the class. (Evaluation) 3. Students will solve their problem. (Application) 4. Students will show that they comprehend what they have done by handing in their work so that it can be checked. (Comprehension) Adaptations: For students with behavioral difficulties: Teacher will provide brief, but clear directions.

4 For students with a learning disability in mathematics: 1.Teacher will reduce the number of math problems given. 2. Teacher will use graph paper to line up the digits. (Also used for children with visual processing difficulties.) Materials: Pencils Story on double digit addition Tens and ones blocks Lesson Opening Good afternoon. Can anyone tell me what they know about double-digit numbers? Wait ten seconds for a response; children should have a sense of double-digit numbers from previous lessons. If there is no response: I will review some of what we have discussed in our past lessons. If there are responses: Wow you all know a lot about them. Today we are going to learn how to add double digits. Lesson Body Activities: 1.Restate information about single digit addition. Such as there was only an ones place with single digit addition and now we will be working with two digits that have a tens places.

5 2.Read a children s book about double-digit addition. 17 Kings and 42 Elephants by Margaret Mahy. As I read I will ask the children some simple onedigit math problems. I will talk about the 17 kings (1 is in the tens place and 7 is in the ones place) and the 42 elephants (4 is in the tens place and 2 is in the ones place), so that the children will again be reminded of place value. 3. Ask questions for understanding. How are double digits used in the story? 4.Explain the steps it takes to obtain an answer through task analysis Step one: add the numbers in the ones column. (2+3=5) Step two: check to see if the obtained answer is greater than ten. If it is greater than ten, then carry the tens number over to the tens column. If it is not than continue. Step three: add the numbers in the tens column. (4+1=5) Step four: combine numbers to be one whole number. (43+12=55) 5.Hand out tens and ones blocks. Put five double-digit

6 math problems on the board. Go through the steps on how to get the answer. Do 5 problems with the children and then have them do 5 on their own, children with learning disabilities can do 2 or 3. Have the children explain how they answered their problems. 6. In pairs or working with a study buddy, have children answer 2 word problems. 7. Have children write in their journals about what they learned about double digits and how to add them. Make sure that they explain the steps they take to get the answer. Closure Everyone has done a great job! Tomorrow we will review what we learned today and use the ones and tens blocks again. Lesson Follow-Up Evaluation: What did I want the children to learn? What a double-digit number is. The steps involved in finding the answer. How to use the ones and tens blocks to find an answer. How will I know they learned it?

7 By having the children share their answers with the class. Correct responses for problems. By reading their journals on what they have learned and the process they took to get that answer. Lesson Resources Students: Manipulatives, math blocks Teacher: Guide for task analysis development. Math Through Children s Literature by Kathryn L. Braddon, Nancy J. Hall and Dale Taylor. Literature-Based Math Activities an Integrated Approach by Alison Abrohms. 17 Kings and 42 Elephants by Margaret Mahy