We have been working on adding 2-digit numbers. We have decomposed numbers into Tens and Ones. We have created place value drawings to show Tens and Ones. We have learned what we can do if we have more than 9 Ones and need to REGROUP them into a new Ten. Today we are going to work to solve this problem. This problem is not adding two numbers together but adding four. When might you have to add four numbers together?
We have been working on adding 2-digit numbers. We have decomposed numbers into Tens and Ones. We have created place value drawings to show Tens and Ones. We have learned what we can do if we have more than 9 Ones and need to REGROUP them into a new Ten. Today we are going to work to solve this problem. This problem is not adding two numbers together but adding four. When might you have to add four numbers together?
Math4u grade 2 first term
ماث فور يو جريد 2
math grade 2 first term
math grade 2 first term
شرح دروس ماث جريد 2 الترم الاول المنهج الجديد بأسلوب سهل وبسيط
شرح دروس ماث جريد 2 الترم الاول المنهج الجديد بأسلوب سهل وبسيط
Mathematics Teacher`s Guide primary 2
Math primary 2 first term lesson 40
Learn (40 minutes)
Learn (40 minutes)
Directions
Directions
Note to the Teacher: In today’s lesson, students work in teams of four to add four 2-digit numbers. Since this skill is new, the problems are broken into two sets of 2-digit numbers. Within a group of four students, one pair of students adds two of the 2-digit numbers (with or without regrouping) while the other pair of students adds the other two 2-digit numbers. Finally, the four students work together to add the two sums.
1.TEACHER DO: Write the following problem on the board: 25 + 14 + 35 + 17 = ______
TEACHER SAY: Turn to your Shoulder Partner and discuss. I will use Calling Sticks to have some students share their ideas.
STUDENTS DO: Turn to Shoulder Partner and discuss. Selected students share their thinking.
TEACHER SAY: Great ideas. It can be tricky to add four numbers together, especially when they are 2-digit numbers. If you have an idea how we can make this easier, give me a Thumbs Up.
STUDENTS DO: Give a Thumbs Up to volunteer. Selected students share their ideas.
TEACHER DO: If no one suggests breaking the problem into two smaller problems, offer the idea to students.
2.TEACHER SAY: I heard many good strategies to solve this problem. I like that you are thinking about it so deeply. One strategy that is helpful is to break this problem into two smaller problems. Then we can solve those problems and add the sums together at the end. Let’s try that. I need helpers.
TEACHER DO: Use Calling Sticks to select four student helpers.
STUDENTS DO: Selected students go to the front of the room.
TEACHER DO: Have two students add 25 and 14. Have the other two students add 35 and 17. Assist as needed. Allow students to ask friends for help, if needed. Students should use the strategies they have been learning as needed, such as the Tens and Ones boxes or the Tens sticks and Ones dots.
STUDENTS DO: Helpers work together, drawing place value pictures to solve the addition problems. Seated students offer help, if needed.
TEACHER DO: While students are working at the board, engage seated students in a conversation about the Commutative Property of Addition.
TEACHER SAY: I had our helpers add the numbers together in order. But does the order of the numbers matter? Could I have had _____ (helper’s name) and _____ (helper’s name) add 14 and 35 and _____ (helper’s name) and _____ (helper’s name) add 25 + 17? Share your thinking with your Shoulder Partner. Give me a Thumbs Up when you are ready.
STUDENTS DO: Seated students share their thinking with their Shoulder Partner. Give a Thumbs Up when they are ready. Selected students share their thinking with the whole group.
TEACHER DO: Listen to students’ answers to determine who is able to Apply their learning about the Commutative Property of Addition. Remember, students are NOT required to name the property. If necessary, remind students that the order of addends does not matter. When helpers are finished adding, have them continue to work on the problem.
TEACHER SAY: 25 plus 14 equals 39. 35 plus 17 equals 52. Now I would like our helpers to work together to add the two sums— 39 and 52.
STUDENTS DO: Helpers work together, drawing place value pictures to solve 39 + 52. Seated students offer help, if needed.
TEACHER SAY: 39 plus 52 is 91. So now we know that 25 plus 14 plus 35 plus 17 equals 91. Adding four numbers together seems challenging, but we can break the problem down into smaller addition problems that we know how to solve.Take out your student book and turn to page Lesson 40: Apply. You will see the problem from the board at the top of the page.
STUDENTS DO: Take out student books and turn to page Lesson 40: Apply.
3.TEACHER SAY: I will help you Count Off to get into groups of 4. Then you will work with your partners to solve addition problems. There are three problems in your student book. Two of you will add two of the addends. The other two of you will add the other two addends. Then you will add the two sums to get the total, just as we did at the board. What questions do you have?
STUDENTS DO: Ask questions, if needed.
TEACHER DO: Answer students’ questions or allow students to help each other. Then, help them Count Off to move into groups of 4. Once grouped, students begin working together.
STUDENTS DO: Work in pairs and groups of four to solve addition problems with four addends. Help each other as needed.
TEACHER DO: Walk around and observe students as they work. Off er support as needed. Take note of students who may need additional instruction. As the Learn time comes to an end, use an Attention Getting Signal. Go over the answers together.
TEACHER SAY: If your group has the answer to the first problem, raise your hand.
STUDENTS DO: Raise hands to volunteer. Selected groups share their answers. Students who got different answers will share their sums.
TEACHER DO: Confirm correct answers for all three problems.
TEACHER SAY: Good job working in pairs and groups to solve problems. If you did not get the correct answer, erase your work and try again when you get a chance. Put away your student book.
STUDENTS DO: Put away student book.
