Yesterday we practiced adding numbers where there were more than 9 Ones in the Ones place. We regrouped the Ones to create a new Ten. In today’s lesson, we use number cards to make two 2-digit numbers and add them with and without regrouping. To keep the sums under 100.
Yesterday we practiced adding numbers where there were more than 9 Ones in the Ones place. We regrouped the Ones to create a new Ten. In today’s lesson, we use number cards to make two 2-digit numbers and add them with and without regrouping. To keep the sums under 100.
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 39
Learn (40 minutes)
Directions
Directions
Note to the Teacher: students work with two piles of cards— one pile 1 to 4 and the other pile 5 to 9.
1.TEACHER SAY: first we are going to play a quick warm-up game called Pop Up/Clap/Snap to get us thinking about adding Ones. I will say an addition problem. If the sum is more than 9, you pop up and stand. If it is less than 9, you clap, and if it is exactly 9, you snap. For example, if I say 5 + 6, you will pop up because 5 + 6 = 11, which is more than 9. If I say 3 + 4, you will clap because 3 + 4 = 7, which is less than 9. If I say 2 + 7, you will snap because 2 + 7 = 9. Ready?
TEACHER DO: Say six addition problems that involve two 1-digit numbers. Two problems should have a sum greater than 9, two should have a sum less than 9, and two should have a sum equal to 9. After students pop up, clap, or snap, call on students to say the sum aloud.
STUDENTS DO: Listen to the addition problem and then pop up, clap, or snap based on the sum. Selected students share the sum.
1.TEACHER SAY: That was fun and got our math brains warmed up. I have a question to help warm up your brain even more: When we are adding, when do we need to regroup and when do we not need to regroup? Think for a moment. Give me a Thumbs Up when you are ready to share your thinking.
STUDENTS DO: Think about the teacher’s question. Give a Thumbs Up when they are ready to share their thinking with the whole group. Selected students answer the question.
TEACHER SAY: Today we are going to do a fun activity to practice regrouping. In today’s activity, you will work with your Shoulder Partner to decompose numbers to solve addition problems. Sometimes you will have to regroup and sometimes you will not. If you would like to come up and help Model today’s activity, give me a Thumbs Up.
STUDENTS DO: Give a Thumbs Up to volunteer. Selected student goes to the front to help the teacher.
TEACHER DO: Display your set of large number cards 1 to 9.
TEACHER SAY: I have a set of number cards 1 to 9. I will separate them into two piles. One pile will have numbers 1 to 4 and the other pile will have numbers 5 to 9.
TEACHER DO: Model separating the cards into two piles. Continue to Model game play.
TEACHER SAY: I turn over one card from the pile with 1 to 4. That is our Tens digit. My helper will turn over a card from the second pile. That is our Ones digit. Now we have the first 2-digit number in our problem. I will record it.
TEACHER DO: Write the first 2-digit number on the board. Repeat the process for the second addend. Have the student helper write the second addend on the board.
STUDENTS DO: Record the second addend on the board.
TEACHER SAY: Now we will find the sum of these two numbers. My helper and I will draw Tens sticks and Ones dots to help us find the sum. If you think you know the sum, give a Thumbs Up.
STUDENTS DO: Give a Thumbs Up if they think they know the sum.
TEACHER DO: Draw Tens sticks and Ones dots to represent the first addend.
STUDENTS DO: Helper draws Tens sticks and Ones dots to represent the second addend. Seated students offer help, if needed.
TEACHER DO: Have student helper help you regroup (if necessary) to solve the problem.
STUDENTS DO: If necessary, helper regroups the Ones to create a new Ten, then adds to find the sum. Seated students offer help, if needed.
TEACHER SAY: Good. The sum of ____ and _____ is _____. Now it is your turn to do the activity with your Shoulder Partner. Open your student book to page Lesson 39: Apply.
STUDENTS DO: Open student book to page Lesson 39: Apply.
TEACHER SAY: I will hand out sets of number cards to you and your Shoulder Partner. Remember to separate them into two piles— one for numbers 1 to 4 and one for numbers 5 to 9. Once you have your number cards, you can begin the activity. Raise your hand if you have a question.
STUDENTS DO: Raise hand to ask clarifying questions, if needed.
TEACHER DO: Answer students’ questions, if any. Hand out number cards to each pair of students.
STUDENTS DO: Work with Shoulder Partner to create and solve addition problems with and without regrouping.
TEACHER DO: Walk around the room and observe students as they build numbers, decompose them into Tens and Ones, draw place value models (Tens sticks and Ones dots), regroup when necessary, and find the sum. Off er assistance where necessary and note students who are having difficulty. As the Learn time nears the end, use an Attention Getting Signal.
TEACHER SAY: What fun we had building numbers, decomposing them, regrouping them when we needed to, and adding them. Give your Shoulder Partner a high five for playing the game with you.
STUDENTS DO: Give Shoulder Partner a high five.
