In today’s lesson, we focus on breaking apart 2-digit numbers into Tens and Ones. Decomposing is one of the key components of computational thinking. After today’s lesson, we should be able to explain why it is important to break down addition problems to make them easier to solve. we do not solve any problems today, but work to master the decomposition of numbers to help us solve more complex addition and subtraction problems.
In today’s lesson, we focus on breaking apart 2-digit numbers into Tens and Ones. Decomposing is one of the key components of computational thinking. After today’s lesson, we should be able to explain why it is important to break down addition problems to make them easier to solve. we do not solve any problems today, but work to master the decomposition of numbers to help us solve more complex addition and subtraction problems.
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 33
Learn (40 minutes)
Learn (40 minutes)
Directions
Directions
1.TEACHER SAY: Today we are going to become masters at decomposing numbers. Say
DECOMPOSING with me.
STUDENTS DO: Say: decomposing.
TEACHER SAY: Decomposing is a big word that means to take apart or break down. We use decomposing in many different areas of life. Every day, we decompose processes to help make life easier for us. For example, think of a recipe for making _____ (name of popular local food). Th e recipe breaks the cooking process down into small chunks to make it easier to make the _____. We can do that with math problems too.
2.TEACHER SAY: Let’s take a look at the number 84. There are a couple of ways we can decompose this number. The first way is by drawing it as Tens and Ones. Let’s use sticks for the Tens and dots for the Ones. Show me on your hands how many Tens there are in the number 84.
STUDENTS DO: Show 8 fingers on their hands for the number of Tens.
TEACHER DO: Draw 8 sticks on the board to show 8 Tens.
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TEACHER SAY: Great. How many Ones are in the number 84? Show me on your hands.
STUDENTS DO: Show 4 fingers on their hands for the number of Ones.
TEACHER DO: Draw 4 dots on the board to show 4 Ones. Read the number aloud again, pointing to each place value representation.
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TEACHER SAY: Another way we can decompose 84 is by separating the Tens and Ones into boxes. Let me show you on the board.
TEACHER DO: Write the following on the board.
TEACHER SAY: Let’s put the Tens in the first box. There is an 8 in the Tens place. Raise your hand if you know the place value of the 8.
STUDENTS DO: Raise hands to volunteer. Selected students share their answers.
TEACHER SAY: Yes, an 8 in the Tens place has a value of 80, so we will write 80 in the first box.
TEACHER DO: Write 80 in the first box.
TEACHER SAY: I also see there are 4 Ones in the number 84. Raise your hand if you know the place value of the 4.
STUDENTS DO: Raise hands to volunteer. Selected students share their answers.
TEACHER SAY: Yes, a 4 in the Ones place has a value of 4, so we will write 4 in the second box.
TEACHER DO: Write 4 in the second box.
3.TEACHER SAY: Now we can see that 84 is the same as saying 80 and 4 or 80 + 4. When we add 2 two-digit numbers together, decomposing numbers like this is very helpful. Let’s practice some more with a partner. I would like you to find a partner using Hands Up, Pair Up.
STUDENTS DO: Find partners using Hands Up, Pair Up.
TEACHER SAY: Take out your student book and open it to page Lesson 33: Apply.
STUDENTS DO: Turn to page Lesson 33: Apply in the student book.
TEACHER SAY: Th ere are 2-digit numbers on the page. Work with your Shoulder Partner to solve problems 1 through 3. For each problem, decompose the 2-digit number using both of the strategies we discussed today.
STUDENTS DO: Work with partner to decompose each 2-digit number using both strategies.
TEACHER DO: Walk around to observe students as they work. Off er assistance as needed. Note which students may need additional instruction or support. If students finish early, have them complete additional problems. At the end of the Learn segment, use an Attention Getting Signal and prepare students for Reflect.
