Note to the Teacher: In today’s lesson, we begin to explore the regrouping process. we continue to draw Tens sticks and Ones dots, but begin to recognize quantities over 9 in the Ones place. If we have access to place value materials such as Base Ten blocks, we can use them instead of or in addition to drawing to model the regrouping process. Drawing and modeling with physical math tools reinforces the regrouping process in a tangible way and helps students connect their new learning to their existing experiences in Calendar Math.
Note to the Teacher: In today’s lesson, we begin to explore the regrouping process. we continue to draw Tens sticks and Ones dots, but begin to recognize quantities over 9 in the Ones place. If we have access to place value materials such as Base Ten blocks, we can use them instead of or in addition to drawing to model the regrouping process. Drawing and modeling with physical math tools reinforces the regrouping process in a tangible way and helps students connect their new learning to their existing experiences in Calendar Math.
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 38
Learn (40 minutes)
Learn (40 minutes)
Directions
Directions
1.TEACHER DO: Write 26 + 38 = ___ on the board. Have students help you review how to draw the place value model of the problem using Tens sticks and Ones dots.
STUDENTS DO: Help the teacher review how to decompose 2-digit numbers into Tens and Ones boxes and draw a place value model using Tens sticks and Ones dots. Selected students go to the board to record work.
TEACHER SAY: We have been working hard to solve addition problems by decomposing the numbers into Tens and Ones. In the problems we have been working on, we have added Tens to Tens and Ones to Ones and recorded the answer. Today we are going to look at more challenging problems. We are going to learn about REGROUPING. Say the word REGROUP with me.
STUDENTS DO: Repeat: regroup.
TEACHER SAY: Let’s look at the problem on the board. We decomposed the addends into Tens and Ones. We also drew a place value model of the Tens and Ones using sticks and dots. See if you can solve the problem in your head, and then Whisper the sum into your hand.
STUDENTS DO: Use mental math strategies to solve the addition problem. Whisper into hands: 64.
TEACHER SAY: Good. The sum of 26 and 48 is 64. Some of you might have added the Tens first and then the Ones. Let’s look at the Ones. I see 6 Ones and 8 Ones. 6 + 8 = 14. Can I write 14 in the Ones place? Raise your hand to share your thinking.
STUDENTS DO: Raise hands to volunteer. Selected students share their thinking.
2.TEACHER SAY: What do we do in Calendar Math when we have 9 sticks in the Ones pocket and need to add one more? Give me a Thumbs Up when you are ready to share.
STUDENTS DO: Give a Thumbs Up to share. Selected students share their thinking.
TEACHER SAY: Yes, if we have 9 Ones, and we need to add one more, we bundle the 10 Ones to make 1 Ten and move the group of 10 to the Tens pocket. That is called REGROUPING. We are regrouping the Ones into a Ten.
TEACHER DO: If helpful, use the bundles of 10 in the Calendar Math area to help students understand that they literally regroup the 10 Ones into one group of 10.
TEACHER SAY: How does that help us understand what to do in this addition problem? How do we regroup to solve it? Think for a moment and then turn to your Shoulder Partner and share your ideas. Give me a Thumbs Up when you are ready to share your ideas.
STUDENTS DO: Think for a moment and then share their thinking with their Shoulder Partner. Give a Thumbs Up when ready. Selected students share their ideas with the whole group.
TEACHER DO: Listen to students’ ideas. Note which students already have an understanding of regrouping and which students may need modeling and practice with hands-on materials.
TEACHER SAY: In the problem on the board, we have 6 Ones and 8 Ones. We know that 6 + 8 = 14. We know that we cannot write 14 in the Ones place. That is more than 9 Ones. I can solve that problem by regrouping 10 Ones into 1 Ten. Watch as I do that on the board with the place value picture.
TEACHER DO: Draw a circle around all 6 of the Ones and 4 of the Ones in the 8 picture. Explain aloud what you are doing.
TEACHER SAY: 26 has 6 Ones. If I take those 6 Ones and 4 from 38, I will have 10 Ones. If I regroup them together, I now have 1 Ten. I cannot leave the Ten in the Ones place. I have to put it in the Tens place. What does a Ten look like? How do I draw a Ten?
STUDENTS DO: Respond together: a stick.
TEACHER SAY: Yes, a stick. So I can regroup the 10 Ones into 1 Ten and turn those 10 Ones dots into 1 Tens stick, just as we do in Calendar Math when we get to 10 Ones.
TEACHER DO: Model regrouping the 10 Ones into 1 Ten, crossing out the dots and drawing a new Tens stick next to the 2 Tens sticks in 26.
TEACHER SAY: Now I can count up all of the Tens: 1, 2, 3, 4, 5, 6. 6 Tens is 60. Then I have
4 Ones dots left. 60 + 4 = 64. We regrouped 10 of the Ones to make a new Ten. Let’s try it together. Open your student book to page Lesson 38: Apply.
STUDENTS DO: Open student books to page Lesson 38: Apply.
3.TEACHER SAY: The problem we just solved is at the top of the page. There are Tens sticks and Ones dots to show the numbers in the problem. You can also see that if we add those two numbers together, there will be too many Ones in the Ones place. So we regroup 10 Ones into
1 Ten and move that new Ten into the Tens place. We count the Tens and Ones and write the answer on the blank. Do that now.
STUDENTS DO: Write the answer to the problem in the blank.
TEACHER DO: Record the first problem (56 + 35) on the board with a Tens-Ones chart below each number.
TEACHER SAY: Let’s look at the first problem together. I have also written it on the board. How many Ones are in 56?
STUDENTS DO: Call out together: 6.
TEACHER SAY: How many Ones are in 35?
STUDENTS DO: Call out together: 5.
TEACHER SAY: Stand up if you think we will have more than 9 Ones if we add 5 and 6 together. I would like to hear your thinking.
STUDENTS DO: Stand up if they know that 5 + 6 will be more than 9. Selected students share their reasoning.
TEACHER SAY: We can use the Doubles strategy to estimate. We know that 5 plus 5 is 10 and that is already more than 9, so 5 + 6 will be more than 9. What do we need to do?
STUDENTS DO: Call out together: regroup.
TEACHER SAY: Draw Tens sticks and Ones dots for the two numbers in the first problem. I will give you one minute.
STUDENTS DO: Draw Tens sticks and Ones dots for 56 and 35 in the student book.
TEACHER DO: Use Calling Sticks to select a student to draw the Tens sticks and Ones dots in the Tens-Ones chart on the board.
STUDENTS DO: Selected student draws the Tens sticks and Ones dots in the Tens-Ones chart on the board.
TEACHER DO: Model the regrouping process, doing a Think Aloud as you work. Stop and have the students repeat the process in the student book.
TEACHER SAY: Let’s regroup 10 of the Ones into a Ten. I will circle 10 Ones dots to regroup— 6 Ones dots from the 56 and 4 more from the 35 to make 10. You do it in your student book.
STUDENTS DO: Circle Ones dots to make a new Tens stick.
TEACHER SAY: We now have a new Tens stick. It cannot stay here in the Ones place, so we will move it to the Tens place, just as we do in Calendar Math. You do it too.
STUDENTS DO: Move the new Tens stick to the Tens place.
TEACHER SAY: Great, now we can count the Tens sticks. Count along with me: 10, 20, 30, 40, 50, 60, 70, 80, and the new 10 makes 90.
STUDENTS DO: Count aloud with the teacher.
TEACHER SAY: How many Ones dots do I have now?
STUDENTS DO: Call out together: one.
TEACHER SAY: I have 90 and 1 Ones dot, so our sum is 91. Thank you for helping me regroup to add. What questions do you have?
STUDENTS DO: Ask questions if needed.
TEACHER DO: Answer students’ questions or have students answer them.
4.TEACHER SAY: For the rest of the Learn segment, you will work with your Shoulder Partner to solve the last two problems. Help each other as you draw Tens sticks and Ones dots and regroup to add.
STUDENTS DO: Work with Shoulder Partner to solve the last two problems.
TEACHER DO: Walk around the room, observing students as they work. Take note of those who are struggling and may need extra instruction or support. As the end of Learn time gets close, use an Attention Getting Signal.
TEACHER SAY: Wonderful work regrouping. Keep out your student book for Reflect.
