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 second term
ماث فور يو جريد 2
math grade 2 second term
math grade 2 second term
شرح دروس ماث جريد 2 الترم الثاني المنهج الجديد بأسلوب سهل وبسيط
Mathematics Teacher`s Guide primary 2
Math primary 2 second term lesson 68
Learn (40 minutes)
Directions
Note to the Teacher: In today’s lesson, students continue to connect their understanding of place value to the 1, 10, and 100 LE notes. This lesson focuses on adding with regrouping.
1. TEACHER DO: Display the place value/money mat on the board. Have your large banknotes nearby.
TEACHER SAY: Yesterday we looked at how our 1, 10, and 100 LE notes are similar to Ones, Tens, and Hundreds in place value. How many Ones does it take to make a Ten? Call out if you know.
STUDENTS DO: Call out: 10.
TEACHER SAY: Good. And how many 1 LE notes do we need to make a 10 LE note?
STUDENTS DO: Call out: 10.
TEACHER SAY: Great. How many 10 LE notes do we need to make a 100 LE note? Lean and Whisper to your Shoulder Partner.
STUDENTS DO: Call out: 10.
TEACHER SAY: There seems to be a pattern. We looked at this pattern a couple of weeks ago when we were adding and had too many Ones in the Ones place. When that happened, we regrouped them to form a Ten. In the real world, we do not have to regroup our 1 LE notes if we have more than nine, but we could. We could trade ten 1 LE notes for one 10 LE note. Let’s see how understanding these patterns can help us add money. Take out your Mathematics Student Book and turn to page Lesson 68: Apply.
STUDENTS DO: Take out student books and turn to Lesson 68: Apply.
2. TEACHER SAY: Today we are going to be adding and subtracting money. We will use what we know about place value and regrouping to help us. In your book, you see a place value/ money mat like the one we used in our last math lesson. Let’s work together to solve some practice problems, then you can try some on your own. Take out your money. You and your Shoulder Partner will share.
STUDENTS DO: Take out banknotes.
TEACHER SAY: Let’s solve a problem together. Work with your Shoulder Partner to put 560 LE on your mat.
STUDENTS DO: Work with Shoulder Partner to put 560 LE on one mat.
TEACHER SAY: Now, add another 350 LE to your mat.
STUDENTS DO: Work with Shoulder Partner to add 350 LE to the mat.
TEACHER DO: Write 560 LE + 350 LE = _____ on the board.
TEACHER SAY: We could just count the money to find the sum of 560 LE and 350 LE, but instead let’s use what we know about place value and addition to find the sum. Where do we start when we are adding numbers?
STUDENTS DO: Call out: Ones place.
TEACHER SAY: Look at the banknotes in the Ones place. How many 1 LE notes are there?
STUDENTS DO: Call out: none/zero.
TEACHER SAY: Well, that was easy to add. We have zero Ones. Now count your 10 LE notes. Raise your hand when you know how many there are.
STUDENTS DO: Count their 10 LE notes. Raise hand when they are finished. Selected students answer the question.
TEACHER SAY: We have eleven 10 LE notes. Can we leave them all in the Tens column? Put your finger on your nose if you would like to share your thinking.
STUDENTS DO: Put finger on nose to volunteer. Selected students share their thinking.
TEACHER DO: Confirm accurate responses. Correct misconceptions. If necessary, help students connect their thinking to what they know about place value.
TEACHER SAY: We know that we can only have up to 9 Tens in the Tens place. We have 11. What should we do?
TEACHER DO: Use Calling Sticks to select students to share their thinking. If students are unsure, prompt them to think about Calendar Math and the process they use when counting school days.
STUDENTS DO: Selected students explain how to resolve the issue of too many 10 LE notes in the Tens column.
TEACHER DO: Confirm correct responses. Correct misconceptions. If necessary, help students connect their thinking to what they know about place value.
TEACHER SAY: We must regroup the 10 LE notes. How many 10 LE notes does it take to make a 100 LE note?
STUDENTS DO: Call out: 10.
TEACHER SAY: Wonderful. Make a group of ten 10 LE notes.
STUDENTS DO: Make a group of 10 LE notes.
TEACHER DO: As students are working, model the process at the board.
TEACHER SAY: Trade your ten 10 LE notes for one 100 LE note.
STUDENTS DO: Trade their ten 10 LE notes for one 100 LE note.
TEACHER DO: As students are working, model the process at the board.
TEACHER SAY: Where should we put the 100 LE note?
STUDENTS DO: Call out: the Hundreds column.
TEACHER SAY: Excellent. Put your new 100 LE note in the Hundreds column with your other 100 LE notes.
STUDENTS DO: Place the 100 LE note in the Hundreds column.
TEACHER DO: As students are working, model the process at the board.
TEACHER SAY: Now what is our last step for solving this addition problem?
STUDENTS DO: Call out: add the 100 LE notes.
TEACHER SAY: Do that now. Give me a Thumbs Up when you and your Shoulder Partner have the answer to 560 LE plus 350 LE.
STUDENTS DO: Count the money to find the sum. Give a Thumbs Up when ready.
TEACHER DO: As students are working, model the process at the board. Call on students with Thumbs Up to give the answer.
TEACHER SAY: Wonderful work. The answer is 910 LE.
TEACHER DO: Add the answer to the equation on the board.
3. TEACHER SAY: Let’s try another one. Work with your partner to put 290 LE on your mat.
STUDENTS DO: Put 290 LE on their mat.
TEACHER SAY: Now add 475 LE to your mat.
STUDENTS DO: Add 475 LE to their mat.
TEACHER DO: Write 290 LE + 475 LE = _____ on the board.
TEACHER SAY: Now add the 1 LE notes in the Ones column. Give me a Thumbs Up when you and your partner are done. I will select a pair of you to share your answer and show your work at the board.
STUDENTS DO: Add the 1 LE notes. Give a Thumbs Up when they are done. Selected students share their answer and demonstrate their work at the board.
TEACHER DO: Repeat the procedure for the banknotes in the Tens column and then the Hundreds column. Have students share their answers and demonstrate their work. Encourage them to answer other students’ questions.
STUDENTS DO: Continue to work together to regroup and add the money on their mat. Selected students share their answers and explain how they solved the problem. Seated students ask questions if needed.
4. TEACHER DO: If time allows, repeat the procedure with another problem, such as 749 LE + 65 LE.
STUDENTS DO: Continue to work together to regroup and add the money on their mat. Selected students share their answers and explain how they solved the problem.
TEACHER SAY: Great work today solving money problems with addition and subtraction. Leave out your student book for Reflect.
Reflect (5 minutes)
Directions
Note to the Teacher: Today students reflect on everything they have learned over the last couple of weeks.They identify something they are proud of learning and something they are still working on. This type of reflection helps build students’ awareness of and responsibility for their own learning and helps them appreciate their progress over time.
1. TEACHER SAY: For Reflect today, I want you to think about all we have been working on over the last couple of weeks. What is one thing you are proud of learning? What is one thing you are still working on? Write about or draw your thoughts and ideas on page Lesson 68: Math Journal.
STUDENTS DO: Reflect on their learning. Identify something they are proud to have learned and something they are still working on. Record ideas in the student book.
TEACHER DO: As students work, walk around and review some of their entries. Ask some students to explain or elaborate. The Math Journal pages are an excellent source of formative assessment data.
TEACHER SAY: Good work today. You are such wonderful thinkers in mathematics. We all have things we are still working on and I am very proud of you. Put away your student book for today.
STUDENTS DO: Put away student book.
