1. APK: Recall what a cube is (6 faces and 12 edges). Show the students a 3-Dimensional cube. “Today we are going to use these cubes to help us with adding. If I stacked nine more cubes on top of this one, how many cubes would be in this one stack (10)? Today we are going to use the tens and ones cubes to help us with double-digit addition (show students the tens cubes). The tens cubes (show manipulative) represent the number in the tens place and the ones cubes (show manipulative) represent the number in the ones place.”
2. Objective/EQ: “Today we are going to play a game that includes adding double-digit numbers using base ten blocks and the place value strategy. Before I explain those strategies further, let’s watch a video on double-digit…show more content… Play the video and work through the double-digit addition problems as a group. After each page, allow for students to take some “notes” in their math journals (vocabulary: Digits - are the numbers 0-9, they make up all of the numbers and make a tens and ones chart placing the example problem in the correct column 25+20=45). Have students write the sample problems, given in the video, in their math journals. The teacher should walk though the steps of the first two problems, reminding students to start in the ones place and then move to the tens place. Compare the ones place to the ones cubes and the tens place to the tens cubes. For the following example problems, give students time to solve the problem individually before assessing the group (thumbs up: got it, thumbs down: still need more time, or in between: unsure what’s going on). Once most of the students have thumbs up, ask for one student to walk through the step of how they solved the problem and the sum they found. Ask the group for thumbs up if they think that the answer given is correct. If a student disagrees or if the answer is incorrect, allow another student to come up and attempt the problem. When the video is complete take the ending quiz in pairs. Have students write the problems in their journals and work with a partner, using the strategies learned in the video, to solve them (start in the ones, move to the tens, restate the problem, state the sum). The teacher should observe the groups and assist…show more content… Observe the students as they play, taking note of their ability to use the place value strategy and base ten blocks to solve the double-digit addition problems. Ask key/probing questions (What strategy did you use to get that sum? Can you use the base ten blocks to show me how you found the answer? What other strategy could you use to help you find the sum?) while observing the students. Record the students learning behaviors on the class checklist (use of place value strategy, base ten blocks, and other notes). Make note of any strategies students are using other then the two being taught during the lesson (place value strategy and base ten blocks). Inform students of accommodating expectations individually (below: 3-5, above 9-12, ESOL: 3-5, D: 3-5). Evaluate and adjust the game as needed based on individual student needs.
12. Give students a two-minute warning and then call them back to the carpet. Ask students to raise their hand if the got 3 done, what about 5 done, 8 done, all of them done! Y’all did a great job. I saw many of my friends using the base ten blocks and the place value strategy! I am so proud of
