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# Lesson Plan- Adding Pairs of Numbers to 100

Time- 45-60 minutes
Teaching- 11/16/11

Goals/Objectives-
O ontent Goals-
4 \$tudents will be able to add pairs oI a numbers that make 100
4 \$tudents will be able to apply their understanding oI place value and part-
whole relationships to adding pairs oI numbers to 100
O !rocess Goals-
4 \$tudents will be able to accurately use appropriate tools to solve problems
in eIIicient ways
4 \$tudents will be able to explain and justiIy their logic and reasoning to the
group

\$tandards (and Assessment Anchors, iI applicable)-
O ommon ore \$tate \$tandards
4 T- F Fluently add and subtract within 1000 using strategies and
algorithms based on place value, properties oI operations, and/or the
O !A \$tate \$tandards
4 A- Develop Iluency in the use oI basic Iacts Ior the Iour operations
4 - Add and subtract single- and double-digit numbers with
regrouping and triple-digit numbers, without regrouping including
problems with money
4 4A- Use models and number Iacts to draw conclusions and explain
reasons Ior conclusions

Materials and preparation-
O !oster with problems
O opies oI worksheet Ior each student (4), attached at the bottom oI lesson plan
(adapted Irom Investigation urriculum \$tudent Activity ook, Unit , pg 9)
O 5 clipboards
O \$tack oI printer paper
O Markers
O hart paper
O Manipulatives- 100`s block, 10 block and unit blocks
O 100`s chart
O Gray workbook

lassroom arrangement and management issues-
O This lesson will take place in room 11 at !enn Alexander using the round table
that is in the room I have chosen this arrangement because the round table will
hopeIully help to promote discussion because students will be able to look at each
other more easily than iI they were sitting in their traditional desks
O I will provide the material the students need I will Iirst pass out the copies oI the
worksheet, pencils I will then place the various manipulatives and other
resources in the center oI the table so all oI the students can easily access the
materials they need
O The major management concern that I have is that students may get Irustrated iI
they are having diIIiculty with the work they are doing \$ince I am only working
with Iour students I will be able to closely attend to the individual needs and
provide them with the additional support they may need throughout the lesson
!lan-
O Introduction- (10 minutes)
4 xplain to students that it is important beIore we start adding pairs oI
numbers to 1,000 that we have a Iirm understanding oI adding numbers to
100 because it will make adding to 1,000 easier
4 xplain that today we will be working on adding numbers 100
4 and out worksheets
4 \$et our manipulatives, hundreds charts, paper and markers Ior students to
use during the lesson
4 Model and work together to answer one problem Irom the Iirst part and
one problem Irom the second part oI worksheet
4 Model diIIerent strategies that can be used to solve the problems Ask the
students Ior suggestions oI what to do
\$plitting up numbers into 10`s and 1`s place Units conception
4 #ecord the diIIerent strategies on a piece oI chart paper Ior students to be
able to reIer back to throughout the lesson
O ork and xplore (0-0 minutes)
4 \$tudents will work independently on the worksheet
4 I will circulate around to provide support
4 \$tudents who Iinish early will be encouraged to come up with more than
one strategy to Iind their answer and iI needed they can work in their grey
book while they wait Ior the rest oI the group to Iinish
O DebrieI and rap-Up (0-0 minutes)
4 Discussion
AIter students complete the !airs that Make 100 worksheet, we
will come back together as a group to go over the questions
I will ask Ior volunteers to go up to the poster oI the worksheet to
explain how they did the problem
I will ask iI the rest oI the group agrees using the thumbs up and
thumbs down Ieedback system used in class
I will allow students to discuss and challenge any student
explanations they are conIused about or do not agree with
AIter the Iirst student goes through their explanation and strategy I
will ask the other students iI anyone did the problem another way
II yes, I will have them go up to the poster and share their
explanation
Throughout the discussion I will use various talk moves to get
students to think deeper and be responsible Ior their thinking:
O #evoicing
O Asking students to restate someone else`s reasoning
O Asking students to apply their own reasoning to someone
else`s reasoning
O !rompting students to Iurther participate
O Using wait time
4 rap-up
AIter we have Iinished going over the worksheet, I will conclude
by summarizing what we did in the lesson today and recapping the
various strategies we saw being used during the lesson about
adding pairs oI numbers to 100
Assessment-

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Anticipating students` responses and your possible response-
O Management issues- As mentioned above I do not anticipate any major
management issues however, students could get Irustrated iI they are having
diIIiculty I plan to deal with this by working one-on-one with the student to help
them overcome their Irustration since we will be in a small group setting I will
have more time to be able to spend with each child
O #esponse to content oI the lesson- \$ince I will be working with a small group, I
will be more available to each student to clariIy any conIusion and provide
scaIIolding and support to meet the needs oI the students in the group

Accommodations-
O \$tudents who Iind the material too challenging- \$ince I am working only with
Iour children, I will be able to circulate throughout the listen and work with
students one-on-one when needed to help support their learning
O \$tudents who Iinish early- II another student has also Iinished early I will have
them pair up and explain their answer to each other while the other students
Iinish In addition, I will have all oI the students bring their gray work books with
them so iI they Iinish early they can more work independently

name________________________ uaLe________________________

alrs 1haL Make 100

ConnecL Lhe palrs of numbers LhaL make 100

12 36

47 70

30 7

64 88

93 33
CompleLe Lhese equaLlons
______________ + 43 100
32 + ______________ 100
17+______________100
______________+ 78100