Mental Math Addition

Teacher Name Daphne Yoner Date November 15, 2018

Subject Area Mathematics Grade Grade 3
Topic Mental Math Time 60 minutes ?

Develop number sense.

GLO:

SLO:
Learning Objectives
What do you want your
students to learn?
● Describe and apply mental mathematics strategies for adding two 2-digit
numerals
● Apply mental mathematics strategies and number properties in order to
understand and recall basic addition facts and related subtraction facts to
18.(Understand, recall and apply addition facts up to and including 9 + 9
and related subtraction facts).
● Students will describe and use mental math strategies for adding two 2-
digit numbers.
● Students will describe and use mental math strategies and number
properties to recall addition facts up to 18.

Assessment Formative: Thumbs up or thumbs down. Sheets of paper with answers.

How will you know your
students have learned? Summative: Worksheet booklet.

Materials Balloons, paper numbers, tack, tape, cards, booklet.

What resources will you need?

Lesson Description Time

 Discussion: Ask questions:
● Does anyone know what mental math is?
● What is addition? What is the sign we use for adding?
Introduction ~ 2 minutes
● Does anyone know the name we have for the answer to an
addition question?

-Addition strategies: counting on, doubles, doubles plus one, doubles

take away two, doubles plus two, doubles take away two and making
ten.
-Direct instruction: Write these five strategies on the board and go
over each using an example to show how each strategy would work. (
counting on eg. 5+2 would be 5, 6, 7. Doubles eg. 6+6 think 6 and
another 6 is 12. Doubles plus on eg. 4+5, do doubles first 4+4=8 then
add one more, so 8+1=9. Doubles take away one eg. 8+7 would be
8+8+16 then take away one 16-1+15. Doubles plus two eg. 4+6, do
doubles again 4+4=8, then add two more 8+2=10. Doubles take away
two eg. 9+7, would be 9+9+18, then take away two, so 18-2=16. Then
making ten eg. 8+5, make ten by adding 5+5=10 then add the
leftovers 10+3=13.). After each strategy I will ask the students to give
me a thumbs up if they get the strategy or a thumbs down if they do
not get the strategy. ~6 minutes
-Student Participation: The students will then have the opportunity to
test it out for themselves. To do this I will have numbers in blown up
Body balloons and each new equation will be a different color of balloons. ~ unknown
So i will ask two students to go get the two red balloons from the
reading area and ask them to bring them to the front of the class.
These two students will be allowed to pop the balloon they got in
order to reveal the number inside (popping will be controlled with
tape and a pin; pops couple seconds after you poke it). Then i will use
a magnet to put them on the board and write a plus and equals sign
to make an equation for the students to evaluate. I will then ask the
students to write the answer down on a piece of paper and hold it up
so i can see the answers at the front of the class. I will then randomly
select students to answer the question: Which strategy did you use
for this equation? And after ask the rest of the students who used
that stategy too and what other ones we could have used. This
equation will then be written under the strategy(s) that it could
belong to. The balloon game will go on until all the equations have
been answered; at least one equation for each strategy. ~ 15 minutes
- Then i would like to give the students 5-7 minutes to play Doubles
Snap from the “All Hands on Deck” math book which tests the
 students knowledge of doubles and it is a fun way for the students to
remember their doubles. ~ 5 minutes
- After the students could play Adding War with the same partner
which is from “Shuffling Into Math” book, which is the same idea as
playing war where the highest card wins and you get all the cards in
play however you flip over two cards and add them together to get
the sum and whichever sum is higher gets all the cards. ~ 10 minutes
-After practicing with a couple of games the students can then go into
their work book and fill out pages 102-107, and the students will have
time to fill out the strategies worksheet after the next lesson which
encompassed the strategies for subtraction as well. I will be moving
around the classroom to see how the students are doing. ~ 20
minutes

Discussion:
● What kind of strategies did we go over today?
Closure
● What are our double numbers?

-The balloons was a create way to get the students attention however while popping
the balloons they seemed to need more instruction, their was students sitting on the
table and stealing chairs which irritated other students. The most students seemed to
offer up answers to the mathematical equations, and seemed to understand the
different strategies you can use to get those answers. Also the students were good
until they got antsy at the end and started kicking the balloons around, so ground rules
for that would be useful. The time as i assumed was not enough so it will be a
continued class for tomorrow.
Reflection - We started with going over the different mental math strategies for addition and i
believe all of the students were able to tell me the strategies and the way that those
strategies are carried out. The students were very intrigued with the hands on mental
math games that i prepared for them. Even the student that gets bored easily in math
and doesn’t want to participate wanted to do these card games and also excelled at
the concepts. All of the students seemed to be doing well. There was a conflict with
cheating however shortly after we switched up partners and that went a little
smoother. I think these students understand this concept well enough to start their
handout, in a class or two from now.