Sophie Williams

ED 405
19 July, 2019
Math Lab Approach
PREPARATION SHEET:
TITLE: Adding Large Numbers
CO: ​Students will be able to add large numbers without manipulatives.
LO: ​Students will be able to explain to a neighbor what they learned about adding large numbers
without manipulatives.
LT: ​Students should be able to say, “I can add large numbers without using manipulatives.”
SIOP Focus (list 4 and explain):
Building Background: ​When it comes to explore and experiment, you should allow the students to begin
by showing knowledge that they have previously learned i.e. building on past knowledge with adding
numbers.
Strategies: ​Give the students different types of manipulatives that they can use i.e. popsicle sticks, base
10 blocks and hierarchical materials.
Interaction:​ The students will have the opportunity to interact with one another and collaborate as they
solve the problems.
Practice & Application:​ Using manipulatives to use trial and error processes. They use the
manipulatives to find the numbers and then are able to add the numbers in standard notation and then
add from there.
Writing traits (list 2 and explain):
Ideas: ​Students can share their ideas for solving problems, using manipulatives and the best ways to
exchange the manipulatives when there are too many and an exchange is necessary.
Organization:​ The students can organize the manipulatives into groups of base 10 for example, to make
it simpler to solve the problem.
Differentiated Instruction (list 2 and explain):
Learning Environment: ​Everything in the environment contributes to the learning of the student: the
classroom should be setup in a way that allows the students easy access to the manipulatives and can
group together to work cooperatively.
Process:​ As the students use manipulatives, they will begin by building on background knowledge and
then the process develops as they practice adding large numbers together using the manipulatives. This
process can happen through the gradual release of responsibility, as students work together in groups,
and by giving the students varying lengths of time to complete a task.
Big Idea emphasis for the algorithm: ​When there are too many to write, make an exchange.
BP Teaching structures (list 2 and explain):
Gradual Release of Responsibility:​ The GRR is practiced as you allow the students to try to figure
things out on their own, work together in a group, and then share what it is that they learned/the
answers that they got.
Classroom Workshop:​ It is a workshop because they are given the chance to work together in groups
and on their own to solve the problems, ask questions and come up with the answers.
Key Idea emphasis from Ch 10:
● The number of units depends on the size of the unit
● When a length is being communicated, the number is meaningless without the unit
Big Ideas from Ch 10:
● When we have a figure for which there is no area formula, we rearrange the shape to get a figure
for which we have an area formula.
● When the shape is unfamiliar, change it into a familiar shape.
Big Ideas from Ch 11:
● Straightness
● Congruence
● Similarity
● Parallelism
● Perpendicularity
● Symmetry
Big Idea for Problem Solving:
● Separate the Problem into easier parts
● Work backwards
EXPLORE AND EXPERIMENT
TITLE: Adding Large Numbers
CO: ​Students will be able to add large numbers without manipulatives.
LO: ​Students will be able to explain to a neighbor what they learned about adding large numbers
without manipulatives.
LT: ​Students should be able to say, “I can add large numbers without using manipulatives.”
Name of Activity #1: Roll of the Dice Addition
Name of Activity #2: Gloves and Socks
● Review basic facts and meaning of the operation.
○ Instructions for Activity #1:
■ Roll a pair of dice for a partner
■ Partner states what they believe the answer to be (​SIOP: Interactions; WT: Voice)​
■ Switch roles
■ Repeat
○ Instruction for Activity #2:
■ Come forward and put some gloves and some socks into a box (​SIOP: Strategies; WT:
Organization)​
■ Record how many of each that was put into the box
■ Invite a peer to come forward and put some gloves and socks into the box
■ Record that number
■ Together with your peers, figure out how many are in the box
● Show them what the algorithm looks like through the use of manipulatives
Instructions for the teacher to follow:
● Build on background knowledge by reviewing basic facts and the meaning of addition
● Develop the algorithm through the use of manipulatives
● Make sure to identify when you fulfill a step for developing the algorithm
● See sample dialogue below:

TEACHER STUDENTS

Hello boys and girls! Get ready to partner up and Students are put into pairs (​SIOP: interaction; WT:
when I say “Go!” roll the die for your partner. Voice)

After that, you will trade roles. Any questions

about what we’re doing? GO! Student A: *rolls die* and gets 3+4 (​SIOP: Practice
and Application; DI: Product)
Student B: “7!”
Great job boys and girls! Find a new partner.
Ready, set, GO!

Boys and girls you are getting really good at this

activity! How about we practice a similar activity,
but with popsicle sticks?

Students pick a new partner and do the same

activity again.

Okay!

Great practicing! What do you think that we can

do to make this activity more exciting class?!

That is a great idea! What can we use to add larger

number?

Good idea! Can you give me two really large

numbers boys and girls?

What if we add large numbers?

Those are really large numbers. Will you write
those in standard notation for us?
Hierarchical materials!

Student A: 1,564!
Student B: 637!

Yes! We can also help you set up the problem

 using manipulatives!

I see what you did to set it up! What big ideas can
we use to solve this problem?

Well, when there are too many to write, we have

to make a trade!

Wow! You are getting really good at this! What

should we do next?

We need to add like units to get to the final

answer!
Great! Let’s keep an organized record. What
patterns do you see?

STATE THE HYPOTHESIS

Teacher Student

Ms. Williams we know how to add large numbers

without using manipulatives!
You do! You have had a lot of opportunities to
practice. Can you show me and explain to me how
you got to your answer?
Okay! Pretend that we have this problem:
 532
+309
---------
Wow those are really large numbers! What do you
do first in order to solve this problem?
Well, the first thing that we do is add the one’s
place value together. 2 plus 9 is 11. 11 is too big of
a number to write, and so we make a trade and
move the 1 in the 11 which is actually a 10 to the
tens place.
Hmm...I thought the number was 11 not 10
though. Why did you do that?
We did it because 11 is actually one 10 and one 1.

Okay! That makes sense. Okay keep explaining it

to me. In the next part, we write the 1 in the One’s place
to represent the 1 in 11 and we will write a little
one in the problem in the Tens place so that you
can see that we moved the 10.

1
532
+309
---------
1
Cool! How do you do the next part of the problem?
So, we do the same thing as we did before, except
this time we are working with the tens place. We
have 3 tens, 0 tens, and the 1 ten that came from
the ones place. That also means 30, 0, and 10
which equals 40. In the answer we will write an 8
in the tens place.
1
532
+309
---------
41

That’s really interesting! What now?

The last part that we do for the problem is
combine the hundreds place. We have 5 one
hundreds, and 3 one hundreds. That is the same
thing as 500 and 300 which equals 800.
1
532
+309
 ---------
841

841 is the final answer that we got!

Great work! Is there something that you think that

you can do to test your hypothesis more?
We could work with groups!

That’s a great idea!

TEST THE HYPOTHESIS

After the students have created their hypothesis, they will test their hypothesis in one of the following
ways while working in a group:
● Create unique problems for one another
● Find problems from their textbook and solve them
● Use an app that is able to generate the problems for them
The students in the classrooms will be put into groups of three or four students. Each of the problems
that the students solved, will be tested by the other students. The first student will use their hypothesis to
solve the problem, the next student will use manipulatives of their choice to solve the problem and the
last student will use a calculator to check the answer. After each problem, the students will switch their
roles so that everyone has the opportunity to test the hypothesis in different roles. The students will have
the opportunity to explore different problems and use their creativity to come up with solutions.
The teacher will walk around the classroom and visit the different groups. They will ask the students any
clarifying questions about the work that they have done/are doing.
KEEP AN ORGANIZED RECORD

Teacher: “Let’s keep an organized record!”

Students:

541 943
+257 +101
-------- -------
798 1,044

541 943
+257 +101
-------- -------
8 4
90 40
+700 1,000
-------- --------
798 1,044

IDENTIFY PATTERNS
Teacher: “What patterns do you see”?
Students:
1. We always add like units together, so the ones get added together, the tens get added together,
and the hundreds get added together.
2. The final answer that we get for the problem is bigger than both of the other numbers.
3. When there are too many to write, we make a trade which means that we put the number in the
next place value.
4. Any number added to zero doesn’t change the number.
5. If you add an even number and an odd number together, you get an odd number.
The teacher makes a list of the patterns that the students were able to identify and hangs them on the
wall for the students to see.
CO: Students will be able to add large numbers without manipulatives.
Practice Activities

Name:​ Expanded Forms (Computer Game)

Review: This game is perfect for a second grader! It gives the students the opportunity to add

numbers together, but rather than adding two large numbers together, it only gives students the

opportunity to add one large number with smaller numbers (i.e. 600 + 8). I think that in order for

the game to be better they need to also give students the opportunity to add multiple large

numbers together!

Rating: *** out of *****

Name:​ Rocket Space Math (App)

Review: This game gives students many opportunities to add smaller numbers together as well as

do other math activities such as greater than and less than. Because it was a space game, it has a

lot of fun sounds, colors and pictures! I think that this game would be perfect for a first or second

grader, but should incorporate more opportunities for students to add large numbers in third and

fourth grade.

Rating: ***out of *****

Name:​ MathBoard Addition (App)

Review: This game is awesome! It provides an opportunity for students from second to fourth

grade to add both smaller as well as larger numbers together. Students can review easier addition

facts as well as challenge themselves with adding larger numbers!

Rating: *****out of*****

Assessment Activity

Activity:​ Too Many to Write

● Instructions:

○ Pair up with a partner

○ Solve the problems on the worksheet first on your own without using manipulatives.

○ Have your partner check your work.

● Materials:

○ Worksheet with Zillions of numbers

○ Pencil
Remediation Activity

Error:​ The child is adding the numbers in the algorithm for left to right rather than from right to left.

Instructions:

● Have the child tell you what their hypothesis is

● Have the child solve a problem such as 618 + 782 using their hypothesis and have them keep a

written record

● Have the child check answers with manipulatives

● Have the child repeat the problem until they no longer make mistakes

Diagrams:

Written Record: Possible Manipulatives for Students to Use:

​11
618
+782
---------
3011

​ 1 1
618
+782
---------
1400

1 1
618
+782
---------
1400

Teacher Students

Hmm...that’s interesting how you did that problem, can

you explain to me how you got your answer?

I just started adding the numbers one at a time. I began

with the hundreds place and then added from left to
Okay. I see what you did! What do you think that you right and got my answer.
can do to check your work?

That’s a great idea. Try it out and see if you get a I can do the problem using manipulatives!
different answer to the problem.
Extension

Name:​ Multi-Digit Addition: Mad Scientist Edition (Computer Game)

Review: This game is super cool! It is inviting, fun, and gives students the opportunity to not only

become more interested in math, but also in science. It gives students the opportunity to more

deeply understand the importance of place value and what it means. The numbers that they are

adding are really big sometimes which can provide a challenge for students!

Rating: **** out of *****

Name:​ Place Value Machine

Review: This game is great in that it helps students to become more familiar with larger numbers

and their place values. It gives students the opportunity to use manipulative practice, but it

doesn’t give them the chance to add the large numbers together, like I had originally thought and

hoped it would!

Rating: ***out of *****

Name:​ Times Table Practice

Review: This game is great for a 3rd grader that feels really confident in adding numbers together

and is needing more practice with their multiplication. It has awesome sounds and takes the

students on an underwater adventure where they can practice their one-digit multiplication

tables! If students are needing a more challenging game to practice adding really large number,

this wouldn’t be the game that I would recommend.

Rating: ***out of *****

FIELD TRIP

Dear Principal and Parent Teacher Association,

Our class is planning a field trip to NASA! In order to help further your student’s education

through real-world experience, we request your permission for your student to participate in this

experience with us. This field trip will teach the students in learning more about engineering. We will be

leaving at 8:00 am and returning at 3:30 pm.

While at NASA, the students will visit different exhibits that teach them about Space technology,

the solar system, history of space, traveling to the moon and more. They will participate in activities that

meet the learning objective of being able to add large numbers without the use of manipulatives.

These activities include: creating a space rover that can handle the rough terrain of Mars, making a NASA

spacecraft antenna or a Super Sound Cone, making three paper space shuttles, calculating the area of a

NASA runway, and making a balloon rocket. In each of these activities, the students will use either Big

Ideas for Problem solving or different writing traits.

For example, when the students arrive at NASA they will have the opportunity to design their own

space rover. In this activity they will practice problem solving. The main Big Idea practiced would be that

students will have long math problems that they can separate into smaller problems and make it more

manageable and easier to solve.

In each of the activities the students will have the opportunity to practice writing traits. They may

use the writing trait of Ideas as they predict how far their paper space shuttles will travel or as they

calculate the area of a NASA runway.

For the students that are English Language Learners, they will be able to strengthen their English

vocabulary as they interact with their peers, tour guides, and the teachers when they see words such as

“antenna” or “terrain.” They will be able to build on their background knowledge of addition with

manipulatives to practice solving problems without using manipulatives.

 Students will also be able to learn and practice area measurement as they calculate and redesign

one of the NASA runways or as they measure the volume of the Super Sound Cones that they will create.

“When we have a shape for which we do not have an area formula, we rearrange the area into a shape for

which we do have a formula...When we have a shape for which we do not have a volume formula, we

rearrange the volume into a shape for which we do have a formula” (Tucker, Singleton, & Weaver, 2006,

p. 300).

This concept for both area and volume is important for the students to understand as they work

through the problems. These activities will provide the students with real-world application and they will

also learn the importance of labeling their units.

We believe that allowing this field trip to NASA will also the students to better understand the

importance of science, technology, engineering and mathematics in their everyday lives.

Thank you for your consideration,

Miss Sophie Williams

 Reference

Tucker, B. F., Singleton, A. H., & Weaver, T. L. (2006). ​Teaching mathematics to all children:
Designing and adapting instruction to meet the needs of diverse learners ​(2nd ed.)​. U​ pper Saddle
River, NJ: Pearson Prentice Hall.
Instructions for Artifacts

Activity 1:​ Create a space rover that can handle the rough terrain of Mars

I. Instructions

A. Make a space rover.

B. List the big ideas of geometry used to create your vehicle.

C. Draw or take a picture of your space rover.

II. Example of student work:

Activity 2​: Make a Nasa spacecraft antenna aka a Super Sound Cone

I. Instructions:

A. Make cones out of a large piece of paper.

B. Find the volume of the cones.

C. Display findings.

II. Example of student work:

Activity 3:​ Make three paper space shuttles then test it

I. Instructions:

A. Make three paper shuttles (airplanes).

B. Measure in centimeters the distance each shuttle travels and add up the distance.

C. Display your findings.

II. Example of student work:

Activity 4:​ Calculate the area of the runway at Nasa

I. Instructions:

A. Redesign the runway into a different shape but with the same area.

B. Include drawings.

C. Display your data.

II. Example of student work:

Activity 5:​ Make a balloon rocket

I. Instructions:

A. Create balloon rockets using a balloon, string, and a straw.

B. Keep track of how many pumps of air are in each balloon.

C. Find out how much air is needed to get the balloon across the room. 1 pump of air= 20

pascals

II. Example of student work: