Stage 1: Desired Result

Prior Work
List concepts and skills that are prerequisite to those addressed in this benchmark.
MA.1.A.2.1 and MA.1.A.6.1 -Compare and order whole numbers (with numerals, at least to 100) -Locate any given number on a number line or 100’s chart -Identify, read, write and sequence numbers at least to 100 -Represent two-digit numbers in terms of tens and ones -Generate equivalent expression for a number (10+6=16 or 16= 10+6) -Create models of tens and ones to represent a two digit number -Compare two numbers given verbally ( up to at least 100) -Skip count as a strategy for counting and combining find the total number of objects. -Use the 100 chart as a tool for identifying number patterns -Identify various types of patterns -Extend patterns by filling in the missing term -Use manipulative or draw what would come next in a repeating, or growing pattern

Current Big Idea
Standard: (Big Idea/ Supporting Idea)

Future Work
List concepts and skills that this benchmark will support in future learning.
MA.3.A.6.1 -Read and write 3-digit, 4-digit numbers, and 5-digit numbers -Name numbers in different ways -Recognize and represent the place value of each digit in 2- and 3-digit numbers -Find different combinations of hundreds, tens, and ones -Recognize the equivalence hundreds, tens, and ones -Demonstrate the equivalence of one 100 to ten 10s and of one 10 to ten 1s -Compare whole numbers through hundred thousands -Order numbers through hundred thousands -Add, subtract, and estimate through hundred thousands. MA.5.A.6.2 -Understand how to use a number line -Can add and subtract -Knowing how to set-up, read and use a number line. -Being able to identify patterns -Basic counting skills -Estimating -Be able to simplify expressions through the order of operations

Standard/Big Idea 2: Develop quick recall of addition facts and related subtraction facts and fluency of multi-digit addition and subtraction.

Benchmark:
MA.2.A.2.2 Add and subtract multi-digit whole numbers through three digits with fluency by using a variety of strategies, including invented and standard algorithms and explanations of those procedures. Complexity Level: Moderate

Concepts:
Patterns on hundreds chart, number line, and cubes. Place value to add/subtract numbers. Mental math strategies for addition, subtraction, and invented strategies. Equations to solve add/subtract situations. Decompose 2 digit numbers in tens/ones.

Skills:
Use hundred chart, number line and cubes to add/ subtract 2 digit numbers. Use place values to add/subtract 2 digit numbers. Write an equation that represents a problem. Mentally add multiples of 10 to a 2 digit number by decomposing; adding across decades and by 10’s from any number. Develop efficient strategies to solve a variety of 2 digit addition/subtraction strategies. Explain solution strategies verbally and in writing. Represent solution strategies.

Essential Question(s):
How can numbers and notations be used to record addition situations? What are strategies for finding solutions to addition and subtraction situations?

Topical Question(s):
1. How can patterns on a hundreds chart, a number line, and cubes be used to think about adding and subtracting 2 digit numbers? 2. What strategies can be used to add and subtract tens and ones? 3. What strategies can be used to determine the difference between a number and a multiple of 10 to 100.

Foundations of Elementary Mathematics

Stage 2: Evidence of Understanding
Performance Task: Adding 2 digit numbers Determining the difference between a number and a multiple of 10 to 100. Writing an equation that represents a problem Students will be working on sticker story problems from MI student activity book. Pages 32-33. Students will solve story problems and show their work by writing an equation that matches the problem situation using invented strategies from previous lessons. Rubric (list the characteristics of successful performance during this lesson/task):

Working to Meet Standards Counting by 1’s
Task Evaluation This task: Meets the cognitive complexity of the benchmark. Engages students and is adequate in length. Offers an appropriate amount of challenge for all students. If not, a plan for differentiation is in place. Provides opportunities for students to share their thinking/ideas with others.

Meeting the Standards Evidence of Skip Counting Evidence of Place Value Uses Effective Strategies

Exceeding the Standards Effective use of Skip Counting Effective use Place Value Uses Patterns of Rows & Columns More Than One Effective Strategy Detailed Explanation of Strategy Effective Use of Representations

No Evidence of Place Value No Evidence of a Strategy

No Explanation of Strategy No Use of Representations

Limited Explanation of Strategy Limited Use of Representations

Expected Strategies (low to high/ least efficient to most efficient): one to one counting, grouping cubes by 5s, 10s, skip counting by 5s and 10s, 100 chart by adding across decades or by 10s from any number, number line used to skip count by 1s, 5s, 10s, 20s, decomposing numbers and adding horizontally, decomposing one number and adding with skip counting in mind. Misconception(s): place value: students adding single stickers together that form a set of ten. Counting by 10s from numbers other than a multiple of 10. Decomposing a single number and adding with skip counting in mind.

Foundations of Elementary Mathematics

Stage 3: Learning Plan Steps Teacher Activity
Teacher will call students to the floor. Teacher will say, “sit smart and ….” Teacher will ask, “what is our objective for math today?” Teacher will ask, “what strategies have we been working on during our math sessions?”

Student Activity

Comment/Evaluation How will instruction be differentiated during the launch phase (content, process, product, learning environment)?
.Students are grouped in rows based on their levels of comprehension. Students are sitting with a turn and talk partner with a varying ability for meaningful discussions.

Launch 10-15 minutes

Teacher will introduce Strategies for Adding 2 Digit Numbers with The Activity: How many stickers and Haw Many Points? Teacher will explain that page 32 is a MUST ACTIVITY. Teacher will explain that page 33, drawing attention to the difference in who the problem is set up. Teacher will ask a student volunteer to read question number 3. Teacher will ask, “How are the problems in 1 and 2 different from the problems in 3 and 4?”

Students may give a variety of responses, “not a sticker story, not set up with tens and ones, using double facts.”

Foundations of Elementary Mathematics

Steps

Teacher Activity
Teacher will explain expectations for today lesson. Students will work with Spring Partners to solve addition situations with invented strategies. Review the rubric with students and ask a student to read how they may receive a smiley face.

Student Activity
Students volunteer will read the exceeding the standard for a smiley face. The expectations read will be Effective Use of Skip Counting, Effective Use of Place Value, Use of Patterns of Row and Columns, More than one Effective Strategies, Detailed Explanation of Strategies, Effective Representations of Strategies. Students will respond to each expectation with a desired answer. C-level at a one, H-help from spring partners, A-addition and subtraction strategies, M-allowed for supplies and bathroom, P-participate in accountable talk. Students will gather supplies needed for their invented strategy and find a spot around the room to work with their spring partner. Emily will sit at guided reading table for one on one support. Breanna and Dannaishia AND Devin and Christopher will remain on the blue carpet for guided group. Spring Partners will pair around the classroom to synergize on More Sticker Stories.

Comment/Evaluation

Teacher will give Champs Expectations before dismissing students from the carpet. C-level at a one, H-help from spring partners, A-addition and subtraction strategies, M-allowed for supplies and bathroom, P-participate in accountable talk.

Teacher will dismiss students from carpet to pick up their clipboards and pencil from their desk.

Pre-intern Katelyn McEntire will work with Emily one on one to help clarify misconceptions from previous lessons. Intern Amber Froemming will work with a small group: Breanna and Dannaishia AND Devin and Jahrell on new invented strategies with effective questions. Directing Teacher Cheryl Saoud will circulate with various partners determining effective strategies and clarify misconceptions with effective questions.

How will instruction be differentiated during the explore phase (content, process, product, learning environment)? How will students be grouped?
Students will be groups with Spring Partners in Mind. These partners are set up with a slight ability difference in comprehension but similar ability of place value and invented strategies. Students will have adjusted sticker amounts to combine. Lower abilities will work with intern in a small group

Explore 20-25 minutes

When observing students adding two 2 digit numbers that add to a multiple of ten, (instructors) are looking for whether a student can: Write an equation that matches the problem situation? How do students solve the problems? 1. What strategies do they use (adding by place, keeping on number whole)? 2. What tools do they use (cubes, sticker pages, 100 chart, number line)?

Foundations of Elementary Mathematics

Steps

Teacher Activity
Questions What tool did you choose to use? How is this tool going to help your strategy? Can you share your strategy with me? Can you show me what this strategy would look like with cubes? What did you break the (26) and (23) into? Where did you get the (26)? You first added some moon stickers, the (two) strips of ten. Then what did you do? You broke apart both numbers (decomposed), can you show me how you might break apart one of the numbers and complete the following strategy? Tell me why you wrote these numbers? How many stickers did (Jake) start with? And what is the first thing Jakes does? What equation could we write to explain? When the numbers go down, three, two, one, are they really going down by one? You noticed the (six) doesn’t change, why doesn’t the (six) change? Can you show me how to solve this on a 100 chart? Can you show me the same problem on the number line? What would your strategy look like if you decomposed the numbers? How many numbers do I skip to get to (five)? Multiples of ten end in what number?

Student Activity

Comment/Evaluation

Teacher will gather information with anecdotal notes to determine who will share their strategies during summary. Teacher will ask students to show me ten.

Students will free their hands and show teacher ten. Students will place clipboards and pencils at their desk and meet on the blue rug for the summary.

Teacher will direct students to bring work to their desk and meet on the floor for the summary.

Foundations of Elementary Mathematics

Steps

Teacher Activity
Teacher will ask students to “sit smart and”… Teacher will ask students to explain their objective for the lesson.

Student Activity
Students will respond, “sharp.” Student will respond, “adding and subtracting multi digit numbers with invented strategies. Student will explain which tool was used to create their strategy. Students will respond to teacher’s effective questions.

Comment/Evaluation How will instruction be differentiated during the summary phase (content, process, product, learning environment)?
Students are grouped in rows based on their levels of comprehension. Students are sitting with a turn and talk partner with a varying ability for meaningful discussions.

Teacher will ask lower to higher strategy to place their work on the Elmo to share the tool that was used to invent the strategy.

Teacher will call on students through effective questions to discuss the strategy shared. Teacher will guide students through answering essential and topical questions.

Summary 20-25 minutes

Foundations of Elementary Mathematics