Tarkington School of Excellence Daily Double Plan

Name: Sarah OConnor Subject/Time: Math; 1:45-2:25pm Overview CCS/NAME: 1.NBT.5 Given a two digit number, mentally find ten more or ten less than the number, without having to count; explain the reasoning used. Objective/SWBAT: Students will add or subtract larger numbers by using the number grid Vocabulary Words/Key Concepts for Word Wall: number grid Materials & Technology: ELMO, whiteboard, math journals Key Lesson Elements What is the Teacher Doing? Mental Math: Counting up and back by tens starting at any number 1-100. Sequential Gradual Release Model: You know how to count up and back using dots, and using your fingers, but today I want to show you another tool you can use, and it helps us do so many math tricks! We can use our number grids to help us add and subtract bigger numbers. On the carpet we are going to use the number grid in our math journal, but you all have them on your desk. (CFU where on your desk are they?) The more we practice adding and subtracting, the better you will get! Soon, you will have this number grid in your head, and you wont even need one! Before we start doing math together, I want to show you a few tricks to using the number grid. 34+3= I start with my finger on 34, since I dont want to count it, and since I see the addition symbol, I know I need to go up. (count up three). And I landed on 37, so I know that 34+3=37. 41+10= Again, I am going to start on 41. But watch! Heres a trick that you can do! Since my problem says +10, and I know there are rows of ten numbers, instead of counting out ten, I can go straight down! Can you believe it? (turn and talk about what I did to add ten) 67-10= So if I go down on the number grid to add ten, what do you think I can do to subtract ten? Why do you think that? Lets check our answers and see if it works this way too! Are you ready for some problems? When we get our answers, I am going to have you tell your buddy before you tell me, and we will see if we agree. Im going to clap and say talk and you say I Do I Do/ We Do/ You Do What Are the Students Doing? Students count up and back by tens starting at any number 1-100 Students are sitting on the carpet at a Level 0, listening, with their math journals in front of them. Narrate students coming to the carpet correctly. Proximity seating. Modifications/Accommodations Date: 3.5.13

Students participate in a turn and talk about what I did to add ten on my number line.

We Do

Tarkington School of Excellence Daily Double Plan

okay, and then when I want you to answer me, I will either call on someone to tell me, or I will clap and say answer and you clap twice and say the answer (practice with 1+1). Give students the following problems: 11+4= 24+8= 34+10= 14-2= 76-6= 50-10= Challenge students with the following problems. Focus on how they get their answers. Explain to students that the following problems are second grade math problems. 30+20= 81-30= 22+11= 54-40= Guide students through the first few problems at their seats before they begin working independently. Students practice using the number grid to add and subtract larger numbers, defending their answers by explaining what they did. Students agree or disagree with their peers. Adapt problems for students based on answers received (make easier or more difficult). Narrate students following expectations Use props box for good math thinking and explanations. Demonstrate what students are doing on the larger number grid so all the students can see.

You Do

I am working with the addition small group at this time. Closing/Preview for Next Lesson/Homework: Exit Ticket (aligned to lesson objective) or Assessment:

We Do

Students work independently on a larger addition and subtraction sheet. If students finish early, they may complete the harder sheet, using their number grid to help them answer. Students play Rolling to 50 with their math buddies for ten minutes. Unit 5 At Home Review is sent home for homework tonight. 52+4= 87-10= 23+11=

Circulate and pull students still struggling with the concept.