Molly

Marchese
Math Lab Approach- Adding Large Numbers
(Explore and Experiment)
Teacher Student/Students
Hello Class! It is going to be a great day to Is it going to be fun or are you just going to
learn mathematics!! Are you guys ready? talk at us the whole time?

We’re are going to do an activity that we OKAY!! (students get out of their seat and
haven’t done before, come over I’ll show come circle around you).
you.

Today we are going to work on addition facts, Can we pick our own partners?
and how to solve big numbers. I will
demonstrate how to solve these problems
then when I give you problems you and your
partner will solve them together.

Sure. You’re the best.

Before we start we are going to go over some
addition facts, are you already? I am going to Yes, we are ready.
call on you randomly.

Lilly: 4+8? Lilly: 12

Cooper: 7+3? Cooper: 10

Sawyer 3+4? Sawyer: 7

Olivia: 5+8? Olivia: 13

Perfect! Now how about we work with some
big numbers, adding them together!
Someone start by giving me two numbers! Sawyer: 36+29

Great number! Okay we are going to use
popsicle sticks. So I am going to take 3 sets of
10 popsicle sticks and 6 single popsicle sticks
and add them to 2 sets of 10 popsicle sticks
and 9 individual popsicle sticks! It is going to
look like this!







Lilly: Oh that looks easy!








Good Lilly I’m so glad! If you guys think you
can do this you may get with a partner and
go work on it together! If not stay behind and (Some students leave, grab manipulatives,
we will do some more problems together! and go work with a partner on different
problems)

Okay students who are still with me now let’s
try this same concept but with LARGE
numbers!

Someone get me some manipulatives.

Who has a large number on their mind?
Okay, Grace what’s your number? 276!

Okay, Steve what’s your number? 126!

Okay let’s make that with the base 10 block.

When we set up this problem we need to A (+) sign and a (=) sign to show the answer!
have what signs with our manipulatives?
When doing problems with manipulatives
you need to always show what type of
problem you are solving for.

Great! So first we are going to get 2 hundred
blocks, 7 ten blocks, and 6 one blocks and
add them to 1 one hundred block, 2 ten
blocks, and six one blocks.



Sawyer: This looks easy!
















Okay great! Whoever is ready go with a Some students go off, only a few stay behind.
partner and you can work on problems!
Whoever is left we will do a couple more!

Okay lets do a couple more ( Does a couple
more problems, then the students say that
they are ready to go on their own)

(Teacher is walking around the room
monitoring the work, and asking the student
to manic their thinking and how they reached
the answers. Asking question to deeper their
knowledge, Making trades and grouping.)

(Teacher keeps reminding student to keep an
organized record of their answers they reach,
while solving the problems.)

(Teacher talks to students about any patterns
they see or anything that can help them
when using these base 10 blocks.)




Keep an Organized Record:
Teacher: Reminding the students when they are working to keep a record of their thinking and
how they are getting the answer.
Let’s keep an organized record!!!!
Student’s paper: 276 276
+ 126 + 126
------------ ------------------
402 12
90
300
--------------------
402
Identify Patters:
Teacher: What can you notice about this problem, and patterns that you can see.
What patterns do you see?
Students Response:
• We can add and make trades to make the base 10 block more manageable to work with.
• Adding these big numbers are just like adding small numbers.
• The answer is always bigger than each of the numbers being added.
• Add like terms.

State the Hypothesis:
Teacher Students
Hey, Ms. Marchese I think we know how to
add large number without using these
manipulates.
WHAT!! You do! I want to see this great
discovery that you have made! You make up
a problem using large numbers and show OK!!
me and teach me how you are going to
solve! 155
+138
----------

You start with the ones column so you would
add 5+8=13; but that is too many too write
so you put the 3 under the ones column and
bring the one ten above the ten column
above the 5.




1
 155
+138
-----------
3

Now, we add the tens column together! So,
you add 5 tens+ 3 tens +1 tens= 9 tens. Then
you write your 9 under the tens column.

1
155
+138
----------
93

Next you move on to the hundreds column
and add them together. 1 hundred + 1
hundred= 2 hundred. So, we write a 2 in the
hundreds column.

1
155
+138
---------
293

WOW! That was AWESOME!! Do you and
your friends want to go test this hypothesis YES!! We got this and are ready!!! This is
with more problems? going to be so much fun!!!! J

Test the Hypothesis:
Students will have the following options to come up with their answers to their problem testing
their hypothesis on how to get these answers:
1. Choses from 3 different worksheets filled with math problems.
2. From their math text book page 154-157
3. Create their own problems for each other.
4. Choose two numbers form a popsicle stick and create a problem.
Because the students will be working in pairs they need to perform the problem in multiple
ways to ensure their hypothesis is correct. Each student one at a time will be doing one of these
duties:
• Working the problem out on paper
• Working the problem with manipulatives
• Working the problem on a calculator
 • Will be observing each and concluding if their hypothesis is correct.
Students will be able to see if their hypothesis is correct and working throughout their
problems.

Teacher will come by and check on them and ask question furthering their understanding.
Practice Activity:
1. Montessori Math: Add & Subtract Large Numbers.
Review: This app allows students to work with place value and use colors to be able to identify
their large numbers. This is an interactive and colorful app that will engage the student and
enhance their learning in a positive way.
Rate: I would give this app 4 out of 5 apples.
Assessment Activity:
Test and Explore Activity:
Instructions:
- Each child will pull a flash card
- Find the match on another
- Complete the problem with manipulatives
- Trade cards
- Repeat.
Manipulative will be used to explore the problem and solve the answer to find the coordination
card with the answer on it.
What’s in the envelope:

620 (Flash cards and answers)
+ 961
341

Remediation:
Error: Child does not carry the number above place value but puts it down below.
Example:
277
+ 142
------------
3 11 9
Instructions for Teaching:
• Have the child solve the problem with manipulatives
• Have the student tell you how they are doing each step and what they are doing.
• Keep an organized record with each step taken.
• Repeat until child has a moment that the student understands the steps.
277
+ 142
----------- 4 hundred blocks, 1 tens block, and 9 ones
4 1 9
Extension:
 1. Multi-Digit Addition Basketball
Review: This game is aimed for any student who are interested in sports, you can incorporate
their interest and learning. Students will need to have paper with them to write down the
problem. This game is slow and doesn’t show any play shooting the ball.
Rate: I would give this app a 3 out of 5 apples.
2. Drag and Drop Math
Review: In this game, you can pick your specific criteria, I think that this is cool so that your
students could practice their easy basic facts to warm up their mind. I think this game useful for
student because they can be interactive and drop the according number that answers the
question asked.
Rate: I would give this app 4 out of 5 apples.
3. Mathematics for Kids
Review: This game allows students to play a game with addition problems. This game allow
student to see their progress by when they get an object will go into a bucket so they will see
the progress. I think this could be useful for our students and discouraging because if their
basket doesn’t get pull enough.
Rate: I would give this app a 3 out of 5 apples.