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Module 4 Lesson 8 

Approximate Time: ​60 minutes 


Standard(s): ​ 2.NBT.9- Explain why  Objectives: ​I can use math drawings to 
addition and subtraction strategies work,  represent the composition and relate 
using place value and the properties of  drawings to a written method. 
operations. 

Strategies:  Vocabulary:  
Vertical strategy  Make a ten 
Drawing a place value chart and discs  Bundle 10 ones 
Small group work  Regroup 
Partner work  Vertical form 
Using place value discs  Place value chart 

Misconceptions: ​Students may not understand how the place value chart is the same as 
vertical form/moving from pictorial to numerical may be difficult. 

Activities:  Materials:  
Fluency Practice  SmartBoard 
Concept Development  PowerPoint 
individual whiteboards (20) 
Partner Work - Problem Set  
individual markers (20) 
Small Group Work  individual erasers (20) 
Exit Ticket  place value disks (5 sets) 
Lesson 8 Problem Set (20) 
“Lesson 8 Problem Set Questions” WS (15) 
Exit Ticket (20) 
Think Time sign (1) 

Reteaching & Intervention:  Extended Learning & Early Finishers: 


Pull a small group of students and go over  Have early finishers write about their 
the problem set using place value disks.   thought process/steps for solving the 
problem set questions.  

Accommodations: 
● (See “Groups” table) 
● For early finishers → Lesson 8 Problem Set Questions Worksheet 
○ When early finishers are done with the problem set ​and​ the problem set 
questions worksheet, let them work on ST math 
● Let Aribelle work independently with earphones (if she wants to use them) 
● Pull Jax, Abbey, Penelope, Eli, and Addison and work with them on problem set 
○ Use place value disks when working with them 
   
● Go through PowerPoint with students 
○ I can statement 
○ Application Problem 
■ Solve together as a class 
■ Give students opportunities to think-pair-share with their shoulder 
partner 
■ Give students think time before letting them answer 
○ Number Patterns 
■ Students use whiteboards 
■ Give students think time before letting them answer 
○ Vertical Strategy and Place Value Chart Practice 
■ Go through problems with students 
● I do, we do, you do 
■ Give opportunities for students to share with their partner, come up 
to the board, and share out to the class 
○ Find the mistake 
■ Have students work with their shoulder partner to find the mistake  
● Problem set 
○ Students are split up into groups (already assigned) 
○ One group works with teacher, other two groups work on problem set with 
a partner 
○ Explain groups and directions to students 
○ Display groups, partnerships, and directions on board so students can relate 
back to them 
● Small Group Work 
○ Work with Circle Group for 15-25 minutes.  
○ Briefly work on number patterns/finding the next possible sequence. 
(Example: 278, 268, 258…) 
■ Use place value disks if necessary. 
○ Work on the problem set using whiteboards and place value disks. (Don’t 
pass out the problem set.) 
○ Write the problem on a whiteboard and have students solve it using their 
place value discs and personal whiteboards.  
○ Go through the problem set one by one.  
■ Do problems d, e, and f with place value discs. Have students do 
problems a, b, and c independently by drawing the place value discs. 
● Exit Ticket 
○ At the end, bring students back together and have them do the Exit Ticket. 
○ Explain the Exit Ticket to them.   
 
Groups: 

High Kids:  Work with teacher:  On level: 


Square Group  Circle Group  Triangle Group 
Nixon   Jax  Elouise 
Carter  Abbey  Hannah 
  Penelope   
Jett  Eli  Henry 
John  Addison  Maren 
     
Cooper  Briefly work with students  Sierra  
Felix  on number patterns/finding  Stella 
  the next possible sequence.   
Have them work on  (Example: 278, 268, 258…)  *Kyla - on her own 
problem set ​backwards    *Aribelle - on her own 
(start on problem 3, then go  Work with students on   
to 2, then 1).   problem set using  Ryan - work at teacher 
  whiteboards and place  table 
When they finish the  value disks.    
problem set, they need to  (*Have Kyla and Aribelle 
do the problem set  work next to each other but 
questions worksheet.   work independently. They 
  can ask each other 
When they are finished  questions if they need 
with that, they can work on  help.) 
ST math.    
Work on problem set in 
normal order (1, 2, 3). 
 
If students finish early, 
have them work on the 
problem set questions 
worksheet.