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Closure:

Closure:. Why do we line up our numbers in the correct place value? Why do you think we line up our addition problems vertically? How will this help us once we get to bigger numbers?. Writing Equations to Represent Addition. Lesson 4.10. Standard:.

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Closure:

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  1. Closure: Why do we line up our numbers in the correct place value? Why do you think we line up our additionproblems vertically? How will this help us once we get to bigger numbers?

  2. Writing Equationsto RepresentAddition Lesson4.10

  3. Standard: 2.OA.1 Use addition and subtraction within 100 to solve one and two step word problems involving situations of adding to, putting together, taking apart, and comparing, with unknowns in allpositions. Ex: by using drawings and equations with a symbol for the unknown number to represent theproblem. 2.NBT.5 Fluently add and subtract within 100 using strategiesbased on place value, properties of operations, and/or therelationship between addition andsubtraction. Formative: Students willuse Summative: Students will write and solve problems in their workbook independently. *Their problems will be turned in the following day and willbe graded. Pre-Assessment Students will use theirwhiteboards and write down the symbols for the words sum, more, and all together. Studentswillneed to know these words before we start thelesson. their whiteboards to write outequationsto represent the addition word problems I am saying to them. I will walk around to check students’ work and tell them to recheck their work if they have skipped a step or if they need to double check their addition. Objective: Children explain a step-by-step procedure to write a number sentence to represent a problem.

  4. AnticipatorySet: Small Groups What does moremean? Adding orsubtracting? What does sum/all together/totalmean? How do you write a number sentence to represent aproblem?

  5. DirectInstruction: Using the whiteboards, I will show the students different ways we can write equations to represent addition. I will explain the bar model, drawing quick pictures, writing a number sentence, and using the standard algorithm. By usingall these different strategies, I will meet the needs of differentstudents.

  6. GuidedPractice: We will work together on the first couple of problems from theirpractice book so we can make sure we are all writing our problems correctly. I will ask the students to explain the steps that I need to take in order to do the equationcorrectly.

  7. Independent Practice Students will begin to work on theirpractice booksindependently.

  8. How can understandinghow to write these problems help us in reallife? Why is it important that sometimes we know thetotal but don’t know one of the missingpieces? Closure:

  9. Find Sumsfor 4Addends Lesson4.12

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