Store an Award, a Cheesy Task: Addition with Regrouping

1. Store an Award, a Cheesy Task: Addition with Regrouping

2. Store an Award, a Cheesy Task : Addition with Regrouping Lesson Sequence: Hook/engage: 1. What do we know about the number 10? Record responses on a circle map (3-5 mins). Prior knowledge: "Let's Build" students can roll dice or the teacher may choose random three digit numbers. Students use interactive base ten blocks to demonstrate the numbers (5-7 mins). Whole group, small group & independent work: Set up- 2. Read : The Good Neighbors Store an Award & discuss essential questions as appropriate (5 mins). 3. Using interactive slides, individual sets of base ten blocks & mats, reread the story representing numbers and answering questions from the story(10-15 mins). 4. Cheesy Task, part 1 (5 mins). Referencing the story and prior discussions, complete part 1 whole group. Personal think time & exploration- 5. Students explore Cheesy Task, part 2 using tools (base ten blocks), equations, and words to find a solution path (5-10 mins). Collaboration- 6. With partners or in small groups, compare answers and solution paths. Do partners have the same answers? Why or why not? Did partners find the answer in the same way? Do partners have the same solution paths? (5-10 mins) Whole group review, share- 7. Representatives from each group share their findings with the class. (5 mins) Closure- 8. Revisit circle map and add information. Use essential questions to bridge concepts of ten (2-5 mins). Brain Pop Jr. Video, Making Ten: http://www.brainpopjr.com/math/additionandsubtraction/makingten/preview.weml 10. Exit slip (2-5 mins). *Follow up: Utilizetemplates to createindependentreview/centeractivities. Standards: 2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 2.NBT.A.1.A 100 can be thought of as a bundle of ten tens — called a "hundred." 2.NBT.A.1.B The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). 2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Student Objective Statements: I can use base ten blocks to model ones, tens, and hundreds to make a three digit number. I can put together and move groups of ones, tens, and hundreds between place values. I can add 2, three digit numbers using base ten blocks, drawings, equations and words. I can explain my thinking out loud and through writing. Essential questions: How does understanding how to make 10 help these mice? In what way does understanding how to make 10 help you? How does making 10 relate to place value (ones, tens, hundreds)? Supporting questions: Why did the author choose each particular mouse's name? What do you notice about the amounts of cheese that each mouse prefers?

16. Resources : • http://www.strategicedtools.com/cover_art/ • http://exchange.smarttech.com/details.html?id=751d156d-54e7-4161-b2e8-b912e8e903df • http://tnteachingtrends.blogspot.com • http://www.brainpopjr.com/math/additionandsubtraction/makingten/preview.weml • http://www.fotosearch.com/photos-images/brain-power.html