The Leader Will Write the Equation Below the Tens Bar;

The 120 Poster

·  Begin at zero

·  Add 5, 6, 7, (8, or 9)-student chooses. Student leader will circle each number to be added, saying the numerals as they go. If a new ten is formed, the circles are erased and a bracket is placed at the bottom of the column. Leader should verbalize what they are doing.

·  Class counts the new total. Totals less than 20 are counted by ones. Totals greater than 20 are counted by tens and ones. As the class counts, the student leader moves the pointer down the columns of tens and points individually to the single numbers.

·  The leader will write the equation below the tens bar;

New total= where you started + what you added

Count to the New Total

(Kinesthetic)

·  Count the new total

·  If the total is less than 20, count by ones. The student leader will point to the numbers as the class counts. After 20, count by tens and ones.

·  The non-pointing leader needs to stand with their back to the class. Tens are counted to the left and ones are counted to the right. Flash both hands to the left for each group of ten’s. Bring the hands to the center of the body, make fists, dip at the knees and say “FREEZE” before counting the ones. The ones are counted finger by finger on the right side of the body.

The Money Flip Chart

PREP: Cover each of the ten pennies in column one with sticky notes. All other columns should be kept covered with the flaps. (Each day new pennies are uncovered to make the new total.)

·  Choose the same daily number that was used for the 120 poster. Before moving sticky notes say: “We will add__today! Will I make a ten?” If the answer is yes, say, “I will flip over the cover on the next column so we can see the pennies.”

·  Start counting the new number removing sticky notes as you go and placing them in the squares at the bottom of the board.

·  For the column that is not a ten. Say, “I need to cover the rest of the pennies. How many do I need to cover? (Use the sticky notes from the boxes at the bottom and remove them from left to right.)

·  After the pennies are covered, work with the boxes at the bottom of the chart and talk about partners of 10. If you are showing two pennies and covering eight, say, “So, my partners of 10 are 8 and 2. Point to the 8 empty rectangles and the 2 covered ones. Write the equation to the right of the rows of boxes. In this case 8 + 2.

·  The last step is to read the tens and ones. Point to the numeral 10 that is written below each column that you have used. 10 plus 10 plus 10 for as many tens as you have showing on the board. Before adding the ones, say, “That is _____ tens. We have ______ones. That’s ____tens and ____ones which equals______. Write this equation vertically in the upper right hand corner of the board and say, “______plus ______is_____.

After working with the penny columns, use the dollars for numbers greater or equal to 100. Use dime or 2 nickel strips to replace 10 pennies and Nickel Strips to replace 5 pennies.

The Number Path

·  Use a student Mathboard the remains on display. Each day add the new number of circles on the Number Path (found around the edge of the board.) When a new ten is made, draw a line through all ten circles to show a 10-stick. (Discontinue this step when the total exceeds 100.)

·  The middle of the board should have the addition problem from the previous day written in vertical form. Remind the students that the problem from the day before gave us the total we start with today.

·  Erase the problem from the day before and leave the total.

·  Use the number that you are adding today and write in vertical form.

·  Extend the proof drawing to include the new amount. Use circles in your proof drawing. If you make a group of ten, draw a line through it. Continue counting in groups of five until you reach your goal.

Secret Code Cards

·  The student leader will show the cards that total the sum used in the day’s routine.

·  Show the tens card in one hand and the ones card in the other. Show that when you put the two together, you will get the sum of the day. If your sum was 32 you would show the 30 and the 2. Say, “Thirty plus two is thirty-two.” As you slide the cards together.

·  Have the students repeat the solution with you.