Adding on a Hundred Chart: First to 100

Adding on a Hundred Chart: First to 100

Day 1: Content Development

Title: First to 100
Day One: Content Development / Grade Level:
2nd-3rd / Resources for Lesson:
High Yield Routines:
Origo Fundamentals: Purple Level
Lesson: Adding two-digit numbers by breaking up one addend into tens and ones and using a hundreds chart. / Guiding (Focus) Question:
How is a hundreds chart used to add the tens and the ones?
Unit Learning Targets: Students will practice adding two-digit numbers by using a hundreds chart to help add the tens and the ones.
Success Criteria: I can use my knowledge of place value to discuss my moves on the game board.
Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning / Content Standards
2.NBT-Number and operations in Base Ten
3.NBT-Number and Operations in Base Ten / Time for Lesson:
Warm up-10 minutes
Content Development-10 minutes
Game-30 minutes: Adding on a Hundred Chart
Reflection-10 minutes
Content Objectives: (Student Friendly)
I can add two-digit numbers by using a hundreds chart. / Language Objectives:
I can discuss my moves with my partner
I can share strategies for adding tens and ones
(Throughout unit make sure all four language modalities, reading, writing, speaking and listening are addressed)
Key Vocabulary
Hundreds Chart
Strategy
Ones
Tens
Place Value
sum / Lesson Supports / Materials:
Each Player-one transparent counter (players should each have a different color)
Each Pair- A “First to 100” game board, one set of operation cards cut and laminated
Pages 16-19 Origo Fundamentals Purple Book
Student Engagement: Leadership
How will this lesson develop leadership skills for our migrant students?
2. I speak and listen well to others. / Strategies to develop leadership skills:
Warm Up: (10 minutes)
High Yield Routines:
· Show the hundreds chart under the document camera and ask student pairs things they notice about the hundreds chart. Students should make some connections to place value and tens and ones.
· Ask students how the 100’s chart could help them add or subtract two digit numbers.
Content Development: (10 Minutes)
1. Using the 100 chart, place a counter on 54. Select an addition card such as 32 and ask students to figure out the sum. Have students explain how they found the sum.
2. Can students see that they need to move the counter down 3 rows and two spaces to the right? This is the same as adding 3 tens and 2 ones
3. Practice whole group with a couple other numbers. / Notes:
Have available, counters, number discs, base 10 pieces, for students needing manipulatives
Game Activity: (30 Minutes)
First to 100 Game-page 16 Purple Fundamentals Book
Play the game several times for confidence before sending home to play with parents and family.
Reflection:
1. Give students a few examples of numbers on the game board and ask how many more they need to get to 100.
2. Can the same strategies be used for moves beyond 100?
3. Try a few examples without using the game board.
a. Think-Pair-Share
b. Share ideas in the class
c. How did you work with your partner to successfully play this game?
d. How will you teach this game to others? / Review and Assessment:
Exit ticket-
Home School Connection
Each student can take a game board and a set of number cards home to play with parents.
Students can make a new game board for numbers beyond 100, such as 301-400 and use the same number cards. / Materials to Send Home:
Game board
Number cards

Deepening Place-Value Concepts

Day Two: Problem Solving(Counting Stamps)

Title:
Day Two: Problem Solving / Grade Level:
2nd-3rd / Resources for Lesson:
High Yield Routines:
Illustrative Mathematics Task: Counting Stamps
Lesson: Apply and deepen place-value strategies to understand that 10 tens is 1 hundred. / Guiding (Focus) Question:
How can I show and represent a number in ones, tens, and hundreds?
Unit Learning Targets: I can use multiple strategies to show that 10 tens is equal to 1 hundred.
Success Criteria: I can work as a team and draw a picture to show how many stamps mike has.
Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning / Content Standards
2.NBT / Time for Lesson:
Warm Up: 10 Minutes
Content Development: 20 Minutes
Problem Solving: 20 Minutes
Reflection: 10 Minutes
Content Objectives: (Student Friendly)
I can use my knowledge of place value to demonstrate that numbers are attached to different place values. / Language Objectives: I can discuss, write, draw, and describe how I solved the problem.
(Throughout unit make sure all four language modalities, reading, writing, speaking and listening are addressed)
Key Vocabulary
Ones
Tens
Hundreds
Place-value
Sheet
Strips
Base 10 Blocks / Lesson Supports
Provide graph paper and base ten blocks to support students in the problem solving process.
Review place value
How many ones equal a ten
How many tens equal a hundred
Could also use number discs to show numbers / Materials:
1. Counting Stamps Problem
2. Graph Paper
3. Colored Pencils
4. Base Ten Blocks
Student Engagement: Leadership
How will this lesson develop leadership skills for our migrant students?
6. I am a problem-solver and critical thinker. / Strategies to develop leadership skills:
Warm Up: High Yield Routines-Mystery Number(10 Minutes) Using the number 100, have groups write four clues about the number 100. Share some ideas that groups came up with about the number
· Has three digits
· There are 0 ones
· It is even
· 10 hundreds make this number
Content Development: (10 Minutes)
Read the task with students. After reading the task, ask students “What do we know about this problem?” What information do we have? Model for students how to draw out the sheets, strips, and single stamps. Use graph paper and have students do this with you using the document camera. / Notes:
Problem Solving Activity: Counting Stamps Task (30 minutes)
Allow student time to work on the second portion of the task. “Today Mike found 3 extra stamps, 1 sheet, and 5 strips.” Students should find the total number of stamps Mike found today and explain why Mike’s guess is incorrect.
Allow students time to draw a picture using graph paper and encourage students to use multiple representations in their answer.
Reflection: (10 minutes)
Ask for students to share their representations and drawings which illustrate part b. of this task. How is this question similar to and different from the last problem? (Discussion) / Review and Assessment:
Home School Connection / Materials to Send Home:

Migrant Math Supports Washington MEP 7/16/2014