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Making Ten

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Topic:

Making ten

Standards:

CCGPS: MCC2.OA.1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions., e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

CCGPS: MCC2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Essential Question:

How do we make 10?

Duration:

about 1 hour

Materials:

math games, word problem, ten frames

Overview or notes pertaining to lesson:

Students will practice making ten and review patterns and addition.

Mini Lesson:

The mini lesson will help the independent work groups do their jobs today; it does not address the essential question. Write the problem on chart paper (from Super Source): Children in Mr. Brown’s class are collecting aluminum cans to recycle. They are following a pattern while they collect. On day 1 they collected one can. On day 2 they collected two cans. On day 3 they collected three cans. On day 4 they collected four cans. What pattern are they following? How can the pattern help you find out how many aluminum cans they will have in all by the end of day 10?

Guided Practice:

During mini lesson do the Read and Understand and Plan steps of the problem solving process for this question (plan to solve using manipulatives and a picture. Give students the chart which they will use with the manipulatives and instruct them to draw in their journals after using manipulatives and answer the question completely.

Independent Practice:

Split students into groups: Group 1: odd/even game, tic-tac-toe addition, pattern activity, or salute (you decide what you want them to do, or allow a choice), Group 2: teacher-use 10 frames to practice different ways to make 10 with red/yellow chips. Write the combinations for making 10, Group 3: odd/even game, tic-tac-toe addition, pattern activity, or salute, Group 4: math addition activity on the computers or smartboard (I have 3 computers in my classroom, so the other 3-4 students in the group work at the smartboard. I usually have about 6 kids in each math group.) After about 10 minutes, clap for attention, clean up, and rotate. Remember to correct behaviors immediately and praise good behaviors. Feel free to switch up any of those math games with others at any time.

Closing:

Journal Entry: Review the can collection math problem if all groups have finished the problem.



Making a Plan in Math

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Topic:

Problem-solving in math: making a plan

Standards:

CCGPS: MCC2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

CCGPS: MCC2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Essential Question:

What does it mean to have a plan?

Duration:

About 1 hour

Materials:

chart paper (poster for problem solving)

Overview or notes pertaining to lesson:

Students will learn the second step in the problem-solving process: Make a Plan

Mini Lesson:

Review yesterday’s discussion about Step 1 of the problem solving process: Read and Understand. Explain that today we will be working on Step 2: Plan. What does it mean to have a plan? Have students turn and talk and then share a few ideas with the class. When you plan, you decide what is going to be the best thing for you to do. Mathematicians always need to have a plan to get them to an answer. There are many different strategies that we can use to help us. Introduce the strategies one at a time: Draw a picture, find a pattern, guess and check, manipulatives, make a list, table/chart, number sentence, work backwards, make it simpler. You might want to pre-make the list of strategies, or print this one for students to glue in their math journals for a reference. But on your chart paper, I think it is best to pre-make the list and draw examples of each strategy, so students can easily see what manipulatives they can use, what a chart, number sentences, lists, etc look like. Explain that we don’t use all of these strategies at once. We have to think about the problem and what we understand about the problem to decide which strategy would be best for solving the problem.

Guided Practice:

Use the exemplar problem from yesterday’s lesson: Lynn’s Ladder. Review what we understood about the problem yesterday. Ask students which strategy they think would be best to help us solve this problem. Turn and talk, then share ideas. Probably the best strategy for this question would be “draw a picture”. Write “Plan” under “Read and Understand” and write: I am going to draw a picture of the ladder that Lynn is painting.

Independent Practice:

We will be practicing some of these strategies today in our groups. Again split students into groups that you have been using. Group 1: pattern activity with base ten blocks from day 7, Group 2: teacher-allow students to practice the “Plan” step with a different exemplar problem (use the same one you used in the last lesson), Group 3: tic tac toe, Group 4: odd/even game. After about 10 minutes, clap for attention, clean up, and rotate. Remember to correct behaviors immediately and praise good behaviors.

Closing:

Journal Entry: What are your favorite math strategies, or which do you feel most comfortable using?