Adding and Regrouping

3 Digit Numbers

 

Lindsey Franklin

 

1st Grade Mathematics

 

March 4, 2006

 

Author Information

 

        I, Lindsey Franklin, am a senior at Piedmont Baptist

College and High Point University. I will be graduating in May of 2006 with a Bachelor of Science degree in Elementary Education from both institutions. After graduation, I plan on teaching locally in an elementary school and possibly coaching a sports team on the side. After a few years, I would like to pursue Graduate Level courses at High Point University.

Overview

Purpose/Goals: To teach students the importance of mathematics and its uses. Many

people do not see how mathematics can be fun, so the purpose of the lesson is to: 1.)

Teach students about adding three digit numbers  2.) Teach students about regrouping

numbers 3.) Incorporate fun games from the internet to aid in the learning process and 

4.) Make the lesson as interesting and meaningful as possible.

Objectives:

1.) Add multiples of hundreds

2.) Add 3- digit numbers, regrouping the ones.

3.) Add 3- digit numbers, regrouping the tens

4.) Complete unit assessment test in less than 30 minutes with 70 percent accuracy.

 

-All lessons in this unit cover North Carolina standard course of study 1.04 and 1.05.

 

 

 

 

 

 

 

 

 

 

 

Mathematics Standards for North Carolina:

Strands:

Number and Operations, Measurement, Geometry, Data Analysis and Probability, Algebra

COMPETENCY GOAL 1:

The learner will read, write, model and compute with whole numbers through 999.

 

Objectives
1.01     Develop number sense for whole numbers through 999

a.        Connect model, number word, and number using a variety of representations.

b.        Read and write numbers.

c.        Compare and order.

d.        Rename

e.        Estimate

f.         Use a variety of models to build understanding of place value (ones, tens, hundreds)..

1.02     Use area or region models and set models of fractions to explore part-whole relationships in contexts.

a.        Represent fractions (halves, thirds, fourths) concretely and symbolically.

b.        Compare fractions (halves, thirds, fourths) using models.

c.        Make different representations of the same fraction

d.        Combine fractions to describe parts of a whole

1.03     Create, model, and solve problems that involve addition, subtraction, equal grouping, and division into halves, thirds, and fourths (record in fraction form).

1.04     Develop fluency with multi-digit addition and subtraction through 999 using multiple strategies.

a.        Strategies for adding and subtracting numbers.

b.        Estimation of sums and differences in appropriate situations.

c.        Relationships between operations

1.05     Create and solve problems using strategies such as modeling, composing and decomposing quantities, using doubles, and making tens and hundreds

1.06    Define and recognize odd and even numbers.

COMPETENCY GOAL 2:

The learner will recognize and use standard units of metric and customary measurement.

 

Objectives
2.01     2.01 Estimate and measure using appropriate units.

a.        Length (meters, centimeters, feet, inches, yards).

b.        Temperature (Fahrenheit)

2.02     Tell time at the five-minute intervals.

COMPETENCY GOAL 3:

The learner will perform simple transformations.

 

Objectives
3.01     Combine simple figures to create a given shape.

3.02     Describe the change in attributes as two- and three-dimensional figures are cut and rearranged.

3.03     Identify and make:

a.        Symmetric figures.

b.        Congruent figures.

COMPETENCY GOAL 4:

The learner will understand and use data and simple probability concepts.

 

Objectives
4.01     Collect, organize, describe and display data using Venn diagrams (three sets) and pictographs where symbols represent multiple units (2's, 5's, and 10's).

4.02     Conduct simple probability experiments; describe the results and make predictions.

COMPETENCY GOAL 5:

The learner will recognize and represent patterns and simple mathematical relationships.

 

Objectives
5.01     Identify, describe, translate, and extend repeating and growing patterns.

5.02     Write addition and subtraction number sentences to represent a problem; use symbols to represent unknown quantities

From website: http://www.ncpublicschools.org/curriculum/mathematics

Computer Skills:

Competency Goal 1: The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies.

Objectives:

Objectives:

1.01 Identify, discuss and visually represent uses of digital technology in the community (e.g., bar code scanners, handhelds, mobile phones, optical storage devices, GPS's). (1)

1.02 Demonstrate correct use of common technology terms (e.g., hardware, software, CD, hard drive). (1)

1.03 Identify and discuss appropriate and safe behaviors online. (1)

1.04 Recognize individual's rights of ownership of created works. (1)

1.05 Identify and discuss print and electronic databases (e.g., phone book, automated circulation system, CD-ROM encyclopedias) as a way to collect, organize, and display data. (2)

1.06 Identify and discuss terms/concepts sort, search/filter, keyword using electronic databases (e.g., automated circulation system, electronic encyclopedias). (2)

1.07 Identify spreadsheets as a tool to organize, calculate, and graph data to make predictions. (3)

1.08 Identify and discuss spreadsheet terms/concepts (e.g., sort, classify, line graphs). (3)

1.09 Recognize an individual's rights of ownership to computer-generated work. (4)

1.10 Identify and use multimedia terms/concepts (e.g., storyboard, linear/sequential, audio/video clips, images). (5)

1.11 Identify and discuss issues (e.g., personal information, images, appropriateness and accuracy of information) to consider in selection and use of materials for multimedia projects. (5)

1.12 Identify terms/concepts (e.g., online, browser, navigation, resources, web address, webpage, weblinks). (6)

1.13 Identify responsible and safe online behavior and discuss why it is important. (6)

1.14 Identify online resources as the work of individuals/groups/companies and discuss why citing resources is necessary. (6)

1.15 Identify and discuss telecommunications/Internet as a tool for communication and collaboration as a class. (6)

Competency Goal 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies.

Objectives:

2.01 Recognize, discuss and use the features/functions of computing devices (e.g., creating, retrieving, saving, printing data). (1)

2.02 Use prepared electronic database (e.g., automated circulation, CD-ROM encyclopedias, NC Wise OWL) as a class/group activity to conduct keyword search/filters to meet information needs. (2)

2.03 Enter/edit data in a prepared spreadsheet as a class/group and observe the changes that occur to make predictions. (3)

2.04 Use spreadsheet software in content areas to enter, display, and identify sources of data as a class. (3)

2.05 Recognize, discuss, and use word processing as a tool to enter/edit, print, and save assignments. (4)

2.06 Use and discuss basic word processing terms/concepts (e.g., desktop, menu/tool bar, document, text). (4)

2.07 Identify and use correct finger placement for home row keys. (4)

2.08 Identify and use menu/tool bar features/functions in word processing documents. (4)

2.09 Identify and use multimedia tools to combine text and graphics as a class/group assignment. (5)

2.10 Identify, discuss, and cite resources for a class/group multimedia project. (5)

2.11 Modify/edit an existing linear/sequential multimedia story to include student narration as a class/group activity. (5)

2.12 Use teacher-selected Internet resources to locate, discuss, and compare information about your local community as a class/group. (6)

From website: http://www.ncpublicschools.org/curriculum/computerskills

NETS*S:

GRADES PRE K - 2

Performance Indicators:
All students should have opportunities to demonstrate the following performances.

Prior to completion of Grade 2 students will:

  1. Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies. (1)
  2. Use a variety of media and technology resources for directed and independent learning activities. (1, 3)
  3. Communicate about technology using developmentally appropriate and accurate terminology. (1)
  4. Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning. (1)
  5. Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. (2)
  6. Demonstrate positive social and ethical behaviors when using technology. (2)
  7. Practice responsible use of technology systems and software. (2)
  8. Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. (3)
  9. Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories. (3, 4, 5, 6)
  10. Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners. (4)

From website: http://cnets.iste.org

 

 

 

 

 

Learner Description

     All four lessons are designed for a second grade learning level class in

Mathematics. The prior knowledge that the class should have is the basic understanding of whole number 0-99, basic addition facts and adding two digit numbers. The abilities required of students in the class are: being able to listen, read, copy and compute the material. They will demonstrate their knowledge through an end of the week test, plus worksheets and working problems on the board.

            Special needs: I will be using different teaching methods for different types of learners including visual, oral and kinesthetic. I have one student with learning disabilities who requires outside help three days out of the week and two very advanced learners. Three students who are nearsighted will be placed closer to the front to see the board. At the end of each lesson I include some options for students who get done with the work quickly and need extra things to stimulate their learning.

 

 

 

 

 

 

 

 

 

Chapter 23

Review/ Test

Name_____________________

Explosion 1: 2Explosion 1: 1Add.

           200 + 400 = _________                          100 + 700 =_____

Explosion 1: 3 Explosion 1: 4
 


           300 + 600 = _________                          500 + 200 = _____

Explosion 1: 6Explosion 1: 5Add. Regroup when you need to.

            Hundreds       Tens           Ones             Hundreds  Tens  Ones 

                

                  1                 4               9                      3             8         2

+            1                 2               3              +      1             7         5

Explosion 1: 7        


        The elephant ate 150 peanuts for breakfast. They ate 250

Explosion 1: 8      peanuts for lunch. How many peanuts did they eat in all? _______

        The big elephant eats 400 peanuts for dinner. The little

elephant eats 150 peanuts for dinner. Why do you think the little

elephant eats fewer peanuts?

 

Resource List

1.) Teacher and Student Textbook and Workbook (MacMillan/McGraw-Hill Math. Grade

2, Volume 2)

2.) Test book

3.) Microsoft Word

4.) Microsoft Power Point

5.) Internet

6.) Intervention Handbook (MacMillan/ McGraw-Hill Grade 2, Volume 2)

7.) Exploration Activity Guide (MacMillan/McGraw-Hill Grade 2, Volume 2)

8.) Overhead Projector

9.) Place value models and manipulatives

10.) Mighty Math Carnival Countdown Computer Software 3.1 (From Riverdeep. Grade

Level K-2)

11.) Disney’s “Count on Math” Series (Title 1-Solving Equations, Grades 2-6)

12.) Blank notebook paper, pencils

 

Sources

 

1.) Math. MacMillan/McGraw-Hill Math. Grade 2, Volume 2. New York: 2004 (Also

included: Intervention Handbook and Exploration Activity Guide)

2.) http://www.lessonplanspage.com/Math23.htm “Math Lesson Plans- Grades 2-3”.

3.) http://www.macul.org/newsletter/2000/jan2000/techelem.html “Using Technology in

the Elementary Classroom”.

Assessment

This unit will consist of three lessons, one review day and a written test on the

fifth day which is already included. However, there are other ways I will be assessing the

students’ progress. I will be using a three point rubric for assessment. There are five elements or categories and three qualifiers for each part.

Organization Chart

Organization Chart

Organization Chart

 

  Organization Chart

 

Organization Chart

Scoring Rubric:

15-13: A

12-10: B

9-7: C

6-4: D

3-0: F

 

 

 

 

 

LESSON PLAN

 

Date:            Day One                                   Subject or Class: Grade 2 / Math   

 

Text Reference: MacMillan/McGraw-Hill Math. Grade 2  p. 433-434

 

Objective:  Students will add hundreds and complete student made worksheet.                                                                                                                              

                                                                                                                                            

 

Activity

Description of Activities and Setting

Materials and Supplies

Time

1.  Focus and

     Review

 

 

 

 

-We have just had a test on learning to add 2 digit numbers. Now we will move to adding 3 digit numbers.

 

1 minute

2.  Statement of

     Objectives

 

 

 

-Today we are going to learn how to add numbers that have three digits instead of only two.

 

1 minute

3.  Teacher     

     Input

 

 

 

 

 

-Write out problems on overhead from previous test (5 + 3 = 8:  6 + 3 = 9)

-Use same method to solve 100 + 300 (Think 1 + 3 = 4, so 1 hundred + 3 hundred = 4 hundred).

-Illustrate with counting blocks

-TRANSPARENCY AND OVERHEAD

- Counting blocks

5 minutes

4.  Guided

     Practice

 

 

 

 

-Using a spinner labeled 1, 2, 3 and 4, set up sentences by calling out two numbers as you spin. Students write answers on paper. Call out and have them check each others papers.

-Spinner

-Paper and pencils for students

15 minutes

5. Independent

    Practice

 

 

 

 

-Using Microsoft Word, have students type ten number sentences in multiples of hundreds. Have students print out their problems and give to person to their right to check.

-COMPUTER: MICROSOFT WORD

20 minutes

6.  Closure

 

 

 

 

 

As the students line up for lunch, ask each a true or false question from the math lesson

Ex.: 100 + 200 = 300      *T

500 + 200 = 7              *F

 

8 minutes

 

-For advanced learners: Write numbers 100-500 on the board. Have pairs sit together and let one pick two numbers to add. Partner shows one addend and the sum of the two numbers. The other students must figure out the hidden addend.

 

LESSON PLAN

 

Date:       Day Two                                        Subject or Class: Grade 2 / Math     

 

Text Reference: Textbook p. 437-738    

 

Objective: To build onto adding three digit numbers by regrouping ones.                                                                                                                              

                                                                                                                                            

 

Activity

Description of Activities and Setting

Materials and Supplies

Time

1.  Focus and

     Review

 

 

 

 

- List 3 problems from yesterday on board. Draw names to do these on the board. Today we will learn how to add 3 digit numbers that are not hundreds.

-Board

-Chalk

3 minutes

2.  Statement of

     Objectives

 

 

 

-Today we will learn how to add numbers that have three different digits. By the end of the lesson you will be able to add them on your own by practicing on a worksheet.

 

2 minutes

3.  Teacher     

     Input

 

 

 

 

 

-Review meaning of regroup with students

-Show power point presentation of regrouping and adding numbers

-COMPUTER: POWER POINT PRESENTATION

20 minutes

4.  Guided

     Practice

 

 

 

 

-Have pairs of students count out a set of 2 hundreds and 5 ones models and a set of 3 hundreds and 8 ones models. Add groups together. They need to trade 10 ones for 1 ten model. Continue practicing regrouping.

-Place value models

5 minutes

5. Independent

    Practice

 

 

 

 

-Worksheet page 437. Regrouping and using models to add. H          T             O

                        1            2             3 

           +           2            3             8                          

Worksheet

 

6.  Closure

 

 

 

 

 

Review by students accessing internet at www.funbrain.com/math/index.html

-COMPUTER: INTERNET

5 minutes

 

-For advanced learners: Write 200 + _______= 600 on board and so on. See who gets the most right.

LESSON PLAN

 

Date:             Day 3                                      Subject or Class:  Grade 2 / Math

 

Text Reference: Textbook page 439-440  

 

Objective: Regrouping Tens                                                                                                                              

                                                                                                                                            

 

Activity

Description of Activities and Setting

Materials and Supplies

Time

1.  Focus and

     Review

 

 

 

 

-Review meanings of ones, tens and hundreds/ Write 234 on board and identify each place.

-Board

-Chalk

2 minutes

2.  Statement of

     Objectives

 

 

 

-Today students, you will add three digit numbers, and we will learn how to regroup the tens place.

 

3 minutes

3.  Teacher     

     Input

 

 

 

 

 

-Ask “How do you know when to regroup in the tens place?” (A: “If the sum in the tens place is greater than 9, I regroup.”) Work through Learn worksheet with them (page 23 Text: Do example 1)

-Textbook

-Worksheet

10 minutes

4.  Guided

     Practice

 

 

 

 

-Quick check of some on the board :

    H           T             O

    2            4             8

 + 3            2             6

-Board

-Chalk

5 minutes

5. Independent

    Practice

 

 

 

 

-Students use the math software program (medium level) to add 3 digit numbers, regrouping the tens place.

-MIGHTY MATH CARNIVAL COUNTDOWN SOFTWARE

-COMPUTER

20 minutes

6.  Closure

 

 

 

 

 

-Compare scores of math software. The highest scorer gets some candy as a prize.

-Review on the board again how to add the numbers, regrouping the tens place.

 

5 minutes

-For advanced learners: Let them tackle the hard level on the software.

 

LESSON PLAN

 

Date:                Day 4                                   Subject or Class:   Grade 2/ Math

 

Text Reference: Review for test! 

 

                                                                                                                             

                                                                                                                                           

 

Activity

Description of Activities and Setting

Materials and Supplies

Time

1.  Focus and

     Review

 

 

 

 

-Yesterday we learned to add 3 digit numbers, regrouping in the tens place. Today we will review over adding those numbers and regrouping in the ones and tens place.

 

2 minutes

2.  Statement of

     Objectives

 

 

 

-Today we are watching a video about adding and regrouping. Then we will play a review game on the computer for our test tomorrow.

 

3 minutes

3.  Teacher     

     Input

 

 

 

 

 

-Show Disney’s “Count on Math” Series (Grades 2-6). 1st Title on adding.

 

-TELEVISION AND VIDEO

10 minutes

4.  Guided

     Practice

 

 

 

 

-Let the students access the Soccer Shootout math game on the internet at

http://funbrain.com/fractop/index.html (Hard level: Addition)

-INTERNET AND COMPUTER

15 minutes

5. Independent

    Practice

 

 

 

 

-Review over some problems for the test tomorrow. Use the test as a guide.

 

10 minutes

6.  Closure

 

 

 

 

 

-Answer questions about the test or the material.

 

5 minutes

 

 

UDL Analysis

Description of Instruction: In this unit, the teacher will provide many different representations of the math concept by lectures, manipulatives, visuals, games and worksheets, power points and even videos. There are definitely many opportunities for a student to succeed in this week of learning by listening well, completing their work, following instructions, having good conduct and showing an understanding of the concept through projects, tests and worksheets.

Modification for Gifted/Slow Learners: At the end of each lecture lesson, I

included various ways to challenge advanced students in their knowledge. They could also work ahead on some things or even help other peers who are struggling. For slow learners, study sheets and after school help will be provided, as well as more time to work with the manipulatives used in class. They will also have access to number charts taped on their desk for help with easy addition and subtraction. 

Modifications for ESL students: By working in groups, an ESL student can definitely profit on some of these projects. Peer instruction and help has been proven over and over again to be useful. They also could be given a help sheet with some common English terms. Another useful idea is to have a special tutor or even find a supplement textbook written in their language.

 

 

I. TECHNOLOGY OPERATINS AND CONCEPTS

I-B. Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES

            II-A. Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

            II-B. Apply current research on teaching and learning with technology when planning learning environments and experiences.

            II-C. Identify and locate technology resources and evaluate them for accuracy and suitability.

III. ASSESSMENT AND EVALUATION

            III-A. Apply technology in assessing student learning of subject matter using a variety of assessment techniques.

            III-B. Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.

            III-C. Apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication and productivity.

IV, SOCIAL, ETHICAL LEGAL AND HUMAN ISSUES

            VI-C. Identify and use technology resources that affirm diversity.            

 

Instructional Design Reflection

          Overall, this project has really stretched me as far as the teaching realm goes. It really made me more appreciative of how much work teachers really do. It is also helpful for me to realize what pressure teachers are put under to make sure their students succeed in every given area. This unit was only for one subject for one week and it definitely stretched me as far as organization and preciseness.

          Another very important thing I have learned is how many resources are out there to help teachers with their jobs. Using things like the internet, videos, manipulatives or even overhead projectors can be utilized as great tools for lessons. The technology side of our world has really become a great help to teachers and is something that should not be feared or cast aside.

            Lastly, I learned that there are numerous ways to teach a concept. Education is a never sleeping, always changing field. It has so much to offer and can never be mastered by one person at one time. It takes a group effort of teachers sharing ideas amongst themselves for the good of students. It also takes participation on the student’s part to do their best at everything they do. Learning should always be exciting to us, especially in the world of mathematics where there is so much room for creativity and originally designed lesson plans.