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TouchMath Table of ContentsModule 2 Activity Sheets 26–50 Adding 3 Addends

Page Activity

Sheet

Module OverviewOverview of Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Common Core State Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Prerequisites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Instructional Strategies for Student Activity SheetsAdding 3 or More Addends (Activity Sheets 26–37)

• Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 26• Anticipatory Set . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2• Teacher Input/Teacher Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2• Check for Understanding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2• Practice

• Add 3 Addends within 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 27• Add 3 Addends within 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 28• Add 3 Addends within 17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 29• Add 3 Addends within 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 30• Review Adding 3 Addends within 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 31• Add 4 Addends within 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 32• Add 5 Addends within 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 33• Review Adding 4–5 Addends within 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 34• Add 3 Addends within 100 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 35• Add 3 Addends within 100 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 36• Review Adding 3 Addends within 100. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 37

• Objective Review Adding Adding 3 or More Addends. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Adding with TouchPoints (Activity Sheets 38–42)

• Anticipatory Set . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8• Teacher Input/Teacher Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8• Check for Understanding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8• Practice

• Add 2-Digit Numbers with 2 Addends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 38–40• Add 2-Digit Numbers with 3 Addends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 41• Review Adding with TouchPoints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 42

• Objective Review Adding with TouchPoints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Adding with Regrouping Using Models (Activity Sheets 43–49)

• Anticipatory Set . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12• Teacher Input/Teacher Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12• Check for Understanding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12• Practice

• Add 1 Digit to 1 Digit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 43–44• Add 1 Digit to 2 Digits. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 45–46• Add 2 Digits to 2 Digits. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 47–48• Review Adding 3 Addends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 49

• Objective Review Adding with Regrouping Using Models. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Module Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

• Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 50

Module Closure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Parent/Guardian Communication Letter. . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Progress Monitoring Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

1 © 2011 First Grade Unit 3 Module Guide 2

TouchMath Module Overview

Overview of Content

Th is module focuses on Adding 3 Addends. Th e learning from Module 1, Adding 2-Digit Numbers, is extended to three, four, and fi ve addends—gradually scaff olded for sums within 20. TouchPoints are included on all numbers except the largest addends, leading students to say the largest addend and count on the remaining addends. Missing addends are also included to introduce unknowns. Th e concept is further developed to include sums within 100. Th e visual cues of dotted lines and arrows are again used to support the learning of working in columns. Word problems and equations are incorporated. Adding with TouchPoints in 2-digit addends is then presented, and the students apply the concept in generating a story or drawing to represent the problem. Adding with TouchPoints is extended to include three addends. Th ese experiences provide many opportunities to master addition facts within 10. Finally, regrouping in addition is introduced with models and visual representations of building ten ones to be transferred to the tens column. When students fi nish this module, they will have had extensive experiences with addition equations.

First Grade Common Core State Standards

• 1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

• 1.OA.2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

• 1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, 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 and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Included TouchMath:

• TouchMath PLUS• TouchMath FlipCards Adding and

Subtracting 2-Digit Numbers

Optional

Touch2Learn Math Fans Touch2Learn TouchNumerals

Classroom:

Crayons or markers, base 10 place value blocks, connecting cubes, two spinners with sections labeled 1–5 and 5–9, number cubes 1–6, and bingo chips or other fl at disks

Module 2 Activity Sheets 26–50 Adding 3 Addends

Objectives1. To add three or more addends

2. To add with TouchPoints

3. To add with regrouping using models

Prerequisites

• Add within 20 by counting on

• Be familiar with TouchPoints and the corresponding Touching/Counting Patterns

• Identify ones and tens

• Count to 100

Vocabularyplace value • place value model • 2-digit number • regroup

Materials

26© 2011 FGASW100

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TouchMath Instructional Strategies: Activity Sheets 26–37

Activity Sheets 27–37

Anticipatory Set

Teacher Input/Teacher Modeling

Adding 3 or More Addends

Have three children line up in front of the class. Th en invite three more children to form another line. Finally, have two more children line up in a third group. Ask the class how they might quickly add the three groups to fi nd the total number of children. Accept all reasonable responses, such as add two numbers fi rst that are easiest to add, like doubles, and then add the third number.

Tell students the following number story, or write it on the whiteboard: Jeremy has 31 blue toy cars, 15 red toy cars, and 13 green toy cars. How many toy cars does Jeremy have? Use connecting cubes to model and solve the problem. Th en show students how to fi rst add the ones and then add the tens.

Say, “You can use this strategy to add and solve addition problems with three or more addends.”

CHECK FOR UNDERSTANDING: Write this addition on the board in column form, and ask children to solve it using connecting cubes: 13 + 22 + 11. [ If some students do not demonstrate understanding, repeat the modeling using another problem with three addends.]

Module 2 Pretest

Pretest: Activity Sheet 26Verbal directions to students:

• Write the addends and sums in the boxes.

• Read the word problem. Write the numbers in the boxes, and solve.

Objective

To add 3 or more addends

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TouchMath Instructional Strategies CONTINUED

Guided Practice: Activity Sheet 27• Read the word problem together with the class, pointing out the new vocabulary

term, markers. Guide students to decide what numbers they will write in the boxes to solve the problem. Ask, “How many markers does Aden have? How many markers does Logan have? How many markers does Amy have?” Tell students to write the addends in the appropriate boxes. Th en ask, “How many markers do they have altogether?”

• Lead students to notice that the addition problems on this page contain three addends. Direct their attention to the fi rst problem. Have them point to each addend, starting at the top and moving down, saying each number name. Model how to add the three addends. Touch and say the greatest number, 4, and then count on the TouchPoints of the other two addends—5, 6, 7, 8. Write the sum. Th en say, “4 plus 3 plus 1 equals 8.” Tell students to repeat your actions.

• Have children look at the next addition problem to the right. Ask, “Which is the greatest addend?” Say, “Let’s start with this number and count on the TouchPoint of the other two addends—6, 7, 8, 9.” Tell them to write the sum. Recite together, “5 plus 2 plus 2 equals 9.”

• Continue in the same manner for the next four problems. Lead students to fi nd each sum by identifying the greatest addend and counting on the TouchPoints of the other two addends.

Guided Practice: Activity Sheet 28• In the fi rst problem, guide students as they add the three addends. Remind

them to start with the greatest addend and count on the TouchPoints of the other two addends. Continue in the same manner for the second and third problems.

• Read together the word problem, and introduce the new vocabulary word, pencils. Ask questions to help students identify what numbers to write in the boxes. Ask students, “What word in the problem tells you to add to fi nd the answer?”

• In the fi rst problem in the bottom row, lead students to see that the greatest addend is not at the top of the column of numbers. Say together the touching and counting sequence to add the numbers. Touch and say, “5,” and then count on, “6, 7, 8, 9, 10, 11, 12.” Th en recite together, “4 plus 5 plus 3 equals 12.” Repeat the process for the next problem, guiding children as they identify the greatest addend, 9, and count on the TouchPoints of the other addends.

• In the sixth problem, an addend is missing. Guide students to count on from 5 to fi nd and write the missing addend, 5. Tell students that the next place value model uses the Math Fan to show a bundle of 10 and extras. Elicit from students that the fi rst place value chart represents the number 12, one ten and two ones. Th e next model shows one one. Th e third chart represents the sum of one ten and two ones plus one one—one ten and three ones, or 13.

DID YOU KNOW? Students can quickly add these three numbers by knowing the doubles fact 5 + 5 = 10 and counting on 2 to get 12.

Module 2 Activity Sheets 27–28 Adding 3 Addends within 20

27

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Directions: Count on. Draw a line to connect the addend to the sum.

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Independent Practice: Activity Sheet 29• Be sure students understand what they are to do for each problem. Th e

problems are similar to what they have previously completed. Remind them to start with the greatest addend and count on the TouchPoints of the other two addends.

• In the word problem, direct students’ attention to the new vocabulary words, students and music.

Take Home: Activity Sheet 30• Have students take this page home to work on independently, reinforcing

what they have learned (adding three addends). Or, if any children are having diffi culty, have them complete the page in class with the guidance of a parent volunteer or paraprofessional.

Take Home: Activity Sheet 31• Have students take this page home to work on independently, reinforcing

what they have learned (adding three addends). Or, if any children are having diffi culty, have them complete the page in class with the guidance of a parent volunteer or paraprofessional.

STOP: If students have not demonstrated understanding, provide additional practice or remediate.

Additional activities for 8 + 3, 9 + 3, and 10 + 3 are found in TouchMath PLUS.

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© 2011 FGASW100

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Directions: Count on. Draw a line to connect the addend to the sum.

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Review Adding 4–5 Addends within 20

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Module 2 Activity Sheets 32–34 Adding 4–5 Addends within 20

32

Guided Practice: Activity Sheet 32• Lead students to notice that the addition problems on this page contain four

addends. Direct their attention to the fi rst problem. Have them point to each addend, starting at the top and moving down, saying each number name. Model how to add the four addends. Touch and say the greatest number, 7, and then count on the TouchPoints of the other three addends—8, 9, 10, 11, 12, 13, 14, 15, 16, 17. Write the sum. Th en say, “4 plus 7 plus 3 plus 3 equals 17.” Have students repeat your actions.

• Continue in the same manner for the next six problems. Guide students to identify the greatest addend and then count on the TouchPoints of the other three addends to fi nd the sum.

• Th e last problem is a comparison. Tell students they will decide if the comparison is true or false. Have students fi nd the sum of each problem and write it below each problem. Together, compare the sums, and decide if they equal each other. Since the sum for each problem is 15, direct children to fi ll in the bubble for True. Read together the comparison, “3 plus 8 plus 4 is equal to 7 plus 6 plus 2.”

Independent Practice: Activity Sheet 33• Lead students to notice that the addition problems on this page contain

fi ve addends. Inform them that the addition process is the same. In the fi rst problem, ask, “Which addend is the greatest?” Direct children to touch and say, “7,” and then count on the TouchPoints of the other four addends to fi nd the sum, 16. You may want to show children how to fi nd addends that equal 10 to make the addition easier. In the fi rst problem, they can add 7 + 3 and then count on from 10. In the second problem, they can add 9 + 1 and then count on the other three addends.

• In the third problem, show students how to make two groups of 10 to add these fi ve addends more quickly. Have students start with the greatest number, 7, and count on 2 and 1 to make 10. Th en lead them to recognize that the sum of the two 5s (a doubles fact) is also 10 and 10 + 10 = 20. So, 2 + 7 + 1 + 5 + 5 = 20.

• Continue in the same manner for the rest of the problems. In the last problem, guide students to fi nd the missing addend. Have them start with the greatest addend, 7, and count on 3 to make 10. Lead them to notice that the sum of the fi ve addends is 20, so the remaining three addends must total 10 because 10 + 10 = 20. Th ey can then add 5 + 2 = 7 and think, “What number plus 7 equals 10?”

Take Home: Activity Sheet 34• Have students take this page home to work on independently, reinforcing what

they have learned (adding four or fi ve addends). Or, if any children are having diffi culty, have them complete the page in class with the guidance of a parent volunteer or paraprofessional.


Additional activities for adding four or fi ve addends are found in TouchMath PLUS.

33

34

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35© 2011 FGASW100

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37© 2011 FGASW100 Review Adding 3 Addends within 100

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Guided Practice: Activity Sheet 35• Lead students to notice that they will be adding three 2-digit numbers on this

page.

• Refer them to the fi rst problem. Ask, “Who can tell us where to start to add?” Elicit that students should start on the side with the arrow, the ones column on the right. Model fi nding the sum. Say and touch the greatest number in the ones column, 5, and then count on the TouchPoints of the other two numbers. Write 9 in the box on the right below the problem. Th en add the tens, starting with 3, counting on, and writing the sum, 6, in the appropriate box. Th en say, “33 plus 25 plus 11 equals 69.” Have students repeat the process and write the sum.

• Continue in the same manner for the next four problems. Remind the class to start at the right, add the ones, and then add the tens to fi nd the sum.

• In the sixth problem, lead children to see that they need to fi nd the missing addend. Tell them to start in the ones column and add 7 + 1. Th en ask, “What number plus 8 equals 9?” Tell them to write the number 1 in the box. Do the same for the missing number in the tens column. Have children add 7 + 1 and then determine that 1 more equals 9. Ask the students to write 1 in the box in the tens column. Recite together, “71 plus 17 plus 11 equals 99.”

• Help children to solve the word problem, introducing the new vocabulary terms, pennies and bank. Ask questions to lead students to decide what numbers they will write in the boxes to solve the problem.

Independent Practice: Activity Sheet 36• Be sure students understand what they are to do for each problem. Th e

problems are similar to what they have previously completed. Remind the class that they should add the numbers in the ones column fi rst and then add the numbers in the tens column.

• Introduce the new vocabulary terms, trees and forest, in the word problem. You might ask students to tell how they are alike and how they are diff erent in meanings (e.g., Trees are living plants. When many of them are growing together, they form a forest.).


they have learned (adding three 2-digit addends). Or, if any children are having diffi culty, have them complete the page in class with the guidance of a parent volunteer or paraprofessional.


Additional activities for adding three 2-digit addends are found in TouchMath PLUS.

37


TouchMath Review: Activity Sheets 26–37

Module 2 Objective Review Adding 3 or More Addends

Say, “You know how to add three or more addends.”

• Write 61 + 24 + 12 on the board. Have students count on to fi nd the sum.


TouchMath Instructional Strategies Activity Sheets 38–42


Anticipatory Set


Adding 2-Digit Addends Using TouchPoints

Have three children line up in front of the class. Th en invite three more children to form another line. Finally, have two more children line up in a third group. Ask the class how they might quickly add the three groups to fi nd the total number of children. Accept all reasonable responses, such as add two numbers fi rst that are easiest to add, like doubles, and then add the third number.

Model a 2-digit addition problem using base 10 blocks, such as 43 + 24 = 67. Th en write the same addition problem using TouchPoint numbers for the smaller digit in each column—a Touchpoint 3 in 43 and a TouchPoint 2 in 24. Demonstrate how add using TouchPoints. Start at the column with the arrow, the ones, say and touch the greater number (4), count on 3 TouchPoints, and write 7 below in the ones place. Th en move to the tens column, touch and say the greater number (4), count on 2 TouchPoints, and write 6 in the tens place in the sum. Th en say, “43 plus 24 equals 67.”

Say, “You can add 2-digit numbers using TouchPoints.”

CHECK FOR UNDERSTANDING: Write this addition problem on the board in vertical form using TouchPoint numbers, and ask children to fi nd the sum: 38 + 41. [ If some students do not demonstrate understanding, repeat the modeling using another problem with 2-digit

addends with TouchPoints.]

Objective

To add 2-digit addends using TouchPoints

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38© 2011 FGASW100

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Module 2 Activity Sheets 38–40 Adding 2-Digit Addends Using TouchPoints

38

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40

Guided Practice: Activity Sheet 38• Lead children to see that although the tens and ones labels have been removed,

the dotted lines still appear to separate the ones and tens places and the arrow shows where to start.

• Direct children’s attention to the fi rst problem. Ask a volunteer to tell where to start adding to fi nd the sum of 27 and 32. Elicit that students should start at the arrow in the ones column on the right. With students, touch and say the greater number, 7, and then count on 2 TouchPoints. Write the sum, 9, in the appropriate box. Th en add the tens, starting with the greater number, 3, and counting on 2 TouchPoints. Tell students to write the sum, 5, in the box. Th en say together, “27 plus 32 equals 59.”

• Reinforce the mastery of sums within 10 by encouraging students to use their knowledge of addition facts up to 10 instead of counting on to fi nd sums. For example, in the second problem, students may know that 6 + 3 = 9 and the doubles fact 3 + 3 = 6, so they can write the sum, 69, without having to count on.

DRAW, WRITE, SHARE: In the My Story space, tell students to draw a picture or write a story using one of the problems on the page. Allow students to share their stories or pictures with the class.

Guided Practice: Activity Sheet 39• In the fi rst problem, draw students’ attention to the 0 used as a placeholder

in the tens place. Say aloud the problem, “93 plus 5.” Tell students that the 0 is placed in the tens column (to the left of the number 5) to show that there are no, or 0, tens to add. Lead them to start adding in the column with the arrow, the ones. Model touching and saying the greater number, 5, and counting on 3. Th en write the sum, 8, in the ones box. [ Encourage students to use addition facts up to 10 that they know instead of counting on.] Point to the tens column, add 9 + 0, and write the sum in the box below the problem. Have the class say the problem with you, “93 plus 5 equals 98.”

• Continue in the same manner for the rest of the problems on the page. In the fi fth problem, point out the 0s that appear in the ones and tens places. Guide students to understand that the 0 in the bottom addend indicates there are no, or 0, ones to add to 9 ones. Th e 0 in the top addend indicates that there are no, or 0, tens to add to the 7 tens

Guided Practice: Activity Sheet 40• Repeat the process used on page 39, guiding students to fi rst add the ones and

then the tens to fi nd each sum.


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Module 2 Activity Sheets 41–42 Adding 2-Digit Addends Using TouchPoints

41

42

Guided Practice: Activity Sheet 41• Repeat the process used on page 39, guiding students to fi rst add the ones and then

the tens to fi nd each sum.

Guided Practice: Activity Sheet 42• Lead students to see that on this page they are adding three 2-digit numbers.

Talk about how they will start on the side with the arrow. Ask, “Which column is this?” Elicit that it is the ones column. Model adding the three addends. Touch and say the greatest number, 4, and count on the TouchPoints of the other two numbers. Write the number of ones, 9, in the box below the problem. Th en add the numbers in the tens column, starting with the greatest number, 3, and counting on. Write the number of tens, 6, in the box below the problem. Th en say, “22 plus 33 plus 14 equals 69.” Guide students as they repeat the process.

• For the rest of the problems, ask guiding questions to help students add the three addends. For example, “In which column will you start to add? Which number will you start with to count on?”



FLIPCARDS: For extra practice, have students use FlipCards Adding and Subtracting 2-Digit Numbers.

Additional activities for adding three 2-digit addends are found in TouchMath PLUS.



Module 2 Objective Review Adding 2-Digit Addends Using TouchPoints

Say, “You know how to add 2-digit numbers using TouchPoints.”

• Write 65 + 24 on the whiteboard using TouchPoints for the smaller digit in each column. Th en have students count on to fi nd the sum.


TouchMath Instructional Strategies Activity Sheets 43–49


Anticipatory Set


Adding with Regrouping Using Models

Hold two tens rods in one hand and three tens rods in another. Ask students, “How many are there in all?” Say, “2 tens plus 3 tens equals 5 tens.” Th en write 20 + 30 = 50 on the board.

Say, “We can fi nd sums of 2-digit numbers using place value models.”

Use connecting cubes to model this addition with regrouping: 18 + 23. As you model the problem, say and show with the cubes how many tens and ones are in 18 and how many tens and ones are in 23. Th en model adding the ones (8 + 3) and making a group of ten with one left over. Th en move the ten to the group of 3 tens. Add the tens to make 4 tens and one left over for a total of 41.

Say, “You can use this strategy to add with 2-digit addends.”

CHECK FOR UNDERSTANDING: Have children use connecting cubes to model adding 8 + 4. Check their models. [ If some students do not demonstrate understanding, repeat the modeling using another addition problem with regrouping.]

Objective

To add with regrouping using models

Name

44© 2011 FGASW100 Add 1 Digit to 1 Digit

6

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10

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2

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43© 2011 FGASW100 Add 1 Digit to 1 Digit

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Module 2 Activity Sheets 43–44 Adding with Regrouping Using Models

Guided Practice: Activity Sheet 43• Write the addition problem 7 + 4 on the whiteboard. Tell students that the

models on this page show how to add these numbers to fi nd the sum. Th en inform them that fi rst they will use connecting cubes to help them fi nd the sum.

• Give students 11 connecting cubes and a place value mat (in TouchMath PLUS) with columns marked and labeled for ones and tens. Model making 7 and 4 using the cubes, just as the picture on the page shows. Have students do the same. Th en make 1 ten by moving 3 of the 4 cubes to the group of 7 cubes. Have students count to see that they now have 1 group of ten and 1 left over. Write 10 + 1 on the whiteboard and the total, 11.

• Now work through with the class the representations on the page, which model the action students just completed. Th e fi rst model represents the addends 7 and 4, with 7 cubes and 4 cubes. Th e second model demonstrates moving 3 cubes to the 7 cubes to make 1 group of ten in the ones column, with 1 cube left over. Th e numbers represent the new quantities, 10 and 1. Now refer students to the models in the second row. Th e fi rst model shows how the 1 group of 10 ones is moved to the tens column, so there is now 1 ten and 1 one, or 11. Th e fi nal box shows the 1 ten in the tens place and 1 one in the ones place.

• Refer students to the box at the bottom of the page. Lead them through this summary of the regrouping procedure they followed with the models above. Read together, “7 plus 4 equals 10 plus 1 equals 11.”

Guided Practice: Activity Sheet 44• Give students connecting cubes, and tell them they will use them to fi nd the

sum of 6 + 6. Have them make two groups of 6 cubes each and lay them in the ones column of their place value mat (in TouchMath PLUS). Direct students’ attention to the fi rst model, which represents this action. Have students point to the two groups of connecting cubes and trace the two 6s. Ask students to take 4 cubes from one group of 6 cubes and move them to the other group of 6 cubes to show 10 ones, or 1 group of ten, and 2 ones left over. Direct students’ attention to the second model, which shows this action—moving 4 cubes from one group of 6 cubes to make 1 group of ten and 2 cubes left over. Lead children to see that the number 10 represents 1 ten and 0 ones. Th e 2 represents the 2 ones left over. Have students trace the numbers.

• Tell students to connect their cubes to show 1 ten and 2 left over. Refer students to the fi rst box in the second row, which shows this action and moving the 10 cubes to the tens column. Th e numbers show 1 ten and 2 ones, or 12. Have students trace the number 12. Guide students to see that the fi nal box shows the connected representation in the tens place and the remaining ones in the ones place. Have them trace the 12. Say together, “6 plus 6 equals 12.”

• Refer students to the box at the bottom of the page. Lead them through this summary of the regrouping procedure they followed with the models above. Read together, “6 plus 6 equals 10 plus 2 equals 12.”

44

43

Name

45© 2011 FGASW100 Add 1 Digit to 2 Digits

13

tens ones

8

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tens onestens ones tens onestens ones

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13

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© 2011 FGASW100

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46Add 1 Digit to 2 Digits

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Guided Practice: Activity Sheet 45[ On this page, students add a 1-digit number to a 2-digit number. The models on the page visually represent the process.]

• Direct students’ attention to the fi rst model. Lead them to see that it represents the problem 13 + 8. Th e number 13 is represented by 1 string of 10 beads and 3 single beads, or 1 ten and 3 ones. Th e number 8 is represented by 8 beads, or 8 ones. Have children trace the numbers 13 and 8.

• In the box to the right, describe the process of regrouping by moving 7 beads from the group of 8 beads to make a second group of 10 beads, which leaves 1 single bead. Th ere are now 2 groups of ten beads, or 20, and 1 bead left over. Tell students to trace the 20 and the 1. Have students look at the fi rst box in the second row, which shows moving the 1 string of tens beads from the ones column to the tens column. Ask students what numbers to write to show the numbers of tens and ones. Elicit that there are 2 tens and 1 one, so they will write 2 in the tens column and 1 in the ones column for 21. In the last box, have students write the numbers that show the completed model, 2 tens and 1 one, or 21. Say together, “13 plus 8 equals 21.”

• Have students look at the numbers in the box at the bottom of the page. Lead them through this summary of the regrouping procedure they followed with the models above. Read together, “13 plus 8 equals 20 plus 1 equals 21.”

Independent Practice: Activity Sheet 46• Tell students that on this page they will again add a 1-digit number to a 2-digit

number, 36 + 6, with regrouping. You may want to start off by guiding students through the fi rst place value model to fi nd the sum of 36 + 6. Ask students how many tens and ones make up 36—3 tens and 6 ones. 3 strings of 10 beads each represent the 3 tens, and 6 beads represent the 6 ones. Tell students to continue using the models to help them regroup the ones in the top addend into 1 ten and ones left over, and trace or write the numbers represented by the models.

45

46

© 2011 FGASW100

Name

47Add 2 Digits to 2 Digits

38

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25

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38 25 60 3 63

38

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48© 2011 FGASW100 Add 2 Digits to 2 Digits

Directions: Add. Trace or write the answer on the line.



37 28 60 5 65

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49© 2011 FGASW100

Directions: Count on. Draw a line to connect the addends to the sum.

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Review Adding 3 Addends




Independent Practice: Activity Sheet 47• Tell students that on this page they will add together two 2-digit numbers, 38

+ 25. You may want to start them off by guiding them through the fi rst place value model to fi nd the sum of 38 + 25. First, they will add the ones, 8 + 5 = 13. Lead them to see that since there are 10 or more ones, they need to regroup 10 ones as 1 ten. Th e second model shows the 13 ones and moving 2 ones to the group of 8 ones to make 10 ones, or 1 ten, leaving 3 ones. Th ere are now 6 tens, or 60, plus 3 ones. Th e next box shows that 60 + 3 is 6 tens and 3 ones, or 63.


they have learned (regrouping to add 2-digit numbers). Or, if any children are having diffi culty, have them complete the page in class with the guidance of a parent volunteer or paraprofessional. [ All students may not be able to complete this page at home. Determine for which students this independent work at home is appropriate.]


they have learned (adding 2-digit numbers with no regrouping). Or, if any children are having diffi culty, have them complete the page in class with the guidance of a parent volunteer or paraprofessional.


Additional activities for addition are found in TouchMath PLUS.

47

48

49

Module 2 Objective Review Adding with Regrouping Using Models

Say, “You know how to add with regrouping using models.”

• Ask children to use connecting cubes or base 10 blocks to add 25 + 6.

50© 2011 FGASW100

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Module 2 Review Adding 3 Addends

Module 2 Test

Posttest: Activity Sheet 50Verbal directions to students:

• Write the addends and sums in the boxes.

• Read the word problem. Write the numbers in the boxes, and solve.

50

Say, “You know how to add 2-digit numbers with three or more addends.”

• Write 24 + 32 + 12 on the board. Have students fi nd the sum.


TouchMath Module ClosureDifferentiated Instruction Adding 3 Addends

• Send Parent/Guardian Communication Letter. (Use school letterhead. Spanish version available on TouchMath PLUS.)

• Document results on Progress Monitoring Record. (Make multiple copies as needed.)

Final Tasks

Literature Connections

• Each Orange Had 8 Slices by Paul Giganti

• Hershey’s Kisses Addition Book by Jerry Pallotta

• Th e Great Math Tattle Battle by Anne Bowen

• A Collection for Kate by Barbara deRubertis

Real World Connections

• At the grocery store, fi nd three items that cost less than 30 cents each. Find the total of the three items.

• Choose any three numbers from a calendar, and add them. Ask a parent or guardian to check your answer.

Remediate

• Have children spin two spinners (spinner 1–5 for the tens and spinner 5–9 for the ones) three times, and each time write the corresponding 2-digit number. Ask them to write the three numbers in column form and add. Th ey can use base 10 blocks to help them model and solve the problem.

Use the TouchMath FlipCards Adding and Subtracting 2-Digit Numbers for more addition practice.

Reinforce

• Have pairs of students work together to fi nd the sum of three numbers. Tell one partner to roll a 1–6 number cube three times. Have the other partner write down the addition number sentence for the numbers rolled and add to fi nd the sum. Have the students repeat the activity several times so each partner has a few opportunities to roll the number cube and write and solve a number sentence.

• Have children work in groups of 3 or 4. Ask the students each to hold up a number of fi ngers on one hand and show the number to the other children. Have one student write the addition sentence using everyone’s numbers, and have another child solve it. Ask a third member of the group to check the addition. Repeat the activity so each student has a chance to write, solve, and check.

Challenge

• Have partners play Regroup or No Regroup. Tell partners to make up some 1-digit and 2-digit problems and quiz each other as to whether they need to regroup to add. Do you need to regroup 33 + 6? 25 + 7? 11 + 8? 44 + 27? and so on. Have students use base 10 blocks or connecting cubes to help them fi nd the answers.

• Give pairs of students a bag with 10 chips numbered 0–9. Have each partner take a turn to shake the bag and select three or four chips without looking. Th en have the student add all the numbers on the chips together and write this number on their piece of paper. Th e other partner repeats this process. Continue to play for a set number of turns, a set amount of time, or until a certain total is reached.

Dear Parent/Guardian,

Your child has completed Unit 3, Module 2 of the TouchMath program, mastered the test, and demonstrated understanding regarding adding multiple addends and regrouping.

In Module 3, the focus is on using strategies to add. Th e strategies your child will learn include the commutative property (e.g., 1 + 2 = 2 + 1), doubles (e.g., 8 + 8 = 16), building 10 using the associative property (e.g., 8 + 2 + 13 = 10 + 13), easier sums, counting on (using TouchPoints), and multiples of 10. Students will learn to choose and consistently apply strategies that are meaningful to them. Terms your child will learn include commutative property, building 10, multiples, fact family, doubles, doubles plus 1, regroup, and strategy. Please use this vocabulary at home and encourage your child to use it.

Th e most important concept now is to become comfortable using the above strategies. Integrate talking about this into your daily activities. For example, have your child fi nd groups of objects around the house that make doubles, like 2 fl owerpots and 2 more fl owerpots, and add to fi nd how many in all (2 + 2 = 4). Or, ask your student to look for numbers that are multiples of 10 as you walk or ride through your neighborhood together. You may see them on speed limit signs (60 mph), mileage markers, house numbers, grocery store prices ($1.20), and so on. Have fun. See it! Say it! Hear it! Touch it! Add it! Strategize it!

Once we have completed this module, I will send you a letter describing the next module and suggesting ways that you can help your child at home.

If you have questions, please contact me.

Sincerely,

To help your child practice the building 10 strategy, set out a pile of red objects and a pile of blue objects (blocks, paper clips, etc.). Have your child fi nd 9 + 7 using the objects to model the problem by building 10. Th is is done by fi rst counting out a row of 9 red objects and another row of 7 blue objects. Th en, move one of the blue objects to the row of red objects to build 10. Next, count the number of objects left in the blue row (6). Lastly, write the new fact, 10 + 6 = 16. Repeat with other facts, such as 8 + 6 or 7 + 5.

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Parent/Guardian Tip:

Pretest: Adding 3 Addends

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Review Adding 4–5 Addends within 20








Review Adding with TouchPoints

Add 1-Digit to 1-Digit




Add 2-Digits to 2-Digit

Add 2-Digits to 2-Digit

Review Adding 3 Addends

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