Math LessonNicole DiMaiuta

The College of New Jersey                                       1. Title or Topic of the Lesson and Grade LevelBreak Apart 3-Digit Addends2nd Grade

2. Lesson Essential Question(s): How do you break apart addends to add hundreds, tens, and then ones?                                   3. Standards:

CCSS.MATH.CONTENT.2.NBT.B.7Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

CCSS.MATH.CONTENT.2.NBT.B.9Explain why addition and subtraction strategies work, using place value and the properties of operations.                                       4. Learning Objectives and Assessments:                                        

Objectives Assessments

Students will be able to apply place value concepts when using a break apart strategy for 3-digit addition.

Students will attend multiple stations practicing this break apart method in the form of games/worksheets and activities on the computer.

                                                     5. Materials:

Pencil Easel paper Spinners Math Journal Go Math Workbooks White boards

                                       6. Pre-lesson assignments and/or prior knowledge: Students know how to add and subtract two digit numbers. The students also know place values up to the hundreds place value. Lastly, students are able to expand one number using the break apart strategy. A

misconception that some students might have is that you do not add down or may place a number in the wrong place value when adding.

7. Lesson Beginning: Children will remain at their desks while they participate in a Do Now on their white boards. The Do Now will consist of 2-digit addition using the break apart strategy so children can activate their prior knowledge and to see if the students are ready for three-digit addition. There will be three problems projected on the Smart Board or written on the easel paper. The teacher will take volunteers to come up and fill in the boxes for each one while the rest of the children work out the problems on their white boards as well to check their volunteers/classmates answers.                                     8. Instructional Plan:

1. Students will then introduced to breaking apart three digit numbers and adding them. The teacher will do two examples to explain the strategy/review place value and then have a volunteer to complete a problem on their own while the students try to complete it on their white boards. (2-3 minutes)

2. The teacher will then announce what the four different math stations are and who is at what station. First math station children will log into their accounts on the computers to practice the skills they just learned. The next station will be math journals where the children will be given an open-ended question. The third station will be a math game involving spinners along with a worksheet on word problems that will be monitored by a teacher (see below). The last station will be math games that the students are already familiar with. (2-3 minutes explaining)

3. My partner and I will each be taking our own group to perform the spinners game and word problem worksheet. My cooperating teacher will be circulating supervising the math journals and math games station.

4. The children will be at each station for about 15-20 minutes and then will rotate. At the station monitored by my partner and myself, the students will each have their own spinner and will spin it 6 times to make 2 three digit numbers. They then will use the break apart strategy to figure out the sum.

Differentiation: The children that are excelling at the math stations can challenge themselves by creating four-digit addition problems using the same break apart strategy. The children that are struggling can stick to practicing adding two-digit numbers, or can just use the break apart strategy to divide up a three-digit number (without addition). Also, when the children work in their groups they will be with students at their same level. If students finish early at a certain station the children will be allowed to do independent reading or color their drawings in their math journals. To help struggling students there will be teachers at three stations.

Questions:o Can you explain what the break apart strategy does?o Can you demonstrate how we use this strategy with addition?o Are you able to name each place value?

o Can someone restate the first step to using this strategy?o Can you compare the break apart strategy to regular/standard addition?

Classroom Management: If the students get too loud the teacher will use the quiet down hand signal, which is two fingers raised in the air. My partner, my cooperating teacher and myself will all be running stations so each group is supervised and to make sure that they run well and that the children are grasping the concept they are learning.

Transitions: Students will move from their desks to the carpets based on which tables are ready to participate and are quiet. From the carpet to the stations the teacher will read out which groups are at what station. The teacher will use a timer for stations and will ring the bell to signal when to rotate. The last bell will indicate that the stations are officially over and to return to their desks.

9. Closure: Once the students are done they will put all of the materials away and fill out a game exit ticket asking them how they felt during today’s math stations (see below).