Prove Your Thinking! — Adding Strategies
1 Hook — "When not knowing Math can cost you $15,000..."
- Show the You Tube video "When not knowing Math can cost you $15,000. http://youtu.be/BbX44YSsQ2I
- Use the Think-Pair-Share strategy and have the students partner up, discussing why knowing math is important.
- Use the Think-Pair-Share strategy. Pair up and discuss why knowing math is important. Partner A goes first and then Partner B afterwards. Have students paraphrase what they hear.
2 Direct Instruction
Common Core Standard:
Use place value understanding and properties of operations to perform multi-digit arithmetic.
- 4. Fluently add and subtract multi-digit whole numbers using the standard algorithm.
How can I use one or more of the six common strategies for Addition?
Provide students with the math problem 117 + 114 and have them mentally add the numbers. Ask students to show you if they have an answer by showing one thumb for one way of solving a problem. Instruct students to add a finger if they can think of another way to solve the problem...and so on.
Instruct students to write down how they solved the problem.
Use Notability, Virtual Manipulatives, or Front Row to demonstrate, review, or teach the Addition strategies with the problem 117 + 114:
- Breaking Each Number into Its Place Value
- Making Landmark or Friendly Numbers
- Doubles/Near Doubles
- Making Tens
- Addding Up in Chunks
Tell the students that it isn't really that important to assign a name to a particular strategy, but instead it is better to be able to think of a variety of ways to prove their thinking and get to the answer. Think of this as knowing more than one way to get home.
- Mentally solve the math problem 117 + 114. Show your teacher one thumb if you can think of one way to solve a problem. Add a finger if you can think of another way to solve the problem...etc.
- Write down how you solved the problem. (aka Prove it!)
3 Guided Practice
- Model the Cooperative Learning technique called Rally Coach.
- Partner students up and assign "the student" and "the coach" for each group.
- Provide students with at least two math problems to add. (Have a few additional problems for fast finishers.)
- Have "the coach" watch and assist as their partner, "the student," completes one math problem in Doceri. Be sure to have the student record their written work, as well as their verbal explanation in Doceri. Another option is to have the coach video the student over their shoulder as they work.
- Have students review the product and offer suggestions for other strategies.
- Switch partners and repeat the process.
- Be sure you understand the Cooperative Learning technique called Rally Coach.
- Per your teacher's instructions, partner up. Determine "the student" and "the coach" for your group, if your teacher hasn't alread assigned the roles.
- Look to the board for two math problems to add. (There are a few additional problems to solve if you are fast finishers.)
- Complete one math problem using the Doceri app.
- Have "the coach" watch and assist you only if needed.
- Be sure to "Prove" your thinking by recording your written work, as well as your verbal explanation in Doceri. Another option is to have the coach video you over your shoulder, as you work.
- Review your finished product and discuss other strategies you could have used.
- Save your video to your camera roll.
- Switch partners and repeat the process with the next problem.
4 Independent Practice
- Independently, have students use the Doceri app to "Prove" their thinking of a problem (ie. 128 + 116).
- Put up a few additional problems if more practice is necessary.
- Have students work on Front Row when finished.
- Independently, use the Doceri app to "Prove" your thinking of a problem (ie. 128 + 116).
- Practice few additional problems if necessary.
- Work on Front Row when finished.
- Have students post a sample of their work in My Big Campus (MBC) in their Blog or under a teacher created discussion.
- Post a sample of you work in your My Big Campus (MBC) blog or under a teacher created discussion.
Key Standards Supported
Counting And Cardinality
|K.CC: Compare Numbers.|
|K.CC.6||Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1|
|K.CC.7||Compare two numbers between 1 and 10 presented as written numerals.|
|Count To Tell The Number Of Objects.|
|K.CC.4||Understand the relationship between numbers and quantities; connect counting to cardinality.|
|K.CC.4.a||When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.|
|K.CC.4.b||Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.|
|K.CC.4.c||Understand that each successive number name refers to a quantity that is one larger.|
|K.CC.5||Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.|
|Know Number Names And The Count Sequence.|
|K.CC.1||Count to 100 by ones and by tens.|
|K.CC.2||Count forward beginning from a given number within the known sequence (instead of having to begin at 1).|
|K.CC.3||Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).|
|HSA.CED: Create Equations That Describe Numbers Or Relationships|
|HSA.CED.1||Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.|
|HSA.CED.2||Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.|
|HSA.CED.3||Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non- viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.|
|HSA.CED.4||Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.|
Number And Operations In Base Ten
|1.NBT: Extend The Counting Sequence.|
|1.NBT.1||Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.|
|Understand Place Value.|
|1.NBT.2||Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:|
|1.NBT.2.a||10 can be thought of as a bundle of ten ones — called a “ten.” b.|
|1.NBT.2.b||The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.|
|1.NBT.2.c||The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).|
|1.NBT.3||Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.|
|Use Place Value Understanding And Properties Of Operations To Add And Subtract.|
|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.|
|1.NBT.5||Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.|
|1.NBT.6||Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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.|
|2.NBT: Understand Place Value.|
|2.NBT.1||Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:|
|2.NBT.1.a||100 can be thought of as a bundle of ten tens — called a “hundred.”|
|2.NBT.1.b||The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).|
|2.NBT.2||Count within 1000; skip-count by 5s, 10s, and 100s.|
|2.NBT.3||Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.|
|2.NBT.4||Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.|
|Use Place Value Understanding And Properties Of Operations To Add And Subtract.|
|2.NBT.5||Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.|
|2.NBT.6||Add up to four two-digit numbers using strategies based on place value and properties of operations.|
|2.NBT.7||Add 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.|
|2.NBT.8||Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.|
|2.NBT.9||Explain why addition and subtraction strategies work, using place value and the properties of operations.3|
|3.NBT: Use Place Value Understanding And Properties Of Operations To Perform Multi-Digit Arithmetic.4|
|3.NBT.1||Use place value understanding to round whole numbers to the nearest 10 or 100.|
|3.NBT.2||Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.|
|3.NBT.3||Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.|
|5.NBT: Perform Operations With Multi-Digit Whole Numbers And With Decimals To Hundredths.|
|5.NBT.5||Fluently multiply multi-digit whole numbers using the standard algorithm.|
|5.NBT.6||Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.|
|5.NBT.7||Add, subtract, multiply, and divide decimals to hundredths, 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 The Place Value System.|
|5.NBT.1||Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.|
|5.NBT.2||Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.|
|5.NBT.3||Read, write, and compare decimals to thousandths.|
|5.NBT.3.a||Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).|
|5.NBT.3.b||Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.|
|5.NBT.4||Use place value understanding to round decimals to any place.|
|K.NBT: Work With Numbers 11–19 To Gain Foundations For Place Value.|
|K.NBT.1||Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.|
The Number System
|6.NS: Apply And Extend Previous Understandings Of Multiplication And Division To Divide Fractions By Fractions.|
|6.NS.1||Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?|
|Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers.|
|6.NS.5||Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.|
|6.NS.6||Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.|
|6.NS.6.a||Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite.|
|6.NS.6.b||Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.|
|6.NS.6.c||Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.|
|6.NS.7||Understand ordering and absolute value of rational numbers.|
|6.NS.7.a||Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right.|
|6.NS.7.b||Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3 oC > –7 oC to express the fact that –3 oC is warmer than –7 oC.|
|6.NS.7.c||Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars.|
|6.NS.7.d||Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars.|
|6.NS.8||Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.|
|Compute Fluently With Multi-Digit Numbers And Find Common Factors And Multiples.|
|6.NS.2||Fluently divide multi-digit numbers using the standard algorithm.|
|6.NS.3||Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.|
|6.NS.4||Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).|
|7.NS: Apply And Extend Previous Understandings Of Operations With Fractions To Add, Subtract, Multiply, And Divide Rational Numbers.|
|7.NS.1||Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.|
|7.NS.1.a||Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged.|
|7.NS.1.b||Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.|
|7.NS.1.c||Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.|
|7.NS.1.d||Apply properties of operations as strategies to add and subtract rational numbers.|
|7.NS.2||Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.|
|7.NS.2.a||Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.|
|7.NS.2.b||Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real- world contexts.|
|7.NS.2.c||Apply properties of operations as strategies to multiply and divide rational numbers.|
|7.NS.2.d||Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.|
|7.NS.3||Solve real-world and mathematical problems involving the four operations with rational numbers.|
|8.NS: Know That There Are Numbers That Are Not Rational, And Approximate Them By Rational Numbers.|
|8.NS.1||Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.|
|8.NS.2||Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2). For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.|