Lesson+Development+(LG2)


 * Different Ways to Make 100 Using Addition and Subtraction**


 * Grade: 2/ Working with Numbers Using Addition and Subtraction**
 * Should be taught in the middle of the year, about an hour (since students are building on a similar skill they are already learned)**


 * Objectives:**
 * Students will learn that you can add as well as subtract to make the same number
 * Students will demonstrate their knowledge and current understanding of addition and subtraction by coming up with different ways to make 100.
 * Students will demonstrate their understanding of addition and subtraction by creating their own word problems using addition and subtraction.


 * RIBTS: 2.1, 2.2, 2.3, 2.7, 3.1, 3.3**

//NCTM Standards…// Numbers and Operations (K-2): · develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers · understand various meanings of addition and subtraction of whole numbers and the relationship between the two operations · understand the effects of adding and subtracting whole numbers Problem Solving (K-2) · solve problems that arise in mathematics and in other contexts · apply and adapt a variety of appropriate strategies to solve problems Reasoning (K-2) · develop and evaluate mathematical arguments and proofs · make and investigate mathematical conjectures

Communication (K-2) · organize and consolidate their mathematical thinking through communication · communicate their mathematical thinking coherently and clearly to peers, teachers, and others; · use the language of mathematics to express mathematical ideas precisely. Connections (K-2) · recognize and use connections among mathematical ideas · understand how mathematical ideas interconnect and build on one another to produce a coherent whole · recognize and apply mathematics in contexts outside of mathematics Representations (K-2) · create and use representations to organize, record, and communicate mathematical ideas · select, apply. and translate among mathematical representations to solve problems //Other Grade Level Expectations…// · Grade 2 M (N&O)-2-1 **Demonstrates conceptual understanding of rational numbers with respect to whole numbers using models, explanations, or other representations** · 2-3 **Demonstrates conceptual understanding of mathematical operations involving addition and subtraction of whole numbers by solving problems.** · 2-5 **Demonstrates understanding of monetary value** · 2-6 **Mentally adds and subtracts whole number facts**


 * RIBTS: 3.2, 3.3, 7.4**

Materials:
 * Chalk/Marker
 * 100 Chart (Class Size) and individual
 * Base Ten Blocks
 * Math Journals

//Introduction//
 * Students will discuss how addition and subtraction are used in our everyday lives.
 * Students will discuss and review their previous lesson learned of the different ways to add and subtract to make 50.
 * Students will be reminded that we drew pictures to represent “adding” something, and erasing our pictures to “take away” or “subtract” something.
 * Students will be reminded that we also used the 100 Chart to help us with our counting.
 * The class will discuss how these items were used and how they can help solve math problems.
 * RIBTS: 8.1, 5.2, 5.1, 3.3**

//Development//
 * Students will be introduced to the concept that we can also add and subtract to make 100 like we did to make 50.
 * Students will be shown an example problem, add 100+2=102. Teacher will ask how many ones we need to take away from 102 to make 100. Show the students the strategy previously learned about counting up to the number we start with.
 * Ask the students to count out loud starting from 100… “101…102, that’s 2”
 * Tell the students that we need to subtract 2 from 102 to make 100.
 * Show the students how this looks on the chalk/marker board, 102-2=100
 * Have the students complete a practice activity; come up with as many ways to make 100 using both addition and subtraction in equal amounts, using white lined paper
 * Remind the students to use manipulatives such as their 100 Chart for guidance in addition to the Base Ten Blocks, or perhaps drawing pictures (although it is not recommended since it will take a long time).
 * Give students the option to use money (which they have learned about previously) to make 100 or $1.00 (//this option will probably be used by more advanced math students who are comfortable using this strategy.//)
 * Offer assistance to all students and urge them to raise their hand if they have any questions.
 * Have students practice further using their knowledge by creating word problems. Show students sample word problem:
 * Erica had 70 pieces of candy, her mother had 30 pieces, and her brother had 10. Together they have 110. But Erica's brother decided to eat his 10 pieces of candy. How many pieces of candy are left? 100!
 * Remind students to show all work to solve their word problem; they will be graded on the work that they show to defend how they got their answer.

//Closure//
 * After about 40 minutes, bring class back together.
 * Have students participate in class discussion by creating a visual aid where students report their findings of different ways to add or subtract to make 100, the math chart entitled, “Ways to make 100.”
 * Ask for volunteers to put their word problem unsolved for other students to solve on the board.
 * Have students solve the problems, and reinforce the fact that in each problem we are using addition and subtraction all allowing us to make 100!
 * Ask students for their thoughts on this and their clarity, although this does not provide accurate feedback teacher should get a feeling of understanding. Collect students word problems for grading.

//Assessment://
 * (All objectives) Teacher should take notes using the anecdotal/observational record sheet on the students during the math discussion and lesson. (Objective 1,3)
 * Teacher should collect and grade workseet pages using **performance rubric (attatched in manage space section of wikispace)**
 * (Objective 1,2) Teacher should also collect students "ways to make 100" to assess their use of addition and subtraction and examine their work and thought process.

//Learner Factors//
 * Students will be given the opportunity to have an auditory lesson, create a visual aid, and use word problems (providing a similar math but in a different style)


 * Back to Erica Guberman

4/22: Erica - Well done. This activity is right on target, and aligns well with your objectives. While you can turn in the worksheets with your other assessments at the end of the semester, keep in mind that your assessments need to be created by you. If you use sheets out of a book that is fine, but you will need to make sure you have created at least one of eachtype of required assessment tool by the end of the semester. (Dr. Adamy)**