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Leanna Zucarrelli and Rebecca Whitney

Addie Method
1. Analyze
a. Goals
Students will be able to review with partial sums algorithm to solve multi-digit
addition problems
Students will be able to solve column-method addition problems
b. Learners
4th grade students, 9-10 years old, learning styles include (visual, tactile, and
auditory)
Learners will have prior knowledge in using single digit addition and subtraction
in order to build upon to solve multi-digit problems.
2. Design
a. Learning Objectives
Students will be able to make ballpark estimates for addition problems. They
discuss the partial-sums method for addition and use it to solve problems
Students will be able to discuss the column-addition method and use it to solve
problems
Students will be able to play high-number toss to practice comparing numbers
Students will be able to practice and maintain skills through math boxes and study
links activities
Students will be able to use base ten blocks to model the partial-sums method for
addition
Students will be able to write and solve addition number stories
Students will be able to add ballpark estimates to their math word banks
b. Outcomes
The teacher will monitor students while they are working independently and give
them verbal feedback on whether they are correct or not. Students will have the
independence to solve column method addition problems. Students will act as
teachers and teach their peers on the board a column method problem. The
students will use math vocabulary to demonstrate their understanding of the
concept. Students will use the smart board to show their learning and
understanding to the classroom.

3. Develop
a. Facilitation: What instructional strategies will you use?
The teacher will use the traditional instructional strategy. This strategy will
consist of lecture, example problems, and practice. The students will be guided by
the teachers instruction and then given time to start practicing problems on their
own.
b. Logistics: What logistical issues impact your lesson?
Some logistical issues may include that students might confuse addition and
subtraction. They also might get confused with adding using place value. In
addition, another logistical issue could include failing of technology. If the iPads
or SmartBoards do not work then that is an issue.

4. Implement: You will be sharing your lesson for feedback.

The lesson is on multi-digit addition. At this point, the students should already know
addition fast facts. The teacher will explain the traditional algorithm and the columnaddition method. After explaining the two methods, the teacher will walk through
examples of both strategies. After detailing explaining the steps to complete the
algorithms, the students will be dismissed for individual practice time. The students will
practice problems individually and the teacher will check each of their answers by
flipping up their answers.
5. Evaluate: What feedback did you receive? What would you change about your plan?
What would you need to watch out for when you implement it?
The students enjoyed the lesson. The students learned how to add multi-digit numbers
using the traditional algorithm and the column-addition method. Both methods teach the
same topic: multi-digit addition, but do so in two different ways. The feedback that I
received was that the students usually preferred one method to another. The students must
learn both methods but have the option of choosing which method they like more and use
that method on homework and tests unless otherwise clarified. If I were able to change
this lesson I would add the partial-sums method to a part of the lesson. This method has
the students add the sums based off of place value and therefore it relates to their
previous lessons. I would watch out to make sure that students are adding the correct
place values together. For example, the students add the ones with the ones and the tens
with the tens, etc.
Technology Modifications:

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This is a standard lesson plan for multi-digit addition. Teachers can integrate technology
into any lesson plan but it is a matter of making sure the technology is enhancing the
lesson and not taking away from the necessary content. Rather than using dry-erase
boards when practicing fast facts, the students can use ipads. IPads get the students
excited about learning and is a great way to show student work. The students can you a
writing application and show their work and when they are finished show the screen to
the teacher. Another way to integrate technology would be to use the SmartBoard when
going over the math message. The SmartBoard is a good way to display the information
on a large screen. The teacher can involve the students by having them come up and help
the teacher solve the problem
Lesson Plan Template
Madeline Hunter Method
Teacher: Miss. Zuccarelli & Miss. Whitney
Subject Area: Math
Grade Level: 4
Unit Title: Using Numbers and Organizing Data
Lesson Title: Addition of Multidigit Numbers
Objectives: Students will be able to review with partial-sums algorithm to solve
multi-digit addition problems; and to introduce a column-addition method similar
to the traditional addition algorithm
Materials/Resources Needed:

Math journal
Student reference book
Study links worksheets
Base 10 blocks
Quarter-sheet of paper

Anticipatory Set (List specific statements or activities you will use to focus students on
the lesson for the day.):

Math Message
46+37 and 233+158

Have students share their solution strategies. Tell them that in this lesson
they will review the partial-sums method and explore the column-addition

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method. To support English language learners, explain the meaning of the
word partial. Some students may have used these algorithms to solve the
math message problems
Objective/Purpose (For the student's benefit, explain what students will be able to do by
the end of the lesson and why these objectives are important to accomplish.):

Students make ballpark estimates for addition problems. They discuss the partialsums method for addition and use it to solve problems
Students discuss the column-addition method and use it to solve problems
Students play high-number toss to practice comparing numbers
Students practice and maintain skills through math boxes and study links
activities
Students use base ten blocks to model the partial-sums method for addition
Students write and solve addition number stories
Students add ballpark estimates to their math word banks

Input (What information is essential for the student to know before beginning and how
will this skill be communicated to students?):

Students will need to know addition fact, carrying, and single digit addition
number facts.
Students will need to understand place value and the differences between the
ones, tens, and hundredths place

Model (If you will be demonstrating the skill or competence, how will this be done?):

The teacher will write several 2-digit and 3-digit addition problems on the board.
Have volunteers use and describe the partial-sums methods to solve these
problems. Remind students that the value of each digit is determined by its place
in the numeral

Check for Understanding (Identify strategies to be used to determine if students have

learned the objectives.):

Their professor to check their progress and understanding will monitor

students. Students will exit the course by completing an exit slip on an ipad
and turn it into their teacher.

Guided Practice (List activities which will be used to guide student practice and provide
a time frame for completing this practice.): Students will be guided by their teacher in
learning column addition. The teacher will guide the students in showing them that:

If it results in a single digit in each column, the sum has been found

If the sum of any column is a 2-digit number, that column sum is adjusted by
trading part of the sum into the column to the left
The concept of trading is equivalent to the idea of carrying in the traditional
algorithm. In some cultures, the words used to describe what we call trading,
translate into making and breaking. For example, when you have ten 1s, you
make a 10. When you need more 1s, you break a 10.

Closure (What method of review and evaluation will be used to complete the lesson?):

Students will solve problems 1-3 on their journal page using the columnaddition method. They can do the remaining problems using any method
they choose. Students will form small groups to share solutions.

Independent Practice (List homework/seatwork assignment to be given to students to

ensure they have mastered the skill without teacher guidance.): Students will solve
addition problems and show someone at home how to use the methods they used in
this lesson. Note that this study link consists of two pages-students use the partial
sums method on the first page and the column-addition method on the second page
Technology: To incorporate technology, the students will solve column method
problems on the smart board for the entire class to see. Students will also complete their
exit slips using an i-pad to be turned into their teacher. Using technology will enhance
the lesson and make the learning more interactive and meaningful.
Backwards Design Template
Stage 1-Desired Results
Content Standard(s):
4th grade Math
SPI 0601.2.1 Identify the purpose of a speech (i.e., to inform, to describe, to explain, to
persuade, to entertain).
To inform and explain to students how to add a multi-digit addition problem.
Understanding(s):
Students will understand that . . .
The purpose is why you are speaking.
You speak to inform when you give facts.
You speak to explain how to do
something.
You speak to describe when you present

Essential Question(s):
What do you want your presentation to
accomplish?
To review the partial-sums algorithm used
to solve multi-digit addition problems; and
to introduce a column-addition method
similar to the traditional addition algorithm.
Are you speaking to inform your
audience facts about your topic?

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a problem and propose a solution.

Yes, I am speaking about the following

topics:

You speak to persuade when you attempt

to change opinions or get listeners to
-Identify places in whole numbers and
take action.
values of the digits in those places
You speak to entertain when you share a
funny or interesting story or event.

-Apply extended addition facts

-Use the partial-sums and column-addition
algorithms to solves multi-digit addition
problems; choose an appropriate paper-andpencil algorithm to solve multi-digit
addition problems
-Make ballpark estimates for multi-digit
addition problems
Are you speaking to explain how to do
something?
Yes, I am speaking on how to compute a
multi-digit addition problem using the
tradition algorithm and the column-addition
method.
Are you speaking to describe a problem
and propose a solution to the problem?
Yes, the teacher will solve two problems
during the math message (46+37) and
(233+158) and then explain the solution to
each problem.
Are you speaking to persuade your
audience to change their opinions or get
your listeners to take action?
No, I am simply speaking to inform and
explain.

Students will know . . .

Are you speaking to share a funny or

interesting story or event?
No.
Students will be able to . . .

whether purpose of a speech presented or

audience of their peers
heard is to inform, describe, explain, persuade,
persuade, or

present a speech to an
to inform, describe, explain,

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or entertain.

entertain.
Stage 2-Assessment Evidence

Performance Task(s)
Partial-Sums Addition worksheet in their
math journal (p. 42)
Pretest and Post test
N/A
Speech to modeling specified purpose
Hello class! Today we are exploring adding
multi-digit numbers. There are two main
ways we will focus on adding these
numbers. The first is the traditional
algorithm and the second is the columnaddition method. (Now you explain both
methods using the examples in the math
message).

Other Evidence:
Games, Interactive web sites, Time lines,
drawings.
The students could use the SmartBoard to
compute the problems. If they have ipads
then they can use ipads to practice fast
facts.
Observations
The teacher will walk around the classroom
and monitor the student work. The teacher
should look for any misconceptions and see
what the students are struggling with in
order to modify his or her instruction.

Stage 3- Learning Plan

Learning Activities:
Students will
Observe teacher modeling a speech and identify the purpose of the speech.
Identify ways the teacher engaged the attention and interest of the group.
Identify ways the listeners aid the speaker.
Interact within small group to create speeches to entertain, persuade, describe,
explain, and inform and share individual speeches within the small group.
Identify the type of speech presented.
Offer constructive suggestions for improvement.
Present individual speeches to the whole class.
Determine the purpose of teacher-made PowerPoint.
Form small groups and choose one invader of Britain,
Explore BBC.com to develop new knowledge and insights about the invader from
Internet
Create PowerPoint to inform using information learned..
Present PowerPoint to the whole class.
Evaluate peers understanding of the presentation in a unique way: a puzzle, a game, a
drawing, game show. And interactive web site..
Present a speech to entertain, persuade, describe, and explain.
Identify the purpose of the speech.

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Adapted from Grant Wiggins and Jay McTighe-Understanding by Design
Technology modifications: This is a standard lesson plan for multi-digit addition.
Teachers can integrate technology into any lesson plan but it is a matter of making sure
the technology is enhancing the lesson and not taking away from the necessary content.
Rather than using dry-erase boards when practicing fast facts, the students can use ipads.
IPads get the students excited about learning and is a great way to show student work.
The students can you a writing application and show their work and when they are
finished show the screen to the teacher. Another way to integrate technology would be to
use the SmartBoard when going over the math message. The SmartBoard is a good way
to display the information on a large screen. The teacher can involve the students by
having them come up and help the teacher solve the problem.