Lesson Two: Addition Trading part 2

Date: Friday, 6 May 2016

Time: 9:00 am
Class: Year 4
Duration: 60 minutes
Identify the Additional Need:
Intellectual Mild Students
- Students would have MABs blocks in front of them to visually help guide them
through the activity
- With prompts students can physical work with the MABs blocks to see how addition
work when using MABs blocks
Reflection: The two I.M students have to be seated down on the floor next to the
teacher to guide them through the activity just only them two without any
disruptions from the other students. The two I.M students was well behaved and
show a positive understanding of how to use MABs block to solve addition problems
that includes trading. They were able to demonstrate to the teacher when ask to
solve the problem. As well as correcting and helping each other when seeing
mistakes.
This lesson is contributing to the following syllabus outcome(s):
MA2-1WM uses appropriate terminology to describe, and symbols to represent,
mathematical ideas
MA2-2WM selects and uses appropriate mental or written strategies, or technology,
to solve problems
MA1-15MG uses mental and written strategies for addition and subtraction
involving two-, three-, four- and five-digit numbers
This lesson link to previous teaching and learning experiences:
MA1-2WM uses objects, diagrams and technology to explore mathematical
problems
Ma1-3WM supports conclusions by explaining or demonstrating how answers were
obtained
Ma1-5NA uses a range of strategies and informal recording methods for addition
and subtraction involving one- and two-digit numbers
Three indicators to be used for monitoring of curriculum outcome
(indicators from the syllabus):

Apply known single-digit addition and subtraction facts to mental strategies

for addition of two-, three- and four-digit numbers including using place value
to partition numbers, eg 2500 + 670: 2500 + 600 + 70 = 3170

Use concrete materials to model the addition of two or more numbers, with
and without trading, and record the method used

Learning intention and purpose

WALT (We are learning to) Apply the trading strategy using the MABs blocks to
solve addition problems.
WILF (What am I looking for) use 10 ones to trade for 1 ten OR use 10 groups of
tens to trade for 100
TMB (This matter because) trading is an important skill to solve addition problems.
Where is this lesson placed in the learning unit/sequences?
Lesson No. 2 of 5
2.

PREPARATION
2.1

STATEMENTS OF INTENT

Specific Learning Outcome(s) for this lesson:

Students will recognise why place values in important

Students will recognize every number has a value in a number

Students will understand how to trade when working with addition

Key Teaching Approaches for this lesson:

Teacher will question students about what is place value and what is trading
Teacher will question students what is the place value of the give number

Teachers will model to students how to trade with addition with MABs blocks

Teacher will question students what is the place value of the give number

Teacher will allow students to apply the knowledge they learnt to their activity

Teacher will go question students what they have learnt to reinforce learning
2.2

ACKNOWLEDGEMENT OF PRIOR LEARNING PREREQUISITE TO THIS

LESSON (what attitudes, skills, knowledge and/or experience do I assume the

students have?)
Students are assumed to know

What are MABs blocks (Multi Attribute Blocks)

How to add numbers

Students are assumed to have the skills of

Add numbers together

Identify ones, tens and thousands place value
Students are assumed to enjoy

Trading using MABs block

Using new knowledge of what they have learnt to the independent activity
The students are assumed to have

Cognitive skills

2.3

RESOURCES REQUIRED
Materials/Resources:
MABs blocks (Multi Attribute Blocks)
Worksheets
Clipboards

2.4

KEY CLASSROOM MANAGEMENT CONSIDERATIONS

(E.g. Movement of students, resource distribution & collection, safety,

group organisation)

Students start off seated on the ground in circle form to see teacher model
trading

Teacher ask student to demonstrate what they have learnt after see the model

Teacher explain and handout worksheet to different mathematics abilities

groups
.

Students would move to their table to work independently

Teacher would work with the struggling students on the floor with the MABs

blocks
.

Teacher would gather students together on the floor for reflection of what they

have learnt
.

Teacher collects both worksheets for marking and returns them at the end of the

day
2.4

BEHAVIOUR MANAGEMENT STRATEGIES

3.

Students are sat on the floor for class discussion

Students work independently on activity sheet
Students would raise their hands up when have a question
PRESENTATION

Lesson Theme, Purpose and lesson overview

During each, indicate how the class will be organised, e.g. groups, pairs, whole
class, etc.
3.1

Introductory Procedures

Time Estimate: 40

minutes
Motivation, link with previous learning, checking prior learning, lesson
overview
Teacher introduce to student the lesson
they are going to learn, what it is about
and states why it is important for them to
learn.

Time
5 minutes

Teacher model addition with trading using

10-15 minutes

MABs blocks.
Teacher explain how the hundred, tens,
and ones should be group together and
then trade when have enough 10 ones to
trade to 1 tens or 10 tens trade for 1 one
hundreds.
Teacher would demonstrate to students
using a number equation.
Teacher will ask student to show what they

5 minutes

have learnt through the use of a different

number equation.
Student would work in their ability group

10-20 minutes

and each peers would take turn

demonstrating in their group how they use
MABs blocks to solve the addition problem.
3.2

STUDENT PRACTICE TEACHING/LEARNING ACTIVITIES (FLUENCY, GUIDED &

INDEPENDENT)
Details for all students in the class
Whole Class
Teacher will model to the whole class of how to trade when adding with the used of MABs
blocks
Teacher will question students of place values of the number in the equation to seek
students understanding of place values.
Small groups
Teacher will have students work in the mathematics ability groups. In the group every
students will have a turn demonstrating how they use the MABs blocks to solve the
addition problems.
Buddy/Collaborative
Students can help each other when they still does not understand how to trade. Although
they can only ask peers from the same mathematics ability group as different ability
groups have different work sheet.
Teacher will use this to see cooperation between students and helping one another.
Independent
Teacher will have students working independently for teacher to evaluate students own
understanding of what they know of addition trading through the used of Jump partition
strategy.

3.3

Lesson Closure

(e.g. review content, student sharing/feedback, marking)

The teacher will ask student from different

Time
10 minutes

mathematics ability groups of what they

have learnt or understand from the lesson.
Teacher will also ask student what they do
not understand so that the next lesson the
teacher could emphasise on what they
need more help of.
MONITORING PROCEDURES
(the learning Objectives) attach the monitoring tool
Students from 4H will show their understanding of place value in numbers and trading with
the use of Multi Attributes Blocks. Seek students understanding through their worksheet
and evaluation of what they have learnt and gain from the lesson.

Fast finishers: Colour in handouts.

3.4

Culmination

Time Estimate: 10

minutes
How learning activities are drawn together: Students review of learning;
links with future lessons

Ask each ability groups to seat together on the floor and talk about what they have
learnt or struggle with.

Ask student to sit back normally on the floor so that a class discussion could be form
about what they have learnt or struggle with during the lesson.

4.

EVALUATION
Students:
Did students enjoy the learning experience?
Did any students shown any learning difficulties?
Did students demonstrate an understanding of the purpose of the lesson?
Reflection: students were able to demonstrate how they reach the solution with the used
of MABs block to their peers. Also peers from the same mathematic ability groups are
able to help each other when the student demonstrating is not understanding the
concept.
One I.M student is still to grabsing the concept of 10 ones is one ten. Where as the other
two I.M student in the yellow is understanding how using MABs blocks for addition help
them find the solution.
Teacher:

If I taught the same lesson again, what would I change?

How can I improve my teaching strategies?
Has the outcome(s) for the lesson been achieved?
Reflection: Majority of students except one understood how to trade 10 ones to 1 tens,
10 tens to 1 hundred and 10 hundreds to tens with addition problem. Therefore,
students show understanding of the lesson content and outcomes.
I would slow down have the modelling of the lesson and give instruction clearly to the
students. I was not able to give clear instructions to the students such as writing down
the steps of using the MABs block to find the addition problem. Also, what or where the
students need to do with their work sheet done.
I may used paddle pop sticks to draw out students name to answer questions so that not
always the same students would be answer the questions.
I may have students work in pairs so that all students would have a turn at discussing
how they used the MABs block to solve the addition problems.
Structure:
Was the structure of the lesson well planned?
Is there anything that can be changed to improve the structure of the lesson?
Reflection: The structure of the lesson was following through the lesson. Time need to
be managed.
I can/should ask students from each mathematics groups to demonstrate what they had
learnt.
I could integrate interactive whiteboard into my lesson.
Assessment of students:
Students demonstrating their understanding of using MABs blocks to solve addition
problems. Students will be assessed in small groups. Teacher will get students to
demonstrate how they use the MABs blocks to solve the addition problems that will also
including trading 10 ones for 1 tens, 10 tens for 1 one hundred and 10 hundreds for 1
thousands. Students are to show the equations using the MABs blocks and then they are
to show the steps of adding the ones to ones and tens to tens. When adding the ones
students needs to show they will need to trade 10 ones for 1 ten and if they have 10
tens they will need to trade for 1 one hundred. After they show the need to trade for the
next value students would then add the MABs blocks together. For example: 78+34
Students will need to show that using the MABs blocks first. Then students will move the
ones together and tens together. After that when the students add the ones together
they will get 12 ones and then they will need to demonstrate that they can trade 10
ones for 1 tens. Next students will add the tens together and that will be 10 and
including the new ten they traded from the ones that will add up to 11 tens. Students

then will demonstrate that 10 of the tens can be trade to 1 one hundred MABs block.
Now students will state what their answer and that will be 112 and with their MABs
blocks they should have 1 one hundred, 1 ten and 2 ones. Students must also use the
correct mathematics terms such as trade/trading, ones, tens, hundreds and thousands
blocks.

Appendix:
(Orange) Addition using jump partition strategy.
Example:
475+555=
400+70+5 500+50+5
400+500=900

50+50+20=100+20

5+5=10

900+100+20+10=1030
1. 534+277=
4. 652+278=

2. 489+544=
5. 536+284=

3. 346+895=

6. 455+269=

7. 359+267=

13.

465+978=

14.

864+539=

15.

766+754=

16.

878+347=

8. 656+468=

9. 467+386=

10.

774+275=

11.

779+365=

17.

574+267=

12.

698+369=

18.

596+447=

20.
19.

939+583=

975+486=

(Green) Addition using jump partitioning strategy.

Example:
85+39=
50+30+30=110 5+5+4=10+4
110+10+4=124
1. 89+23=

4. 87+44=

2. 29+78=

5. 61+99=

6. 98+45=

3. 75+29=

7. 87+36=

8. 85+29=

14.

87+36=

9. 78+76=

15.

68+88=

16.

75+79=

17.

87+65=

18.

83+69=

19.

93+49=

10.

11.

12.

13.

59+95=

67+54=

95+67=

67+76=

20.

89+59=

(Red/Purple) Addition using jump partitioning strategy.

Example:
47+19=
40+10=50

5+5+2+4=10+6

50+10+6=66
1. 19+9=

5. 38+15=

2. 28+35=

6. 17+45=

3. 29+36=

7. 56+46=

4. 35+28=

8. 44+39=

14.

35+26=

15.

28+14=

16.

25+28=

17.

49+46=

18.

57+36=

19.

45+37=

20.

38+59=

9. 56+19=

10.

11.

12.

13.

46+37=

38+29=

46+39=

27+17=

(Yellow) Addition using jump partitioning strategy.

Example:
17+9
10+0=10

5+5+2+4=10+6

10+10+6=26

DIANA ONG.
1. 17+6=

2. 18+5=

3. 23+9=

4. 15+9=

5. 16+7=

6. 21+9=

7. 29+6=

8. 23+8=

9. 14+8=

15

DIANA ONG.

10.

15+9=

11.

24+7=

12.

26+8=

13.

29+4=

14.

27+6=

15.

22+9=

16