Autumn Bybee

Math methods
Math lab approach
Explore and Experiment

Teacher
We are going to discuss addition today with
large numbers. I want you to get into groups of
two.
I am going to pass out counters, I want you to
make up an addition problem then do them
with the counters. You will have 5 minutes.
*Pass out counters
Student
*Gets in groups to two
*Students will use the counters to create
addition problems an example is: 5 counters
and 4 counters make 9 counters.

When the timer goes off have the students go

to the front of the classroom so they can see.
Ask the students what addition problems they
found.

Mathew what is a number to use in our 400

addition problem?

Julia what is another number? 296

Write a plus sign and a minus sign on the

board.

If you think we should use the plus sign in the Students will do the action they think is
equation touch your nose. If you think we correct. The answer is touching their nose.
should use the minus sign touch your head.

For addition we always use the plus sign Students will set up the problem with
Hold it up on the paper. manipulatives.

How do we set up the problem 400+296? Write: 400+296

+
Well done, what do we do next? Students will say add like units, students will
add like units.

Thats wonderful, so what is the answer? The answer is 696

Write this answer down and place it above the
Great! If you feel comfortable I want you to go manipulatives.
by yourself or with a partner and practice
making your own large number addition
problems. Dont forget to write down what
you are doing to keep a written record and so I
can see later!

I am going to stay up here and practice some

more if you want to stay and help.

What is another problem that we can do? Write and place above problem.
219+32
OK, how do we set that up? Have students set
the problem up.

Wonderful, what do we do next?

Add like units them. Students will show this.

Great so, what do we do next?

Count the ones if there are ten ones we can

get a ten.
Whats next? Can we do anymore?
Great, what is the answer? Then we cant do anything else because there
is nothing more to trade.
The answer is = 251
*Write the answer down and put it above the
manipulatives
That is wonderful now you will explore a
thousand more problems. I can make them up
or the students can get them from the
textbook or make them up also.

How can we keep an organized record?

What patterns do you see?

By writing 219+32=251
We always exchange, the solution is always
bigger in addition. We start with the ones first.
When there are too many we need to make a
trade. We need to line up the 100s, 10ths, and
ones.
Organize Record

Problem Set-Up Solution

123 Picture Here
+121

244

And then it would have the all the other problems they did in the experimentation of problems.

Identify Patterns:

Teacher Student
Ask the students what patterns they continue Students share the patterns they found, such
to see. as: all the tens, ones, and hundredths line up
(always like units). Ten or more of the ones or
tens, we make a trade with the next place
value (when there is too many make a trade)
add one unit at a time. The solution (answer)
is always bigger.

State Hypothesis:

Teacher
Ask the students how they would be able to
solve all the problems without manipulatives
based on the patterns they were able to
identify.
Student
Students share what they think. They say
things like: I think you would make sure
everything is lined up where they should be.

Ask them to be more specific Students say: I think the place values, the
ones, tens, and hundreds, should all be lined

Ask them why.
For example:
1
132
+128
260
Tell them they will now test their hypotheses
in groups.
Test the hypothesis:
Teacher
Tell students to test their hypotheses with
problems they come up with.
Students will get in groups of 4
Tell students to start by having three of the
students to test the hypothesis with the
problems they come up with while the 4th
student uses manipulatives to solve the
problems.
Tell the students to compare answers. Ask
them if their hypothesis was correct? Tell them
to keep track of their work in their math
journal.
The teacher walks around and monitors
student learning and progress. Check to see if
they are making meaningful connections. Help
groups as needed.
up when you have the numbers together with
one on top of the other.
Students say: then when there is too many to
write you would move over that number over
to the next place value and add what was left
over to the place value it matches.
Student
Students will write down the problems they
come up with.
Students will get in groups of 4
Students will designate who is the
manipulative master first. Then the 3 will work
out on paper then problem using their
hypothesis while the manipulative worker
works it out using the manipulatives.
Students in the group compare answers with
each other and the student who was working
with the manipulatives. They then rotate who
does what. They repeat until they have at least
20 problems done, they keep track of work in
their journals.
Practice Activity:

Activity 6.28: Too Many to Write

CO: Students will be able to correctly add the three digit numbers.

LO: students will be able to tell the different names for the given numbers.

Instructions:

1. Find a friend.
2. Draw a card.
3. Add the 2 cards together
4. Repeat from above 6 more times

Diagram:

456 978 788

654 666
Application Activity:

Activity 7.22 That One

CO: Students will be able to correctly decide which addition sum will be greater.

LO: Students will be able to state the addition sum by talking it through with their group.

Instructions:

1. Look at set of cards

2. Decide which card has greatest sum
3. Explain and show work, using manipulatives when necessary
4. Repeat with all sets.
5. Done? Find new activity.

Diagram:

890 + 458 545+ 909 887 + 998

 Field Trip with MLA Concept Emphasis

Tophus Park Zoo

Description: The students will travel to Tophus Park Zoo in Idaho Falls, Idaho. This is only about a
forty five minute drive from school. The students have already fundraised enough money for
the bus and the cost of the field trip including food and drinks. On this trip, my students will be
applying the knowledge they have learned about addition to complete numerous math
problems. My students have been working very hard and deserve to go to the zoo. Not only will
they be learning, but they will also have the chance to have some fun after all of the time and
work they have put in.

Other reasons why my students should go is because at our school we follow the example of
Ms. Toliver. She has her students make use of their prior knowledge by [remembering to] relate
[new learning] to a previous experience (Neil, 2008). That is what we are doing. They have
learned a concept in class, and now they are getting the chance to apply what they have
learned. In his article titled, Best Practice: Todays Standards for Teaching and Learning in
Americas Schools, Zemelaman (2005) states, The goal of teaching mathematics is to help all
students understand concepts and use them powerfully (p 113). To accomplish this we need to
provide students with ways to apply their knowledge in a way that they know and apply to
them. By completing math problems in relation to the zoo they will be able to better learn and
apply the concepts. Zemelman states that, Teachers should choose worthwhile mathematical
problems or tasks for students to work on. How to solve these problems should not be obvious;
students should have to think (p 115). If we only give students simple problems, we are not
causing them to think. Metacognition is an important skill students need to develop, for math
and for life.

They will be able to solve these worthwhile problems with though and while working together.
Lesson planning that is more likely to be appropriate for all children in a diverse classroom can
be accomplished by increasing development, visual input, kinesthetic activity, student
communication, and monitoring learning continually (Tucker, 2006, p 35). All of those things
will be done on our field trip. Lastly, all of my students learn in different ways. I think this field
trip will be helpful for every type of learn in my classroom. Whenever a teacher reaches out to
an individual or small group to vary his or her teaching in order to create the best learning
experience possible, that teacher is differentiating instruction (Tomlinson, 2000). I am
differentiating instruction in this field trip by being out in the real world that will help the
students. These things can be accomplished more powerfully when the students are enjoying
what they are doing and wanting to do it. This field trip is beneficial to the students for their
learning and they will love it; that is why they deserve it.

Key Ideas/ Big Ideas

Chapter 10.

1. When a length is being communicated, the number is meaningless without the unit.
2. When we have a figure for which there is no area formula, we rearrange the shape to get
a figure for which we have a formula to.

Big ideas

Chapter 11:

1. Similarity
2. Parallelism
3. Symmetry

Big Ideas

Chapter 12:

1. Well-organized data are more informative than data that are not well organized.
2. Students organize their answers in a table.

Use of Algorithm: Students will complete various applied addition problems throughout the day
at the zoo. They will add how many exhibits there are. They will add up the price of food that
two animals eat each week. They will count the area of 3 exhibits of elephants, monkeys, and
otter aquarium. They will be doing multiple problems like those. They will be keeping track of
their data on organized worksheets.

Problem Write out your problem Solution

Find an information board or
map that tells how many
exhibits are in the zoo add all
of them together by sections
of north, east, south, west, or
sections of how they are set
up on the board or map.
Ask a zoo keeper how much it
cost for your two favorite
animals in the zoo to eat in a
week. Add those two
numbers together.
Find the monkey, elephant
and otter aquarium and find
the area of their cages or
exhibits by using the area
formula that you know, use a
creative way to figure it out.

**There would be many more problems like this, but not too many that they wouldnt be able
to go on and enjoy the zoo.

References

Neill, R., Heard, S. R., Davis, J. T., Toliver, K., Foundation for Advancements in Science

and Education., & Futures Channel. (2008). Good morning Miss Toliver. Burbank, CA:

Futures Channel.

Tomlinson, C. A. (August, 2000). Differentiation of Instruction in the Elementary

Grades. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood

Education. Retrieved from http://www.readingrockets.org/article/263

Tucker, B. F., Singleton, A. H., & Weaver, T. L., (2006). Teaching mathematics to all

children (2nd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

Zemelman, S., Daniels, H., & Hyde, A. (2005). Retrieved September 28, 2015, from

http://www.heinemann.com/shared/onlineresources/e00744/sample.pdf
 Assessment Activity:

Activity 6.17: Match Me

CO: students will be able to correctly decide which 2 out of 3 math problems have the same
answer.

LO: students will be able to justify their decisions by telling their partner what they did and why
they did it.

Instructions:

1. Grab a friends
2. Each grabs same card sets.
3. Flip and solve.
4. Match the two that match.
5. When all finished, compare and justify answers.
6. Repeat with all sets of cards.

** Teacher will watch groups as they complete their sets individually before they compare to
see if they are grasping the concept.**

Diagram:

238 298 976

+123 +198 +998