Teacher Learning Target Lesson

Burns Grapple: ​TTW present the following word problem to parents. They will
Learning Target: have about 2 minutes to solve the problem.
I can use an open
number line to add Word Problem
up. Elizabeth has read 324 books thus far in second grade. Jesse has read
243 books this school year. How many books have both children read in
all? Use a number line to solve.
Strategy
Adding Up Discuss: ​TPW discuss with a partner their thinking in solving the problem
for 2 minutes (each parent will have 1 minute to share their thinking).

Focus: ​TTW state the learning target.​ ​TTW show and discuss concrete
model using base ten blocks. ​ ​Then model how the open number line
(adding up using a number line) is related to the base ten block model, but
is considered representational.

Apply: ​TTW post another word problem and TPW work with a partner to
solve the problem using an open number line.

Synthesize: ​TPW solve an exit ticket by solving presented word problem

using an open number line. (Leave out due to short amount of time)

Ideas for manipulatives at home: ​Inform parents that it is best to have

students to draw their own number line from scratch.

Cordy I can use the Activator: ​TTW present a problem and ask the parents which operation
expanded form should be used to solve the problem.
strategy to solve an
addition word
problem. Word Problem
There are 126 rose bushes currently in the park. Park workers will
Strategy plant 131 more rose bushes today. How many rose bushes will the
Expanded Form park have when the workers are finished?

C ​TTW model how to break numbers apart by place value discs.

R ​TTW show how we transfer this thinking to place value disc drawings to
solve the same problem.

A ​TTW model how to transfer the representational to abstract by using

numbers and link this back to the concrete model.

Guided Practice/Independent Practice

TSW follow along with the teacher with one student modeling with number
discs. Other students will work independently to follow along with
whiteboards. If time permits, TSW complete a practice problem as a ticket
out the door.
 Ideas for Manipulatives at Home: ​Base Ten Template/ Straws/Number
Grid/Home Created Number Discs

Howard I can use the ● Explain how we will use the base ten blocks and how to share with
compensation each other.
strategy to solve an ● C:​ I will go over the addition word problem on the board and ask a
addition word student to read it aloud to the class. I will then ask another student
problems. what type of operation we would be using to solve this word
problem. I will write the equation on the board as they state the
Strategy: problem. I will ask the students to show the largest number of the
Compensation equation using the base ten blocks.
● Word problem:​ Sally and her mom picked 297 strawberries and
Sam and his dad picked 132 strawberries. Joan picked 130 pears.
How many strawberries were picked in all?
● We will discuss the strategy compensation and how it is to be used
only with numbers that are close to landmark/friendly numbers. I will
ask the students if we can use this strategy for this word problem. I
will then ask which number is closest to a friendly number. The
students will write the equation on their wipe boards as I write the
equation on the board.
● R:​ will draw a number line under the equation and write the number
297. I will show that it is only three away from the number 300. We
will add three on the number line through jumps.
● A:​ The students will then add three under 297 on their boards. The
students will then talk about how much easier this problem is now
that it is a friendly number. The student will write a new equation on
thier wipe boards as I write it on the board. I will then ask the
students to add 132 in base 10 blocks. The students and I will add
the 132 in chunks on the number line. I will add the 100 first, then
add the 32. I will ask the class if that is the correct answer. We will
discuss how if we add 3 in the beginning we will have to subtract
three at the end. I will show how we have to go back 3 spaces on
the number line. I will also subtract the three from the answer at the
end of the equation and ask the students to do the same. We will
go over the problem and discuss the strategy and how it works.
● Class is dismissed-Give learning tools for at home practice.