Adding Large Numbers

QTP: How do you add large numbers without manipulatives?

LO: SWBAT state the sum

AS: I will observe the students as they work to figure out how to add large numbers without

manipulatives.

SIOP Focus (list 4 and explain): ​Practice/Application​;​ I will have the SIOP focus involved in the

lesson by asking the students to explain what they understand in relation to what they are

learning.​ ​Building Background; ​By building up to this lesson the children should have a firm

grasp on the all of the tools they will need to acquire the new knowledge of adding large

numbers without manipulatives. ​Strategies; ​We will discover many ways in which it is possible

to add large numbers without manipulatives. ​Interaction; ​The children will be working and

interacting with one another to gain this new skill.

Writing traits (list 2 and explain): ​Ideas​ – I will have the children come up with different

strategies they can use to add large numbers. ​Voice ​– the children will have a math journal

where they illustrate their favorite method.

Differentiated Instruction (list 2 and explain): ​Process​ (Activities) - activities in which the

student engages in order to make sense of or master the content; I will have activities available

for those students who are ahead of the content as well as those who are behind. ​Product​ -

culminating projects that ask the student to rehearse, apply, and extend what he or she has

learned in a unit; The children will demonstrate their chosen method to a partner.

Big Idea emphasis for the algorithm: When there are too many to write, make a trade!

Explore/Experiment
Teacher Students
Hey everyone! When I say “go!” I want you to pair In pairs:
up and take turns giving each other addition facts! Student 1: “5+6”?
Does anyone have any questions? Okay go! Student 2: “3+7”?
Switch partners! Students find a new
partner and repeat the
activity
Find a new partner and repeat the activity one “ ”
more time!
I wonder how you can add
large numbers?!
That is a great idea class! Let’s learn how to add Children come over to the
really large numbers! Everyone come to center carpet and form a
carpet! semi-circle around the
teacher
I need someone to give me two large numbers! Students raise hands to
offer the teacher numbers
Okay perfect! Let’s do the problem “276+126”
First show students what the algorithm looks like The set-up!
using manipulatives.
What is this section called students?

What should we do next? We need to add them all

together!

What if there are too many to count when we put We need to make an
them together? What do we do then? exchange!
Okay let’s put all of our manipulatives together There are a lot of ones! I
and see if there are any exchanges that need to be think we need to exchange
made! 10 of them for a ten!

When we do that, it makes

10 tens! We need to
exchange them for a “100”
 What should we do next everyone?! We need to count our
100s, 10s, and 1s so we
know our final answer!
Great idea! Student 1: We have 4 100s!
Student 2: We have 0 tens!
Student 3: We have 2 ones!

How many 100s do we have?

How many tens?
How many ones?
What does that make our final answer? 402!

Great! Let’s try again. Someone give me two more

large numbers! (Repeat Activity)
What’s that? You think you could do these on Yes!
your own?
Okay! I have some decks of cards with some of Some students: take cards
these large number problems, that you and a and begin pairing up
partner can work on together! Some students: Is it okay if
we stay and work with you
if we don’t feel ready to do
it alone?
Of course! We will continue to explore and Students who are staying
experiment until you are ready to try them by grab their own
yourself; but you need to help me and tell me how manipulatives, and come
to do them step by step! We will also each have over to the teacher; they
our own set of manipulatives. begin set-up of their
While you get your set-up ready I’m going to problem, etc.
check on the rest of the class!
If you feel ready to complete some of these Okay!
problems on your own, please take some of the
cards and pair up! I will be monitoring the class by
walking around and offering help.
Walk around monitoring students, asking Students continue to work
questions, and offering help on these problems in pairs
Hey everyone! What are some patterns that you
see in these problems?
 Identify Patterns

Teacher Students

What are some patterns you see when you’re ● We are adding 100s!

adding these big numbers? ● We are adding 10s!

● The numbers get bigger when we add

them together!

Those are some great patterns! Let’s ● What does that mean?

continue working on these problems, but

now I want you to keep an organized record!

Keep an Organized Record

Teacher Students

Can you show me how they are going to keep 859+947

an organized record of their problem solving? 11

859
+947
1806
State the Hypothesis

Teacher Student

Hey, we think we know how to add large

numbers without manipulatives!

You do?! Show me. Write a problem and Okay!

show and teach me. 147

+247

_____

First we have to add the ones. 7 + 7 = 14; but

it’s too many too write, so we write the one

in the ones under the ones category and we

write the one ten up in the tens column to

keep track of the tens.

147

+247

_____

Then we start on the tens column. 4 tens + 4

tens + 1 ten = 9 tens.

147

+247

_____

94

The we go to add the hundreds. 1 hundred +

2 hundred = 3 hundred. We write 3 in the

hundreds column.
 1

147

+247

_____

394

Wow! I love it! Do you and your friends Yes! We are ready!!!!

want to test your hypothesis on how to add

large numbers?

Test the hypothesis

Students will have the following choices of where to obtain their problems to test the

hypothesis they’ve given me:

1. They can choose problems from the bucket of problems.

2. They can generate problems by using an app on their I-phone for creating random

numbers.

3. They can also create problems for each other.

Since students work in foursomes, one student will solve the problem using their hypothesis, a

second student will solve the problem using manipulatives, a third and fourth students create

problems for each other. They will then rotate responsibilities.

Students will determine when they are sure that their hypothesis works.

Teacher will be walking around and stop by to ask questions and casually check their work.