Taylor Smith

4/11/18

MLA Prep Sheet

Title: Adding Large Numbers

CO: SWBAT add large numbers without manipulatives.

LO: Students will explain to their peers how to add large numbers without manipulatives.

AS: Teacher will walk around and assess if students are adding large numbers without

manipulatives.

SIOP Focus:

1. Interaction- Working in pairs or groups.

2. Preparation- Manipulatives.

3. Review and Assessment- Students will explain how they are adding large numbers

without manipulatives.

4. Building Background- Based on previous knowledge of adding with manipulatives.

Writing Traits:

1. Word Choice- Students can create a vivid picture of explanation for the others to

understand.

2. Organization- Students can organize their work on paper when solving problems without

manipulatives.

Differentiated Instruction:

1. Learning Environment- Allow students to choose their own groups.

2. Process- Using manipulatives based on preferred interests.

Big Idea Emphasis for the Algorithm: When there are too many to write, make a trade.

BP Teaching Structures:
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1. Gradual Release and Responsibility (GRR)- Students will work on problems without the

help of a teacher or manipulatives.

2. Collaborative Activities- Students work in pairs to discover how to add large numbers

without manipulatives.

Key Idea Emphasis: When a length is being communicated, the number is meaningless without

the unit.

Big Ideas from Ch. 10: The amount of area is not changed if the area is rearranged; the volume

is not changed if the volume is rearranged.

Big Ideas from Ch. 11: Straightness, congruence, similarity, parallelism, perpendicularity and

symmetry.

Big Ideas from Ch. 12: Appropriate data gathered from a particular source can inform you

about that source; well organized data are more informative than data that are not well organized;

appropriate graphic representation can make data more understandable; numbers can be used to

describe a set of data; some events are more likely than other events (likelihood); likelihood can

be estimated; likelihood can be measured.

Big Idea for Problem Solving: Solve part of the problem or separate the problem into easier

parts.
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Explore and Experiment

Teacher Student/Students
Hey everyone, partner up and when I say go, Students in pairs:

take turns rolling the dice and have your Student A: (Rolls dice to show numbers 3,5)

partner give you the sum of two numbers on

the dice that you just rolled. Questions? Go! Student B: “8” (Rolls dice to show numbers

6,3)

Student A: “9”

Find a new partner. Read, set, go!

Students find a new partner and repeat the

activity.

Switch partners and repeat activity.

This is so fun! I wonder how you add really

large numbers?

I love that idea! Let’s add really large

numbers!

Come gather around me boys and girls. Students move over to teacher and gather

around the manipulatives.

So what manipulative would you guys like to

use? Base 10 blocks or popsicle sticks?

Base 10 blocks!

Okay! Let’s use base 10 blocks. First I’m

going to show you how we’re going to set up

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this problem using base 10 blocks. It’s similar

to how we set up basic fact problems. How

did we set out basic fact problems?

We laid out manipulatives for each one and

then we added them together.

Yes that is very similar to what we’re going to

do with large numbers.

Carmen, give me a large number!

702!

Okay, you make it with the base 10 blocks.

Samuel, give me another large number!

520!
Okay, you make it with the base 10 blocks.

Since we are adding these two numbers, what

do we need to show that this is an addition

problem?
You need a “+” and “=” symbols.

Thank you.
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This is the set up. Any ideas of how we might

solve this problem?

We can add the two sets of blocks together!

That’s a great idea! Looks like a lot of blocks.

What should we do now?

I know, let’s make sure we add the ones

together, the tens together, and the hundreds

together since we can only add like units.

That’s a great idea! Okay, what now?

Let’s add the ones first. We have 2 ones, so

we don’t need to make an exchange for those.

Now let’s add the tens. We have 2 tens so we

don’t need to make an exchange for those

either.

Now let’s add the 100s and make a trade with

10 flats for a 1000!

We should now label the final answer!

Go for it!

=1222
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Now, boys and girls turn to the person sitting

next to you and tell them what you remember Classroom gets noisy because all of the

about how we did this problem. Ready? Go! students are discussing about how to add

large numbers using manipulatives.

Okay, let’s do another problem. I need two

people to give me large numbers and set-up

the addition problem.

You four work together and solve the

problem.

=1,010

While those four are working on that

problem, let’s set-up another problem!

Someone give me two numbers! Okay. Can

you two set-up the problem and solve it?

Okay, you kids come over here and and let’s

work on a problem together.

Who wants to come up with a problem and set

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it up? Thanks! You two create a problem and

work together. If you need help, check with

me or your peers over there.

(By now children are working in small

groups, creating problems for each other

using base 10 manipulatives. The children

also label the set-up and the final answer.)

(Teacher wanders around and ask children to

tell them how they are solving the problems.

Teacher watches language by stating the Big

Ideas such as “add like units” and “make a

trade when they have too many to write”.

(Teacher states: “Let’s keep an organized

record” to those who look very comfortable

solving large numbers using the

manipulatives.)

(Teacher asks children in their small groups

or individually: What patterns do you see?”

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Identify Patterns

Teacher Student/Students
As you’re doing these kinds of problems,

what kind of patterns do you see?

When we reach 10 we exchange for one

larger unit.

The answer is always bigger than the two

numbers we are adding.

We always have a plus and an equal sign.

We only add together the units that are the

same!

Wow! Those are some great patterns. Let’s

write then down so we can remember them.

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Keep an Organized Record

Teacher Student/Students
If we were to write down a record of what

we’ve been doing, what do you think that

would look like?

702

+ 520

1222

That looks great boys and girls!

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State the Hypothesis

Teacher Student/Students
Teacher, we’ve been doing a lot of problems

using manipulatives and I think we get how to

do it without manipulatives!

That’s great! Let’s see what you’ve come up

with!

346

+ 71

We need to add the ones first. 6+1=7 so we

will write that under the ones place.

346

+ 71

Then we add the tens. 4 tens + 7 tens = 11

tens, which is too many to write in the tens

column so we will exchange 10 tens for 1

hundred and then write the one ten that’s left

over in the tens place and put a one in the

hundreds place to show we made an

exchange.
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346

+ 71

17

Now we need to add the hundreds. 1 hundred

+ 3 hundreds = 4 hundreds. So we will write 4

in the hundreds place.

346

+ 71

417

Nice work. Why don’t you go and test this

hypothesis, to make sure that it always works.

Okay!
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Test the Hypothesis

Teacher Student/Students
Teacher, where should we find problems to

test our hypothesis?

That’s a great question! You can use your

textbook on pages 206-207. You can use your

smart phones to look up problems. Or you can

make up problems for each other.

Great idea. How will we know if we’re

getting the right answers?

Since you’re in a group of 2, one of you

should solve it using your hypothesis while

the other uses manipulatives. Then check your

answers to see if they’re the same. Do this

with multiple problems so you know if it

always works. You decide when you’re sure.

Thanks teacher! We will do it a bunch of

times!

I’ll come back by to check on you to see how

you’re doing.
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Practice Activity

Math Activity: Addition of Large Whole Numbers

Activity Classification: Practice

Instructions:

1. Add large numbers separately.

2. Compare solutions and walk your partner through your steps.

3. Repeat until students want to stop.

Diagram:
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Assessment Activity

Math Activity: Addition of Large Whole Numbers

Activity Classification: Assessment

Instructions:

1. Find the solutions to each problem individually on worksheet without using

manipulatives.

2. Practice other problems on board when finished.

Diagram:
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Remediation

Error: When child is doing his practice activity, I notice this on his paper:

682 499

+ 545 + 912

111,210 131,011

Instructions for teacher to follow:

1. Ask student to pull out his favorite manipulative and check his work and keep a written

record.

2. Illustration of any manipulative with the proper set up.

3. Have student repeat until he/she tells you they know what they did incorrectly.

4. Have them restate their hypothesis and solve problems with their hypothesis.

5. Release student and monitor their work.

Diagram:
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Extension Activity

1. Name of app or computer game that meets the content objective: DragonBox Big

Numbers

Review: For students who need extra practice adding large numbers, this app will help them.

Since the game is the focus with math being the mechanic that propels it forward, students

can focus more on how to play and less on the math itself. The drive to reach their in-game

goals will push them to work hard on the arithmetic, as being fluent in the necessary addition

helps them make progress faster. The settings of the game allow for the narrator to speak in

many languages, so it can be used with ELLs as well. The game includes spots for up to four

profiles, making it work well for small classroom use. I give this app a 4.5 out of 5. I think

I’ll have the kids write a critique and send their suggestions in to the publishers.

2. Name of app or computer game that meets the content objective: Mathemagics – Mental

Math Tricks App

Review: This mental math trainer app is a good choice for children who want to go beyond

basic arithmetic and become mathematicians. Presented in a notebook style, with clear

explanations of how to perform these mental math tricks along with a practice mode allowing

students to perfect their math tricks. However, the graphics appeal isn’t fully present. I give it

a 4 out of 5.

3. Name of app or computer game that meets the content objective: Sudoku (n.d.). Retrieved

March 14, 2018 from http://www.coolmath-games.com/0-sudoku

Review: A version of Sudoku best fitted to the needs of the child by level and made

appealing through game form. Children may use their math skills acquired to solve the
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problems and will use prior knowledge of rote rules for adding large numbers to fill out each

row. I give it a 4 out of 5.

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MLA Field Trip: Loveland Living Planet Aquarium

Taylor N. Smith

Brigham Young University

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MLA Field Trip: Loveland Living Planet Aquarium

Hello Principal and PTA,

I am writing in regards to taking a class field trip to the Loveland Living Planet

Aquarium. This field trip would be very beneficial to the children learning more about

mathematics. I hope my description of the field trip and what we will do that incorporates the use

of the algorithm that the children now know how to use will convince you of the significance of

this field trip and what the children can learn from it.

Field Trip

Our class will take a field trip to the Loveland Living Planet Aquarium where they will

further their knowledge on adding large numbers without manipulatives. The children will be

away from school from 8 am until 3:30 pm. The children will work together to create the

following five artifacts to compile student work products to show what they learned on our field

trip: create an aquarium, make a fish, keep a tally of fish, make a ruler to estimate the length of

fish and measure the volume of the tanks and keep an organized record of it. The children will be

working together since they learn more effectively when they do. Zemelman states in his book

Best Practice: Todays Standards for Teaching and Learning in Americas Schools that children

can teach each other more effectively when they study as a group and collaborate by generating

new ideas and having deep conversations that pose questions for the class and challenge other

students.

The students will use their knowledge and memory of what they saw to draw out their

own aquarium. They will use each of the following shapes at least once in their drawing:

hexagon, triangle, square, rectangle, rhombus and trapezoid. All lines must be straight, so

students may use their rulers. In this activity, children are using the big ideas of straightness.
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They will then make a fish that is symmetrical in shape with construction paper. This activity

uses the big idea from chapter 11 of symmetry. The next artifact that children will create is a

tally of the animals seen while walking around the aquarium. Students will divide the tally into

two different categories that will be ‘fish’ and ‘other animals’. The students can add their

numbers together and determine which category has more tally marks This is using the big idea

of well-organized data and that appropriate data can be gathered from a particular source to

inform you about that source. The next artifact will be to make a ruler and use it to estimate the

length of at least 5 fish in the aquarium. Students will be using the big ideas of straightness and

similarity as they compare to the other fish they have measured. The last artifact I would like the

students to make will be to measure the volume of at least 2 tanks while using their rulers that

they made and to keep an organized record of them. The students are using the big idea that

volume is not changed if the volume is rearranged.

Students will not be told exactly how to make any of these artifacts because Tucker states

in Teaching Mathematics to All Children: Designing and Adapting Instruction to Meet the Needs

of Diverse Learners that best practice is allowing your students to make their own discoveries

and not expect a certain way of solving a problem because there are several ways.

The students will be using the big idea of problem solving which is to solve part of the

problem or separate it into easier parts by working together to discover how they may find the

volume of each tank, how they may estimate the length of each fish, keep a tally and how they

can create an aquarium and fish in the previous ways stated. They may each solve part of the

problem and work together to finish it or separate the steps to making each artifact into smaller

chunks and work at it a little at a time.

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The writing traits listed in the MLA Prep Sheet for this field trip were word choice and

organization. Students will use word choice as they create a vivid picture of explanation for the

others to understand when they create their aquariums and explain to others how they set it up.

Students will also be using organization when they create this activity as well as keeping a tally

of fish and measuring the volume of at least 2 tanks with their rulers.

This field trip supports English language learners as it focuses on numbers instead of

words. It also focuses on the role of SIOP as children may work in pairs or groups and explain

how they are adding large numbers without manipulatives based on previous knowledge of

adding with manipulatives.

The key idea of measurement is that when a length is being communicated, the number is

meaningless without the unit. Students will not be able to determine the volume of each tank

without the unit each length is measured with.

Conclusion

In conclusion, I believe that this field trip would greatly benefit the knowledge of

students on how to add large numbers without manipulatives. From the audio recording

“Physicists Seek To Lose The Lecture As Teaching Tool”, they explain that student grade

averages are higher when all in the classroom does the teaching. Students will learn a lot more

about adding large numbers without manipulatives when they work together collaboratively in a

math setting that is fun and engaging for the children. Please inform me of your decision and if

my students may learn in this setting and under these circumstances.

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References

Hanford, E. (2012, January 01). Physicists Seek To Lose The Lecture As Teaching Tool.

Retrieved January 20, 2018, from http://www.npr.org/2012/01/01/144550920/physicists-

seek-to-lose-the-lecture-as-teaching-tool

Tucker, B. F., Singleton, A. H., & Weaver, T. L. (2006). Teaching Mathematics to All Children:

Designing and Adapting Instruction to Meet the Needs of Diverse Learners. Upper

Saddle River, NJ: Pearson Prentice Hall.

Zemelman, S., Daniels, H., & Hyde, A. A. (2005). Best Practice: Todays Standards for Teaching

and Learning in Americas Schools. Portsmouth, NH: Heinemann.