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# Keelie Potter

## MLA Prep Sheet

Choice B: CO:​ SWBAT add large numbers without using manipulatives.
LO: SWBAT​ explain how they solved the problems correctly.
SIOP Focus:
1. Build Background: students will use manipulatives, connecting their previous knowledge.
2. Strategies: teacher will model and prompt the students as they work on their algorithm.
3. Interaction: students will discuss among each other about their thinking strategies.
4. Practice and application: students will use the principle of zillions.
Writing Traits:
1. Ideas: students will share their ideas with each other, and the teacher.
2. Presentation: students will present their algorithm to their peers.
Differentiated Instruction:
Environment: the environment will enhance learning for the children by using group settings.
Process: children will work through and record their process that they made by increasing
visuals and oral communication.
Big Idea emphasis for the algorithm:​ When too much to write, make a trade. BP teaching
structures:
1. Classroom workshop: the children will create a workshop in the classroom in which they
will be able to use a variety of groups and resources to create their algorithms.
2. Strategic thinking: model by think alouds, as well as having the children record their
thought processes.
Key Idea Emphasis:​ A number is meaningless without the unit.
Big Idea from Chapter 10:​ When we have a shape for which we do not have an area formula,
we rearrange it into a shape for which we do have a formula.
Big Idea from Chapter 11:​ the surface is only flat, if and only it is straight in all directions.
Big Idea from Chapter 12:​ Well organized data are more informative than data that are not
well organized. Big Idea for Problem Solving: Separating the problem into easier parts

## Hey everyone, come over here and be ready Yayyyy!

to do some math exploration.

I want to show you a new activity to be able This is going to be so much fun!!

## Tanner, come over here so that you can help Okay!!

me do a demonstration. I am going to roll
two dice, and I want you to tell me what they
5+4=9
Now it’s your turn to roll, and I will state the
sum of the dice.

Dice:
3+5=8

6+6=12
(Repeat several times.)

Now turn to your partner and tell them how (Rules to the game are being shared)
to play the dice game!

## Is everyone ready? Grab a partner and a set Woo-hoo!

of dice and go play!

## Stop and find a new partner. Ready? Go!

(Children will play for one minute) When are we going to try adding large
numbers?

## Okay, make it with the base 10 blocks. 126 in base 10:

Now, since we are going to add these You need a + and = symbols. Can we also
numbers, what do we need to show that this label the blocks so we know what we are
Yes, go ahead! (276+126=in base 10)

## What do we do now? We can add all of the blocks together!

Boy, what a mess we have. What should we Let’s make sure that we add the ones
do now? together, the tens together, and the
hundreds together since we can only add like
things!
Okay! What now?
Oh no! Now there are too many ones! I’ll
make a trade when ever we get to 10 for a 10
bar.

100.

1000!

## (402 in base 10 with labels)

Go for it!!
Can we work together and make problems
for each other now?
Okay, you kids come over here and let’s work
on a problem together!

## Who wants to come up with a problem and

set it up? Great! You two create a problem (154+321=base 10)
and work together to solve it!

## (By now children are working in small groups,

creating problems for each other using base
10 manipulatives. The children also label the
(Teacher will be wandering around and
asking the children to tell them how they are
solving the problems. Teacher watches
language by stating the Big Ideas such as
there are too many to write.”
(Teacher states: “Let’s keep an organized
record” to those who look very comfortable
solving large numbers using the
manipulatives.)

## Keeping an Organized Record

Teacher: Let’s keep an organized record!
Students: 154+321=

Identify Patterns

## Teacher: What patterns do you see?

Students: It seems that the final answer is always bigger than the original numbers. We always
add like terms. Whenever we have 10 of anything we make a trade. Hey, odd number plus an
odd number is always even. An odd number plus an even number is always odd.

Teacher writes down their patterns and post it on the patterns wall.

## State the Hypothesis

Teacher Students
Hey, we think we know how to add large
numbers without manipulatives!
You do! Show me how. Write a problem and
show me and teach me how to do it.

Okay!

142
+348
_______

## First, we add the ones. 8+2=10; but it’s too

many to write, so we write the 0 in the ones,
and we write the one ten up in the tens
column to keep track of the tens.
1
142
+348
_____
0

## Now we do the tens column. 4 tens+4 tens+1

ten=9. We write the 9 in the tens column.

1
142
+348
_____
90

## Now we add the hundreds. 1 hundred+3

hundred=4 hundred. We write 4 in the
hundreds column.

1
142
+348
_____
490
Wow! You guys are so awesome! Do you
guys want to test your hypothesis now?
Heck yes we do!

## Test the Hypothesis

Students will have the following choices from where to obtain their problems to test their
hypothesis:

## 1. They can create problems for their partner.

2. They can come to the teacher, and the teacher will give them a problem.