Sarah Holgado

ED 442 02
October 23, 2017

Explore and Experiment

Teacher Student
Students, lets all sit down together so we can add Okay, Miss Holgado!
numbers. I am going to say two numbers and I want
you to say, out loud, what the answer is, okay?
What is6+4? 10!
What is3+5? 8!
What is1+4? 5!
Great job, class! Now, I am going to pair you up. (Students roll the dice with partners, adding the
Once you are with your partner, I will give you two two together, and shouting out the sums.)
dice. I want you to roll both of the dice and then,
add the two numbers together. It will be fun!
Class, youre doing great! Lets switch partners (Students switch partner and continue the
now. activity.)
(Stop the activity and regroup the class all eyes Yes, we can!
on me for teaching.)
Ask the class
Do you think we can add bigger numbers?
Now, lets add 235 and 510. We can use base ten Sounds great, Miss Holgado!
blocks!
(Model how students can use the blocks.) Okay!
Remember: we are adding 235 and 510. Alright!
Now, when we put them together Amber says, 745!
Model
What is our answer?
Good job, Amber!
Now I want you to get back with your partners and Yes!
begin using the base ten blocks to solve problems. (Students will be in partners to solve problems.
Do you think you can do it? They will do this for five minutes. During this
activity, I will be walking around and checking
their answers.)
Terrific job, everybody! Youre all doing so great. Ok, yay!
Lets try another one as a class.
Sam, can you please tell me a 3-digit number? Any Sam responds, What about 145?
3-digit number you want
145 is perfect, Sam. Now, Tyler, can you please Tyler shouts, 462!
give me another 3-digit number?
Wonderful! Thank you Sam and Tyler. Our Okay!
numbers are 145 and 462. So, our problem is 145 +
462.
What is our first step? We add the numbers that are the same.
Which number is the first one we will add? The ones place!
Good job class! Can you show me how to add the Yes, of course.
numbers in the ones place? (Students take base ten blocks and put the ones
together.)

Nice work. So, how many ones do we have? We have seven ones.
Now, what will we add next? Lets add the tens!
Yes, exactly! Can you show me how to do that? (Students model adding the tens.)
Miss Holgado, we added 40 and 60 and got 100.

Thats correct! Does anybody know what to do Make a trade!

when we have 10 tens?
That is correct! So what do we trade the 10 tens Trade them in for a one-hundred block!
for?
Yes! Show me how we do that. (Students model trading the 10 tens for 1 one
hundred block.)
Perfect! Whats our next step? Add the hundreds!
Yes, that is right! Show me how we do that, 100 and 400 equal 500. So we have 500!

Thats right, but what are we missing? Hint: Oh, yes! There were 10 tens and we made a trade
Remember when we added the tens? for a 100 block, so we need to add that extra 100
to the hundreds.
Yes! What is 500 plus 100? 600!
Thats right. Ok class, what is our final answer? 607!
Yes, nice work, class! Okay!
Now, I want you to quietly stand up and choose a
partner. Find a quiet spot in the classroom with this
box of base 10 blocks, and solve the two problems I
give you. When you are finished, or if you need
help, let me know by raising your hand.
The first problem I want you to solve is: 105 + 395. Ok, Miss Holgado, thats easy!
The second problem is:
622 + 348.
(Students worked quietly with their partner,
raising their hand if they have questions.)

We finished Miss Holgado!

Class, you did a phenomenal job! I am so proud of Thank you!
you for working so hard.
You added like numbers and solved both problems No problem! Math is fun!
so well!
Now, we are going to try another problem. We are
going to use even larger numbers, but I know you
can do it!
Lets add 2,124 + 1,421.
Lets do this one together. What is the first step? We add the ones!
Exactly. Who would like to show me how to add Me! There are 5 ones.
the ones?

Good job, Grace! Thank you!

OK, whats the next step? Jose says, Next, we add the tens.
Yes, Jose! Can you show me? Sure! I take 20 and 20, put them together, and I
end up with 40.

Great work! Whats next? Timothy says, Add the hundreds!

Yes, Timothy, thats right! Will you show me how Yes, Miss Holgado! We have 100 and 400. When
its done?
Exactly! Nice work, Timothy.
Now, we have one more step. Does anyone know
what it is?
Yes, thats right! Who would like to show me?
I add them together, I get 500. So, the answer is
500.
Hmmwe need to add the thousands place?
Anna raises her hand, I will!
I see we have 2,000 and 1,000. When I add them
together, there is 3,000.
That is great work, Anna, you are correct!
Ok class, so whats our final answer? 3,545!
Amazing work! Thank you to everyone who (Students continue working on adding 3- and 4-
participated. digit numbers in pairs using base ten blocks.)
Ok class, I think you are ready to work in pairs.
(Teacher monitors class progress by walking
around to each pair and observing.)
How should we keep an organized record? (Students will name some of the patterns they see
What patterns do you see? and write down their observations.)