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Ashley Roman

ELD 308-01
ELD 376-01
Fall 2019
Mathematics: Addition with Regrouping (Up to 3 Place Values)
Grade: 4th

New Jersey Student Learning Standards:


4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the standard
algorithm.

Objective: Students will apply the regrouping addition method of mathematics for up to three
place values.

Materials:
● Objective (written on white board)
● Anchor chart (pre-written on chart paper)
● Student reminder sheet
● Guided notes worksheet
● Tic-Tac-Toe Worksheet (Partners)
● Exit ticket

Lesson Sequence - Connect & Engage:


1. Lesson Introduction (Engagement):
● “Mathematicians, please join me on the carpet for a mini-lesson on numbers.”
● “Mathematicians, we have been practicing mathematics on our math centers. We
use place value, addition, and subtraction to help us. Today, like our famous
mathematics ancestors, we will be using regrouping in addition.”

2. State the Objective and Purpose of the Lesson:


● “Throughout the school year thus far, we have been working on place value and
adding and subtracting our whole numbers. Today, we are going to learn how to
add our numbers by using a new strategy called regrouping.”

Lesson Sequence - Model:


3. Teach and Model:
● “Please take out your mathematics notebooks to record some notes about
regrouping in addition.”
● Example 1: 23 + 9
○ “When I think of regrouping, I need to rewrite my numbers as...”
■ 23
+09

○ “First, I need to look at my ones places. I have a 3 and a 9. What number


do I get when I add 3 and 9?”
■ Student feedback: 12
○ “Yes, I get 12. Now when I think of 12, I need to look at the number in the
ones place. It’s a 2. I will bring my 2 down the equation in my ones
place.”
○ “Next I will carry over the ten into my tens place. To do this, I will write a
little one above my 2 in my tens place.”
○ “Now I will look at my tens place. What is 1 + 2?”
■ Student feedback: 3
○ “Yes, I get 3. So, I will bring my 3 down.”
○ “Now I have no numbers to bring down. This means I am finished with
my problem.”
○ “I will look at the bottom of the equal sign and see my answer is 32. So,
when I add 23 + 9, I get the number 32.”
● Example 2: 57 + 136
○ “Another addition problem, I will first rewrite my numbers as...”
■ 57
+1 3 6
○ For scripture, see example one.
■ 7 + 6 = 13; bring down the 3 and carry the 1 to the tens place.
■ 1 + 5 + 3 = 9; bring down the 9.
■ 0 + 1 = 1; bring down the 1
■ The answer is 193

4. Guided Practice:
● Example 1: 536 + 874
○ “Here is an addition problem. Who can show me how to write my
numbers?”
■ Student feedback: 536
+8 7 4
○ “Hmm.. I am wondering where to start with my addition. Who can show
me?”
■ Student feedback: “6 + 4 = 10. You put a 0 here, and then carry the
1.”
■ Teacher: “What place am I putting that 0 in?”
■ Student: “The ones place!”
○ “Who can show my how to add up my tens place?”
■ Student feedback: “1 + 3 + 7 = 11. I bring my one down and then
carry the 1 over to my left neighbor.”
○ “Who can show my how to add up my hundreds places?”
■ Student feedback: “1 + 5 + 8 = 14.”
■ Teacher: “Where does the 4 go?”
■ Student: “In the hundreds place.”
■ Teacher: “Yes, but now we have a special case. We have a 1. Our
1 is moving into our left neighbor, the thousands. Since the other
two numbers will have a 0 in the thousands place, I will bring
down the 1 in the thousands place.”
○ “Who can tell me the answer?”
■ Student feedback: “1,410”

Lesson Sequence - Practice:


5. Independent/Partner Practice
● “Mathematicians, when you head back to your seating choice with your
mathematics partner for Tic-Tac-Toe remember to start with your ones place
value and then move to its neighbors on the left.”

Lesson Sequence - Closure:


6. Closure:
● “When we regroup our numbers for addition we need to recall starting in the ones
place and move left to our other place value neighbors. Now, I will pass out your
exit ticket for the day. Remember to write your name and date and show your
work.”
● Exit Ticket

7. How will you know if the lesson is successful?


● Student achievement will be displayed on a three-tier exit ticket. The three
problems will build off of one another. The first problem is the foundational layer
that is simple with regard to regrouping. The second problem will feature two
two-digit numbers. The third problem will feature two three-digit numbers.
Achievement will be displayed based upon application of the regrouping strategy
of addition in mathematics.
Anchor Charts for Reference
● Combine the layout of chart one with the steps structure of chart two