LESSON PLAN Addition Fun Rationale This lesson aims to revise some simple addition strategies as well as extending

on these strategies so students can manage larger numbers in their addition problems. During this lesson students will be engaged in a number of games which will encourage all students no matter what their ability levels to give the problems a go. Students will also be placed into groups so that the higher ability students will be able to assist the lower ability students. This lesson also caters for different learning styles as it uses; linguistic, auditory and kinaesthetic learning styles which offers a variety of ways for students to learn the concepts covered. This lesson also aims to incorporate students prior knowledge and real life experiences so that the learning is more contextualised for students Lesson duration: 60 minutes Stage 2 Year 3 Syllabus Out omes NS2!2: Uses mental and written strategies for addition and subtraction involving two , three and four digit numbers "#S2!2 Selects and uses appropriate mental or written strategies, or technology, to solve problems "#S2!3 Uses appropriate terminology to describe, and symbols to represent, mathematical ideas

and in turn more beneficial. Prior $no%ledge Students will have had experience with simple addition problems.

Ris& Assessment There is a very low risk of in!ury during this lesson. Things to watch out for" Teacher to set up a safe learning environment i.e. check for ha#ards. $ncourage positive behaviour. %ote and take into account any special needs of students. Students sitting on chairs correctly. Students moving around the classroom & watch where they are walking. 1ontent2Learning E.'erien e -ntrodu tion: Today we will be revising how to do addition problems and look at doing some addition with larger numbers. To start we are going to play an addition game and I need you to form two groups. 5et the students to form into two groups and give one group a blue piece of material .one for each person0 and a red piece of material to each person in the other group. On the interactive whiteboard an addition sum will be displayed one of the numbers will be written in blue the other one will be written in red. You are going to form those number additions yourselves, using people

Resour es 'ed and blue pieces of material enough for every student () * and + sign ,ower,oint presentation with a number of addition problems that use the number of students in the class -nteractive whiteboard (ddition board game .(ppendix /0 Dice .one for each group0 1lothing catalogues .one for each group0 pens2paper2scissors2glue

S'e i(i )ea *ing )arget +As t*e tea *er, %*at am - e.'e ting to learn/0 This lesson focuses on student3s addition ability and their use of strategies to
solve addition problems with increasingly larger numbers for a number of purposes.

Syllabus -ndi ators using mental strategies for addition and subtraction involving two , three and four digit numbers, including recording mental strategies

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)ea *ing Strategies2notes Use D.6.7.$ strategy & D & defer !udgement on anyone else8s ideas or comments 6 & opt for the unusual and creative 7 & generate a vast number of ideas $ & expand on

1lass Organisation 9hole group then into : e;ual groups in an open area in the class room

-ntegrated Assessment 6bservation Teacher will take not of student3s ability to solve simple problems and also the discussion that takes place. %oticing where students need help or are surpassing the intended outcome.

4 mins

from the red group and the blue group; you will then discuss your answer. Let s have a practice so we know what we are doing. ,lay the ,ower,oint presentation with the first example and work with the students so that they know what they are doing. !irst of all the number in red is " so we need three people from the red group to come and stand over in front of the first addition sign #addition signs will be printed out and placed on the floor0. The number which is written in blue is $, so five people from the blue group need to come and stand on the other side of the addition sign ne%t to the e&uals sign. 'o if we have " people from the red group and $ people from the blue group how many do we have in altogether( $ncourage students to use different strategies to work out the problem such as physically counting, using fingers and anything else they come up with. The answer is ) so we need ) people to stand ne%t to the e&uals sign. 'ome of these people need to come from the red group and some from the blue group. *ow are you going to decide how many from each group( 5et students to go back into their original groups and wait for the next problem. $ncourage students to explain the different ways that they worked out the answer to the problem which may include" the !ump strategy eg :< * <=; :< * <> + =<, =< * = + =? & the split strategy

the ideas by piggy backing off others. $ncourage ;uestions and discussion. -ncorporate students preferred learning styles

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eg :< * <=; :> * <> * < * = is =? & the compensation strategy eg @< * :A; @< * <> is A<, subtract /, to obtain A:. +uring this activity we were using smaller numbers to make addition sums. If we were to use larger numbers could we use some of the same strategies to work out the addition problems( $ncourage students to think about some strategies to add up larger numbers. ,e are going to look at some strategies that may be able to help you when you are adding up larger numbers or more than two numbers which you have to do &uite often in your life. The first is called the compensation strategy. 9rite up examples on the board and work through them with the students so that they can see what you are doing. -%ample. "/ 0 /12 To work this out using the compensation strategy we can see that /1 is one off $3 so if we add 4 to /1 to make the problem "/0$3 it makes it a much easier sum to work out. the answer to "/0$32 )/, but because we added one earlier we must now take away one to get the answer to "/0/1 which e&uals )". (llow time for ;uestions and clarification and get students to tell you their understanding of how the strategy works. If we had more than two numbers in a problem what strategies would you use to

9hole group in front of board

6bservation & Beep note of students strategies to see where they are up to 1hecklist of strategies .(ppendix :0

:> mins

work out the problem( 9ait for students to tell you some strategies before you continue. One strategy we could use is reordering the numbers. !or e%ample if we had 4"01052 instead of adding 4" and 1 first we can add 4" and 5 as this gives us a rounded number that makes it easier to work with for e%ample it will be 4"05263 then 6301 2 61 instead of 4"012 6605261. (gain get students to explain the strategy in their own words and check for clarification. 3ody+E.'loration2trans(ormation2'resentati
on0

5roups of four at their tables .or if they choose, a ;uiet area around the classroom0

:> mins

,e are now going to get into groups of four and play another game so we can work on our addition strategies. Show the sheet with the game. -ach s&uare is a place on the board and each s&uare has a number in it. You are going to have a counter each as your playing piece and you will roll a die and move your counter however many number of spaces you role. 7ut you must add up the numbers as you go; for e%ample if the first four numbers were 6, /, 8,9 ) and I rolled a three I would need to add 60/08 together to get a total of 46, 46 is my current score so I need to record this on a piece of paper. I will add to this score as the game goes on. Your aim is to be the first person to get to 433 and to also practice using some different addition strategies. :emember to write down your additions so you know

9ork samples & Teacher is to collect the students working out paper to see the strategies that are being used 6bservation as the teacher moves around the class room the teacher will observe the strategies, language and potential difficulties2non difficulties of students

= mins

where you are up to. Send groups to tables and hand out the e;uipment then go around and help students where necessary. -f students are finishing early or ready for a challenge let them have a go of the first to />>> and then the />, >>> sheets. 6nce students have finished get them to come and sit down as a group and explain the next activity. ,e have now had some practice using different addition strategies to add up large numbers. ;ow we are going to see how this relates to our everyday lives. I am going to give each group a clothing catalogue. Your group is going away on holidays and you want to buy 4 brand new set of clothes because it is a special holiday. You can decide where your group is going on holidays. You are going to need shirts, pants<skirts<dresses, socks, underwear, shoes and anything else that you think will be needed on your holiday but you only have a budget of =4333 for the four of you. You are going to need to use addition strategies and perhaps even multiplication and subtraction strategies as well as your problem solving skills to make sure that you stay within your budget. You will cut out the items of clothing you will be buying and stick it on a large piece of paper, writing how much each item will cost and the total amount it comes to. 1heck for any ;uestions or area of clarification. Cet them go to the tables in

9ork samples teacher to use the work samples to assess students3 knowledge and understanding in addition 6bservation & %oting the students language and problem solving strategies

groups of )2whole group (nnotated group list the teacher will use a list with the students groups and note down the strategies that

groups and get the resources that they need. Cet the students work through the problem as a group encourage discussion and help students if needed. 1on lusion+Presentation2Re(le tion0 5et students to come back together as a group. I m going to get each group to come to the front of the class and e%plain to the class what strategies they used and if they succeeded in buying clothes for everyone within their =4333 budget. ,here else in your lives will you need to use addition strategies( ;e%t lesson we will look at some different ways that we use addition in our everyday lives as well as introducing addition algorithms and ways of trading.

students used as well as other valid information

D%oteD The assessment should focus on the indicators for this lesson. 9hen observing the teacher can use some form of note taking for easier recall. The teacher should reflect on this lesson, its implementation and assessment to see what worked and what didn3t as well as where students are up to so that this can guide further planning.

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