ALTERNATIVE ADDITION ALGORITHM PLANNING TEMPLATE

Name of Lesson: Alternative Addition Algorithm from Philippines

Your Name: Ms. Wagner Date of Lesson: 6.27.18 Time, including duration: 20 min
Topic: Math
Supports provided for ELLs (visuals, manipulatives, word bank, gestures, native language references etc.): Base Ten Blocks, word bank with
English and native language supports
Context: Students have learned traditional algorithm for multi-digit addition where you “carry” the one to the tens place, but some do not
understand this concept. This algorithm is another way of demonstrating this concept and pushes students toward mental math.
Resource(s): www.mathisnotuniversal.weebly.com
Common Core State Standards: Learning Goals: Assessments:
What, specifically, will students know and be able How will you know if students met the learning goal and
to do at the end of this lesson? how will you evaluate the quality of students’ performance?
CCSS.MATH.CONTENT.2.NBT.B.5 Students will be able to (SWBAT): correctly add 4 Student: (end-of-activity check): Student completes a math
Fluently add and subtract two digit numbers together using an algorithm. problem using traditional or non-traditional algorithm as an
within 100 using Exit Ticket, writing an explanation of what they did with the
SWBAT describe their steps in adding numbers algorithm (or they could record explanation if you have
strategies based on place together and the place values they are access to technology such as Seesaw).
value, properties of representing.
operations, and/or the Teacher: (how you will collect, evaluate and process
relationship between evidence of students’ learning): Look at Exit Tickets and
student explanations on paper or on Seesaw to see if
addition and subtraction. students can A) do the algorithm correctly and B) explain
CCSS.MATH.CONTENT.2.NBT.B.6
what the algorithm is showing/why it works.
Add up to four two-digit
numbers using strategies
based on place value and
properties of operations.

Important Vocabulary to teach or review: Sum, carry, dash, ones/tens/hundreds place, group of 10/100, solution
Materials: Base Ten Blocks, paper for exit tickets

Attending to the Learners

Anticipating student ideas:
Making the content
accessible to all students:
Some students may not understand the concept of a dash representing a group of 10 or 100 and may put dashes in
places that will not get them to the correct answer. Mental math may be difficult for students. How do you think
students will respond to this new algorithm? What questions will they have? What else might be confusing?
Have manipulatives out the entire time so students are able to check their answer or work through the problem.
Encourage students to talk about math, using the mathematical language and vocabulary. Use turn and talks and

Adapted from Lesson Design template created by Katrin Oddleifson Robertson and Shannon Kurtz McGrath, 2010
ALTERNATIVE ADDITION ALGORITHM PLANNING TEMPLATE
group work to support all students. How will you support all the learners in your group? Do you have any special
education students who need particular supports? What about your learners who struggle? What about the learners
who excel? (specific supports for ELs are already included above so you don’t need to include them again)

Teaching Sequence:
Time/Task Instructional Moves (Include key questions you want to ask.) Considerations
(Things you want to remember/attend to:
e.g., differentiation, transitions)
5 min Launch
• Have students complete a math problem using traditional algorithm Think ahead of time about what vocab
• Review or introduce vocabulary by explicitly modeling it while you walk through students are struggling with or misusing
the warm up problem with traditional algorithm: Sum, carry, and what will support this algorithm
ones/tens/hundreds place, group of 10/100, solution
• Explain to students that today we are learning a different strategy to add
numbers together – it’s a strategy that many people learn in the Philippines and
it can help us think about math in a new and exciting way!
• Show students that something special about this algorithm is that to represent or
show a group of ten, instead of using a little 1, they use a dash.
• Have Ss say dash, write it on the board, and have students write a dash.
• Example problem: 98 + 24 + 99 + 25 = ______
Lesson Sequence (I recommend I Do, We Do, You Do)
• Use manipulatives to demonstrate for students how the algorithm makes sense Always have manipulatives!! These
and think aloud hands-on visuals are helpful for all
• Example Think Aloud: I’m going to start in my ones place, just like in the students but NECESSARY for your ELs.
algorithm we learned before. The sum of eight and four is twelve and, since this
is the ones column, I know I can’t have a number bigger than 10 here because
then it goes in the tens column. I know there is one group of 10 in twelve because
twelve is 10 plus 2. Since I have a group of ten I’m going to trade in my 10 little VERY detailed think aloud is necessary for
cubes (manipulatives) for a long and put it to the side. I’m writing a dash to students
represent this group of ten next to the 4 since that’s where I got to ten. Now I still
have my two little cubes left over and I need to add them to 9 more cubes. I have
11. I know that there is a group of 10 in 11 so I’ll trade in these 10 for another
long, write a dash here to show this group of 10, and now I have 1 little cube left.
Now I add my 1 little cube plus 5 little cubes or ones and I have 6. 6 doesn’t have
any groups of ten so I’ll write 6 down here in the ones place under the equals
sign. Now I will move to the tens column, and I have to remember that I have
these two extra groups of ten! I’m going to start with them. There are 2 groups
of ten plus these 9 groups of ten and that’s 11 groups of ten or 110! I know that
Adapted from Lesson Design template created by Katrin Oddleifson Robertson and Shannon Kurtz McGrath, 2010
ALTERNATIVE ADDITION ALGORITHM PLANNING TEMPLATE
there is a 100 in 110, so I’m going to trade in these 10 groups of ten for a flat or a
100 and I put a dash here, in the 100s place, to represent my flat. Now I have my
one group of ten plus 2 groups of ten. That’s 3 groups and I don’t have 10 of
these so I can’t trade it in and I keep adding. The sum of 3 and 9 is twelve, so now
I have twelve groups of 10 and I can trade them in for a flat and have 2 groups of
ten left. I write a dash to show my flat. Now I have 2 groups of ten left over plus 2
more groups of ten which is 4 groups of ten or 40. I write a 4 here, in the tens
place. Now I go to my hundreds place. Since I wrote two dashes showing two
flats or two 100s, I have 200 and I’ll write a two here. My answer is 246. Let’s
make sure that my base ten blocks match. (count blocks).
• Give a new problem and have students practice it in pairs/intentional groups
using manipulatives, talking aloud, and recording their thinking.
• Give students 2-5 more problems and allow them to use this algorithm to solve
OR a traditional algorithm. Leave manipulatives out.
• During independent work time, select 2 students who solved the same problem
using 2 different algorithms
• Have students explain their work on the board
• Discuss the similarities and differences in the algorithms and explanations as a
whole class.
• Point out/have Ss notice that the solutions are the same, even though the
methods were different

Closure
• Ask students for what they like/don’t like about this new algorithm Make sure Ss don’t feel pressured to
• Explain that Ss can use whatever algorithm works best in their head when doing use/not use a certain algorithm
math
• Reinforce that there is no “right” way to solve a problem

Adapted from Lesson Design template created by Katrin Oddleifson Robertson and Shannon Kurtz McGrath, 2010