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Topic: Adding with Two Digit Numbers Grade: 1

Learning Goal(s)
- Students will be able to add and subtract using two-digit numbers
- Students will be able to use models to explain their thinking

Materials & Resources Needed & Plan for Distribution:

- Game cards (10)
- Pencil
- Paper
- Pretzels
- Mini marshmallows
- Grid paper (2 for each group)

Sequencing of Instructional Formats and Estimated Times for Each:

Whole group (Launch) 15 minutes -> pairs (Explore) 15-20 minutes - > Whole Group
Discussion 5-10 minutes

Academic, Social and Linguistic Support:

- Provide engaging materials as a means to create models (food as models)
- Using models and numbers to show a problem in a variety of ways
- Working in small groups and pairs in order to work through problems together
and aid in each other’s understanding.

LAUNCH (_15_ minutes)

Establish behavior expectations.

- If you have a question raise your hand
- If you have an answer put a thumbs up
- Do not blurt answers
- Do not interrupt

What is a 2-digit number?

- Can I have some examples?
- Go through which place values are which

Today we are going to talk about how to add and subtract with 2-digit numbers instead of
just single digit numbers like we have been doing!

Example: 10 + 32
- How do you think we can solve this problem?
- Explain your thinking!
- Who agrees? Does anyone have a different answer?
- Bring out pretzels and marshmallows to use as models to check student answers.
- Pretzels are 10s, marshmallows are 1s.
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- 10 marshmallows turn into 1 pretzel

Now I am going to get our numbers by pulling them from a deck of cards. When I pull a
number I will put it in one of the four boxes on my grid (below). The numbers on this
side (left) are the tens or the pretzels! The number on this side (right) is the ones or
marshmallows!
- 2 more examples
- Showing how to use grids

We are going to do two more examples together and then you will find a partner at a
TABLE! After you find a partner you will be given some cards, a grid and some pretzels
and marshmallows. DO NOT EAT THESE UNTIL THE END OF THE ACTIVITY! If
you eat them right away you will not have enough to complete the assignment and you
will not be given any more.

I would like for you and your partner to take turns picking cards and placing them in your
grid. Write these down on your paper to record the problem. One partner will use the
snacks to solve the problem, you can work together to decide how many tens and ones
there are. Make sure for every problem you write down both numbers and to solve it on
paper to check your answer! Place that many marshmallows and pretzels in your second
grid just like we did on the board. Then you can count how many tens and ones you have
to get your answer!

If there are any questions, please raise your hand and I will come to assist you.

EXPLORE (__15-20__ minutes)

Students will work in pairs to successfully add two-digit numbers using marshmallows
and pretzels as models to show their thinking. Students will also be asked to write the
problem out so they can go back to the original problem to check. Two-digit numbers
will be drawn randomly therefore each pair gets individualized practice.

What would you do to keep students engaged? What would you do if a student doesn’t
understand the task at all (e.g., cannot seem to get started)? What would you do if a
student finishes early?

Students will work together in a game like setting to accomplish this goal. The use of
food as materials for modeling will keep them engaged with the activity with the
opportunity to earn more snacks if they use materials appropriately. If students do not
understand the task we will regroup and do more examples as a group. We will also
address points of common confusion. If students finish early, they can reshuffle the deck
and continue on playing. If they tire of that part of the activity, they can begin eating
their materials as long as they have done at least 5 examples.
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What will you be saying to children as you move around the room? (And you will be
moving around the room!) This might include your probing questions, but perhaps you
might also anticipate other kinds of problems you might need to address.
- So, what two numbers did you pull?
- Oh, those are tough, but I think you can do it! How many pretzels do you have?
So how many tens are there? What about marshmallows?
- How did you get this answer here? Can you show me? Is there another way you
could get the answer? Do you think you could do it without the food?
- Can you show me how you do the next one?

What notes will you be taking to guide your closing discussion?

- Points of confusion
- Different ways of thinking or solving a problem
- Some common mistakes
- Particular problems that seem interesting and give students a hard time

F
DISCUSS (_5-10_ minutes)

The purpose of the discussion is to connect what children were doing to the big
mathematical ideas. This is a chance to make connections across children, to attach
language to what children were doing, and to let children put their thinking into words.

How will you use what you learned in the Explore section in the discussion?
- Who can give me one example of numbers that they pulled and solved?
- Don’t give us the answer yet. Let’s see if someone in a different group can give
us an answer!
- How did you get this answer?
- One more way to get an answer to this question?
- And how did you do it?
- Is it helpful to use models to solve problems that may be difficult when doing
math?
I would like students to relate back to the activity here, saying they thought of how many
pretzels and marshmallows that would have had. I would also like to see students use the
equation as a way of solving the problem or using methods other than the direct model I
gave them as well. Variety of solving strategies would be ideal.

What are your strategies for managing over and under participation during this time?
- Asking for answers from different groups that haven’t spoken yet
- Asking for students to express whether they agree or disagree using hand signals
- Ask for multiple student examples
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Tens Ones

=
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1 1 2 2
3 3 4 4
5 5 6 6
7 7 8 9
8 9 0 0