| aidemia--modules-lessonplan_request | Titles of parts of the lesson must be formatted as headings |
| What to create | Lesson plan |
| Which subject | Mathematics |
| What topic | Add and subtract within 100 |
| What length (min) | 30 |
| What age group | Doesn't matter |
| Include homework | |
| Include images descriptions | |
| Any other preferences | Warm-up: Which One Doesn’t Belong: Tens and Ones (10 minutes) CCSS Standards Building Towards 2.NBT.B.5 Routines and Access Instructional Routines Which One Doesn’t Belong? Narrative This warm-up prompts students to carefully analyze and compare features of base-ten diagrams. In making comparisons, students look for and make sue of structure as they describe representations of tens, ones, and the value of the base-ten diagrams (MP7). It gives the teacher an opportunity to hear how students use terminology and talk about characteristics of base-ten diagrams, including equivalent representations (MP6). This will be important as students compose and decompose two-digit numbers as they add and subtract within 100. Launch Groups of 2 Display the image. “Pick one that doesn’t belong. Be ready to share why it doesn’t belong.” 1 minute: quiet think time Activity “Discuss your thinking with your partner.” 2–3 minutes: partner discussion Share and record responses. Student Facing Which on |
CCSS Standards: 2.NBT.B.5
Instructional Routines: Which One Doesn’t Belong?
This warm-up prompts students to carefully analyze and compare features of base-ten diagrams. In making comparisons, students look for and make use of structure as they describe representations of tens, ones, and the value of the base-ten diagrams (MP7). It also gives the teacher an opportunity to hear how students use terminology and talk about characteristics of base-ten diagrams, including equivalent representations (MP6). This will be important as students compose and decompose two-digit numbers as they add and subtract within 100.
Groups of 2
Display the image. “Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
1 minute: quiet think time.
Activity
“Discuss your thinking with your partner.”
2–3 minutes: partner discussion.
Share and Record Responses
Collect and write down students’ opinions on why certain diagrams do or do not belong.
{The image of four base-ten block representations of number 23, 45, 36, and 57. One diagram looks different, with a single block of ten and other blocks scattered. The rest are arranged in coherent blocks of tens and ones.}
After exploring the warm-up, transition into a direct instruction segment where students will learn how to add and subtract numbers up to 100 using base-ten blocks. Explain how to:
Demonstration: Use the base-ten blocks to illustrate adding 47 + 32. Show how the numbers can be decomposed into tens and ones.
{The image of a teacher demonstrating the addition of 47 and 32 using base-ten blocks on a whiteboard. The blocks are separated into groups of tens and ones, highlighting the process of addition.}
Involve students in a guided practice where they work through a couple of problems together. Example problems could include:
Encourage students to use base-ten diagrams or blocks to visually represent the problem.
Provide students with a worksheet that includes various addition and subtraction problems within 100. They should use what they've learned to complete the worksheet independently.
{The image of a student sitting at a desk, focused on completing a math worksheet with addition and subtraction problems outlined clearly. The desk is cluttered with colored pencils and base-ten blocks scattered around.}
Bring the class back together to discuss what they learned about adding and subtracting within 100. Ask students:
Gather feedback for future lessons and assess understanding.
This lesson plan encourages student engagement, collaborative learning, and practical application of mathematics when adding and subtracting within 100.