The+Manipulators

• The opportunity to be able to reflect and refine. • Putting a lesson in a different format from our usual manner
 * Lesson Study **


 * Technology **

• Learning from peers about the technology • Increased confidence and competence with the technology in students and teachers

** Student Learning **


 * Ability to quickly assess and give immediate feedback
 * Students have opportunity to comment on and support other students thought process

** Collaboration **
 * Merging several ideas from different perspectives
 * Reflecting, then giving and receiving feedback in a safe atmosphere

** Unexpected Learning **
 * How much Modelled and Shared Teaching needs to be clearly defined
 * Keeping the purpose clearly defined can be tricky

Hi,
==We had a great brainstrom session on Friday! Thanks Devon for your great ideas using the Notebook software and Mette for completing the lesson plan outline. I found some of the things that we were looking for in the Guide to Effective Instruction re: Anchor Chart for Adding and also Instructional Strategies.==

Oh yes, there is also the E-Workshop Website that has a video that we may wish to include. It is at http://www.eworkshop.on.ca/edu/core.cfm (Numeracy, Operational Sense)
Please find possible report card comments, an observation checklist and word problems below: Please feel free to make changes!

REPORT CARD COMMENTS • Can students add and subtract 2-digit numbers with and without regrouping? (Understanding of Concepts, Application of Procedures) Level 1 . Level 2 . Level 3 Level 4 regrouping, by selecting and applying the most appropriate problem-solving strategies and by using pictures, words, and/or diagrams to clearly and precisely describe addition concepts, reasoning, and processes of investigation. . Observation Checklist The students will: be able to use a range of flexible strategies to solve double-digit addition-perhaps we could add: with regrouping || Applies Appropriate Problem-solving Strategie s || Word Problems: A. Lisa has 11 stickers and Brandon has 19. -Picture clues can be added to List A Word Problems  How many do they have altogether? -Will all students be able to read List A Word Problems?
 * __demonstrates a limited understanding of adding 2 digit numbers with regrouping, by selecting and applying a problem-solving strategy that may not be appropriate for the investigation and by using pictures, words, and/or diagrams with little clarity to describe addition concepts, reasoning, and processes of investigation.__
 * demonstrates a some understanding of adding 2 digit numbers with regrouping, by selecting and applying an appropriate problem-solving strategies and by using pictures, words, and/or diagrams with some clarity to describe addition concepts, reasoning, and processes of investigation.
 * __demonstrates a general understanding of adding 2 digit numbers with regrouping, by selecting and applying some appropriate problem-solving strategies and by using pictures, words, and/or diagrams to clearly describe addition concepts, reasoning, and processes of investigation.__
 * demonstrates a thorough understanding of adding 2 digit numbers with
 * || Commutativity || Making Doubles || Using Known Facts || Making Tens || Counting On || Place Value
 * John ||  ||   ||   ||   ||   ||   ||   ||
 * Peter ||  ||   ||   ||   ||   ||   ||   ||
 * Sarah ||  ||   ||   ||   ||   ||   ||   ||

Ben had 48 marbles. He found 14 more. -Picture clues can be added to List A Word Problems  How many does he have now? -Will all students be able to read List A Word Problems?

In our class we have 28 blue socks -Picture clues can be added to List A Word Problems  and 13 brown socks. -Will all students be able to read List A Word Problems? How many socks are there altogether?

On milk day our class has 15 white milk cartons <span style="color: rgb(244,42,42);">-Picture clues can be added to List A Word Problems <span style="color: rgb(230,15,15);"> and 10 chocolate milk cartons. <span style="color: rgb(244,21,21);">-Will all students be able to read List A Word Problems?<span style="color: rgb(244,21,21);"> What is the sum of the milk cartons?

B. We had 24 goldfish in our tank and then we got 26 more. How many fish were in the tank?

Malik has 39 coins. If he collects 25 more, how may will there be?

Kim made a necklace with 28 purple beads and 26 green beads. How many beads were in the necklace?

C. There are 27 girls in the Science Camp and 36 boys. How many children are there altogether?

In the art cupboard we counted 45 pieces of red paper, 56 pieces of blue paper and 10 pieces of yellow paper. How many pieces in all?

Ben had 55 hockey cards. John had 67. What is the sum of the cards?

<span style="display: block; font-family: Arial,Helvetica,sans-serif�178�;">** Grade 2 Math 2-Digit Addition with Regrouping Place Value Charts ** 2-digit addition with regrouping on a Place Value Chart
 * Lesson Focus**

Modeling problem solving - teacher think aloud Shared problem solving - students solving problems with teacher - students solving problems together<span style="color: rgb(219,10,10);"> <span style="color: rgb(27,4,4);">- use of manipulatives such as Place Value Chart and Base Ten Blocks
 * Teaching Strategy**


 * Rationale**

Students have been learning strategies for addition in previous lessons. As a continuation of becoming numerically competent, they will need to learn to regroup when using larger numbers.


 * Assessment**

Observing the students communicating/verbalizing addition with regrouping using the Place Value Chart strategy.

Prior to this lesson students need to:
 * Prior Knowledge**

• have effective counting strategies • be able to combine and partition numbers using single and double digit numbers • understand place value • have learned several addition strategies (


 * Curriculum Expectations**

• solve problems involving the addition two-digit whole numbers, using a variety of strategies. (Overall) (2m10) • solve problems involving the addition of two-digit numbers, with regrouping, using concrete materials (e.g., base ten materials, counters), student-generated algorithms, and standard algorithms;(Specific) (2m26)
 * Math: Number Sense and Numeration**

• Smartboard, projector, and laptop • Create teacher-student generated anchor charts from previous lessons on “click and reveal” squares in Notebook software for the Smartboard. • Have two word problems set up in Notebook software that have numbers and phrases that represent key information in a separate text box so that you can clone it and drag it down to the bottom of the screen. • Create Place Value Chart in Notebook software for the Smartboard. <span style="color: rgb(242,44,44);">-Guide to Effective Instruction (p.27 &28) suggest the following (should we begin here or continue with our original plan? <span style="color: rgb(242,49,49);">• providing meaningful experiences with __number lines and hundreds charts__ –  <span style="color: rgb(242,49,49);">experiences in which they use movement and patterns on the lines and  <span style="color: rgb(242,49,49);"><span style="color: rgb(246,70,70);">charts to represent addition  • Base-ten blocks for students to manipulate during student pairing • Ten word problem cards for student pairings. Word problems should be differentiated to reflect student needs.
 * Materials & Preparation**

This is the Notebook file for the lesson. Provide word problems at manageable reading levels of the pairs. <span style="color: rgb(244,52,52);">Would you like to word problems altered? The students will: be able to use a range of flexible strategies to solve double-digit addition || <span style="color: rgb(249,36,36);">Applies Appropriate Problem-solving <span style="color: rgb(246,49,49);">Strategie <span style="color: rgb(246,49,49);">s ||
 * Differentiation**
 * Assessment Before Teaching**
 * || Commutativity || Making Doubles || Using Known Facts || Making Tens || Counting On || Place Value
 * John ||  ||   ||   ||   ||   ||   ||   ||
 * Peter ||  ||   ||   ||   ||   ||   ||   ||
 * Sarah ||  ||   ||   ||   ||   ||   ||   ||

<span style="color: rgb(250,82,82);">Level 1
 * Report Card Comment**
 * <span style="color: rgb(250,82,82);">__Name__ demonstrates a limited understanding of adding 2 digit numbers with regrouping, by selecting and applying a problem-solving strategy that may not be appropriate for the investigation and by using pictures, words, and/or diagrams with little clarity to describe addition concepts, reasoning, and processes of investigation__.__

<span style="color: rgb(250,82,82);">. Level 2 <span style="color: rgb(250,82,82);">. Level 3 <span style="color: rgb(250,82,82);">Level 4 > > > ** Instruction ** > **MODELLED/SHARED LESSON** > > **Before:** > • Activate prior knowledge by engaging students in a discussion about addition strategies they have already learned. > • Have teacher-student generated anchor charts from previous lessons on “click and reveal” squares in Notebook software projected on the Smartboard. > > **During:** > **• Modeled focus:** > • Show the students the “Pizza Problem” on the Smartboard. > • Model how to solve the problem on the Smartboard using re-grouping. To show this on the Smartboard, have numbers and phrases that represent key information in a separate text box so that you can clone it and drag it down to the bottom of the screen. Model how to select key information to include in the Place Value Chart by dragging it from the word problem and then creating the numbers in the Place Value Chart. > •The key information to be cloned is > • Work on the problem by first representing the numbers in a Place Value Chart. > • On the Smartboard, model how to take the ones, count them and make them tens and ones. > • Model how to add the two numbers using a Place Value Chart to regroup. > > • **Shared focus:** > • Using a second similar word problem, share the problem solving strategy of regrouping using a Place Value Chart with the students. > • Invite students up to the Smartboard to do aspects of working on the problem > • Invite students to also identify the key information that needs to be put into the Place Value Chart > > • **Student Pairing** > • Students will work in pairs to solve other word problems. > • Circulate and record anecdotal observations as students work through the activity. Pay particular attention to how the students are regrouping. Have they identified the key information needed to solve the problem? Are they using the Place Value Chart properly? Conference with students who require assistance. > > **After** > • Bring the students back together and discuss what was easy, and what was difficult for them. > • If any problems arose, ask how they solved their problem to arrive at the correct answer.
 * <span style="color: rgb(250,82,82);"><span style="color: rgb(250,82,82);">__Name__ demonstrates a some understanding of adding 2 digit numbers with regrouping, by selecting and applying an appropriate problem-solving strategies and by using pictures, words, and/or diagrams with some clarity to describe addition concepts, reasoning, and processes of investigation.
 * <span style="color: rgb(250,82,82);"><span style="color: rgb(250,82,82);">__Name__ demonstrates a general understanding of adding 2 digit numbers with regrouping, by selecting and applying some appropriate problem-solving strategies and by using pictures, words, and/or diagrams to clearly describe addition concepts, reasoning, and processes of investigation.
 * <span style="color: rgb(250,82,82);"><span style="color: rgb(250,82,82);">__Name__ demonstrates a thorough understanding of adding 2 digit numbers with <span style="color: rgb(250,82,82);">regrouping, by selecting and applying the most appropriate problem-solving strategies and by using pictures, words, and/or diagrams to clearly and precisely describe addition concepts, reasoning, and processes of investigation.

<span style="color: rgb(249,57,57);">Hi Mette,

What a great lesson plan! Thank you for all of your hard work. I made some possisble suggestion in red print and also changed some of my work to hopefully better reflect The Lesson Plan.

I had difficulty adding pictures to the word problem cards in the Wiki, but if the problems are alright I can make them in another program. Have we included a graphic organizer, or is the Place Value Chart our graphic organizer?

Please feel free to make any comments or changes.

Just found the rubric below that could be used at a later stage:


 * || [[image:http://teach-nology.com/web_tools/rubrics/math/math.gif width="100" height="100"]] ||  ||
 * || Name: || Teacher: ||  ||
 * || Date Submitted: || Title of Work: _ ||  ||
 * ||  ||   || **Criteria** || **Points** ||   ||
 * ||  || **4** || **3** || **2** || **1** ||   ||
 * **Explanation** || A complete response with a detailed explanation. || Good solid response with clear explanation. || Explanation is unclear. || Misses key points. || ||
 * **Use Of Visuals** || Clear diagram or sketch with some detail. || Clear diagram or sketch. || Inappropriate or unclear diagram. || No diagram or sketch. || ||
 * **Mechanics** || No math errors. || No major math errors or serious flaws in reasoning. || May be some serious math errors or flaws in reasoning. || Major math errors or serious flaws in reasoning. || ||
 * **Demonstrated Knowledge** || Shows complete understanding of the questions, mathematical ideas, and processes. || Shows substantial understanding of the problem, ideas, and processes. || Response shows some understanding of the problem. || Response shows a complete lack of understanding for the problem. || ||
 * **Requirements** || Goes beyond the requirements of the problem. || Meets the requirements of the problem. || Hardly meets the requirements of the problem. || Does not meet the requirements of the problem. || ||
 * **Counter Examples** || Includes counter examples. || <span style="color: rgb(255,255,255);">a || Does not include counter examples. || <span style="color: rgb(255,255,255);">yy  || ||
 * ||  ||   ||   || **Total>** || __ ||   ||   ||
 * **Teacher Comments**: ||