##
* *Reflection: Pacing
Mental Math with Place Value - Section 2: Active Engagement

When I plan and teach a lesson where there are two or more objectives, I try to break it down for the students. While they were working on their prompt, I encouraged them to just focus on their strategies and their solutions.

Then I guided them to go back and write in words what they did and circle the vocabulary terms they used.

I find stepping through the lesson this way not only takes a bit of stress away from the students, but it also teaches them to be organized, focused on one task at a time and I find the quality of work much higher. Finally, it is “spreading” the cognitive load by having them first work with the numbers, and then rely on the numbers to scaffold them into writing.

Pacing is crucial when working with young students. We never want math, or any learning, to feel overwhelming. It is all about breaking down the steps and being organized.

*When To Add In the Second Step*

*Pacing: When To Add In the Second Step*

# Mental Math with Place Value

Lesson 1 of 10

## Objective: Students will be able to complete and compare addition and subtraction equations mentally, using various strategies.

## Big Idea: It is imperative that students have a strong understanding of place value in order to complete and communicate any given math task. This lesson invites them to re-explore strategies they have created prior to teaching standard algorithms.

*40 minutes*

#### Mini-Lesson

*10 min*

To begin the lesson, I simply ask the students to come to the community area and give me a thumbs up when they have the answer to the solution to the following problems. I explain that they need to only use their minds and be ready to explain how they arrive at their answer.

Some of our equations include:

15 + 45 =

170 - 18 =

94 + 36 =

When students think they have an answer, I ask them to share with their shoulder partner. I then call on several students for each equation to come to the board and "list" their thinking. Below are some examples for 15 + 45.

Student 1: 10 + 40 =50, 5 + 5 = 10, 50 + 10 = 60

Student 2: 45 + 10 = 55, 55 + 5 = 60

Student 3: 45 + 5 = 50, 50 + 10 = 60

I then lead them into the active engagement in which they will also practice their journaling skills. Before sending them off to the activity, we discuss what the prompt asks them to do, and what vocabulary words they think they might use in their responses. The students discuss these terms in small groups of four.

Then as we discuss the possible terms, I write them on the board and leave them up as reference, even though they are also displayed on the math vocabulary board. Having them isolated is helpful for many of my students. You will see in the resources how we set the board up.

#### Resources

*expand content*

#### Active Engagement

*25 min*

As the students work, I pay attention to their place value understanding and listen for their ability to show their thinking in a logical order. Later in the lesson, when they were writing about their strategies, I remind them of the vocabulary terms.

In the following clip, I was pleased with the student's strategy and communication. I am also really impressed when she caught her own mistake, because she was walking me through her thinking.

Many students are able to use their mental strategies, but need work on writing out their train of thought. As you watch this student, you will hear me guide him on how to share his thinking by writing.

*expand content*

#### Close and Home Practice

*5 min*

As a close, I simply remind students that we all make sense of math in our own way. However, we have to use our knowledge of how numbers work to create our own meaning. We also test our strategies for consistency and efficiency.

I send the journals home as home practice in order for the students to take their time in writing their thinking using our chosen vocabulary terms. In the next lesson, they will share with a partner and compare the terms used.

*expand content*

##### Similar Lessons

###### Initial Informal Assessments

*Favorites(15)*

*Resources(12)*

Environment: Urban

###### Multi-Digit Subtraction

*Favorites(5)*

*Resources(9)*

Environment: Urban

###### Pumpkin Problems: Estimates to Actuals

*Favorites(6)*

*Resources(16)*

Environment: Urban

- UNIT 1: Developing Mathematical Practices
- UNIT 2: Understanding Multiplication
- UNIT 3: Using Multiplication to Find Area
- UNIT 4: Understanding Division
- UNIT 5: Introduction To Fractions
- UNIT 6: Unit Fractions
- UNIT 7: Fractions: More Than A Whole
- UNIT 8: Comparing Fractions
- UNIT 9: Place Value
- UNIT 10: Fluency to Automoticity
- UNIT 11: Going Batty Over Measurement and Geometry
- UNIT 12: Review Activities

- LESSON 1: Mental Math with Place Value
- LESSON 2: Place Value and the Number Line
- LESSON 3: Exploring Place Value Strategies While Journaling
- LESSON 4: Adding 3 Digits to 3 Digits Using Expanded Form
- LESSON 5: Journaling About Place Value
- LESSON 6: Regrouping Using Riddles
- LESSON 7: Rounding to Check Accuracy
- LESSON 8: The Next Decade
- LESSON 9: Two Digit Subtraction With Rounding
- LESSON 10: Multiple Step Story Problems