##
* *Reflection: Intervention and Extension
Take Time for Tens: Act One - Section 1: Why?

Why spend a day on addition and place value with only 2-digit numbers?

This is one of those times when taking a day or two to slow down and review possible gaps in understanding will pay off in spades in the long-run. Students are presumed to enter 3^{rd} grade with a reasonably solid grasp of place value up to 100 but there are many levels of understanding. This lesson evolved when I realized, in the process of starting a different, complex, multi-skill lesson, that about 1/3 of my students weren’t “with” me. I stopped, did some task analysis, conferred with a colleague, and came back the next day with this lesson on place value with two digit numbers, which is a 2nd grade skill **and** fundamental prerequisite to understanding three- and four-digit numbers.

If it was one day of review for some of the students, that's okay because this is an essential skill. The use of cubes helps build upon students' place value experience in a way that suits the needs of my more concrete thinkers, and also the kinesthetic learners. I personally think that most young children learn from tactile experiences in a more complete way than they do from abstract experiences-

At the halfway point in the year, when I’ve come to know the children well and we have spent a lot of time learning together, I find 1-1 assessments especially valuable tools for pinpointing specific gaps that flexible and creative children have been able to mask up to this point. Though it has been many years since I was a distance runner, I still sometimes picture learning in those terms. All fall we have been training and the spring semester of 3^{rd} grade is the marathon. I’ve built as strong a foundation as I can upon, which to layer the increasingly complex load of 3^{rd} grade skills and concepts. We can stop if we have to, but not for long, because it’s a challenging but achievable course we have to run if I’m to get them where they need to be for fourth grade.

1-1 assessments like those that I conduct during the independent practice portion of this lesson are, to me, analogous to a visit to the trainer. The kids are well-prepared and ready to go, but they’ve taken a small tumble because they’ve actually been running with a slight sprain, or a pulled hamstring. Like the trainer, I diagnose the problem, apply the initial treatment, monitor to make sure that they are applying the treatment, and then we keep on going.

*1-1 Assessments Can Be Very Powerful Tools*

*Intervention and Extension: 1-1 Assessments Can Be Very Powerful Tools*

# Take Time for Tens: Act One

Lesson 1 of 5

## Objective: SWBAT use place blocks and friendly tens to make adding multiple two digit numbers a breeze! They will use precise language to describe their thinking. UPDATED 8/10/15.

## Big Idea: Students must have a solid understanding of 2 digit addition w/regrouping before moving on to 3 digit addition!

*62 minutes*

#### Why?

*1 min*

An understanding of place value and the ability to manipulate numbers to make ten and multiples of ten is critical to success in 3rd grade. If students haven't mastered these skills, or even if they have , this time will be well spent.

*expand content*

#### Guided Practice

*23 min*

This is a quick review of regrouping in 2 digit addition using place value cubes. I suggest not having students write out any of the numbers during the guided practice because this allows them to dedicate more of their focus on manipulating the cubes/values. Prior to the lesson, I prepare a class set of bags with 20 tens (longs) and 30 ones in each. If you don't have a class set of cubes, do what I did and borrow from colleagues. It's worth the effort to create a set for each child!

This tactile experience with regrouping is good for students. Content is learned differently when there is an associated physical action!

Students always want to build towers and designs with the cubes. How do I manage this? I find that it’s worthwhile to acknowledge that they are, in fact, children and I give them 8 minutes to play with the blocks prior to teaching. It makes them happy. The 8 minutes spent in creative play is a tiny price to pay for engagement afterwards. After 8 minutes, the blocks turned back into tools!

I work through 5 different examples with the students, and walk the room after each step in the process to ensure that students are practicing all the steps. This is a solid, brief review even for students who have previously mastered this skill.

56 + 28 = 43 + 97 = 35 + 19 = 64 + 87 = 29 + 89 =

#### Resources

*expand content*

#### Independent Practice

*34 min*

The one-to-one assessment provides helpful information for differentiation. I developed this checklist and notes page based on what I was observing my students do prior to the 1-1 assessment. More often than not I take notes on regular paper, but when I can I like to create my own form because then I have a neat, clear record to review.

The one-to-one assessment consists of two-digit addition problems, in which I ask students to combine the ones place into tens using place value blocks. I ask them questions as they work through the problem if I need further clarification on why they make certain choices.

I create a variety of regrouping problems to test different skills. Depending on their individual needs, students work on some of the following: regrouping to an even ten, regrouping with more than 10 total, sums of less than 100, sums of more than 100, 3 addends. I also put in few problems to encourage them to be flexible thinkers. I want to see if they would **not** regroup when it was unnecessary.

If you would like to have your students record their answers on a paper, I've included Take Time for Tens - Independent Practice in the resources.

Please note that students do not always need to complete all of the problems on the pages. The criteria for success should be tied more to quality than quantity.

*expand content*

The one-to-one assessment provides helpful information for differentiation. I developed this checklist and notes page based on what I was observing my students do prior to the 1-1 assessment. More often than not I take notes on regular paper, but when I can I like to create my own form because then I have a neat, clear record to review.

The one-to-one assessment consists of two-digit addition problems, in which I ask students to combine the ones place into tens using place value blocks. I ask them questions as they work through the problem if I need further clarification on why they make certain choices.

*expand content*

I ask students to think for a moment about which of the strategies they used in today's lesson was the most helpful to them and why. They share their thinking with a partner, and I circulate to encourage precision of language in describing the strategy and also to listen for any misconceptions.

*expand content*

I have found that there are situation where I am asked to provide a printable version of this lesson. Here is a lesson transcript containing all the section narratives. The resources are linked, but will still need to be downloaded.

*expand content*

Kelly, I'm glad that this lesson worked well for your class!

| 2 years ago | Reply

This was a great lesson. My students loved it, and they all successfully completed the independent practice. Thank you for sharing your lesson!

| 2 years ago | Reply##### Similar Lessons

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