Reflection: Intrinsic Motivation Adding Three or More Numbers - Section 1: Warm Ups

I purposely went from partners of 10 to partners of 100, but then stretched it to include partners of 1,000. Students get excited when they think they are adding or subtracting larger numbers. I challenged them to figure out the partners of 1,000. Students were more invested in figuring these out than they were with the partners of 10 which they have been doing since the beginning of the year.

I had students explain how they knew the partners of 1,000 so quickly and they said things like, "well, its just like partners of 10 but I put on the zeros," or "I knew 5 + 5 so this was easy, its just 500 + 500."

If larger numbers excite students, then it is worthwhile to bring them in to the discussion. The goal is for students to feel good about themselves as mathematicians, and for them to want to try new and harder things.

Generating Excitement
Intrinsic Motivation: Generating Excitement

Unit 11: The Numbers Are Getting Bigger
Lesson 1 of 15

Big Idea: Common Core standards expect second graders to be able to use a variety of strategies to add and subtract numbers to 100 and beyond.

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Standards:
Subject(s):
Math, Number Sense and Operations, addition, place value strategies, partners of 10, Combinations of 10
60 minutes

Beth McKenna

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