Review: Multi-digit Addition

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Objective

SWBAT add multi-digit numbers with and without regrouping using a place value chart.

Big Idea

A place value chart can help students add multi-digit numbers.

Whole Class Review

10 minutes

In review lessons, I like to use various strategies to revisit the skill.  Because it is a review skill, there is not a lot of conversation between the students.  The purpose of the review before the state test is to prepare the students to work independently in order to be successful on the end of year assessment.

 

In today's lesson, the students review adding multiple digit numbers using a place value chart.   This aligns with 4.NBT.B4 because the students are adding using the standard algorithm (Video - Review of Adding Whole Numbers.mp4).

Adding Whole Numbers.pptx is displayed on the Smart board. The students are sitting on the carpet in front of the Smart board.  (I like for my students to be close so that I can make sure that all of them are being attentive.)  In our state, we take a multiple choice end of the year test.  Because of this state required test, the review has a multiple choice component to give the students practice. 

Problem:

395 + 154=

I remind the students that when they are adding multi-digit numbers, they should line the numbers up according to place value, then add vertically.  I also remind the students that when you add, it does not matter which addend comes first.  The commutative property tells us that we can change the order of the addends.  

Thousands

Hundreds

Tens

Ones

 

3

9

5

 

1

5

4

 

 

 

 

a.449
b.539
c.549
d.649

 

I tell the students that it is important to make sure the numbers are lined up according to place value.  This table makes it easier to line up the numbers. With the students help, I add beginning with the ones place.  Because 5 + 9 equals 9, which is a one digit number, I do not have to regroup.  I place a 9 in the ones place.  Next, I add the tens place, which is 9 + 5.  The students tell me that +9 + 5 equals 14.  I ask," Can I write the 14 in the tens place?"  Because we have discussed this numerous times, the students knew that you can only write one digit in a place.  Therefore, I write a 4 in the tens place and regroup the 1 to the hundreds place.  I ask, "How much is the one that I regrouped worth?"  Student response:  100.  "How do you know?"  Student response:  Because it is in the hundreds place.  Last, I add 3 + 1 + 1= 5.  The answer to this problem is "c - 549."

 

Independent Practice

15 minutes

The students will practice the skill independently because they will have to work alone for the state test.  Each student is given a Multi-Digit Addition Review.docx-1.docx.  They must solve the problem by using the place value chart.  Then the students must select the correct multiple choice answer.  The students must show their work by regrouping if it is necessary.  

As the students work on the problems, I walk around to monitor their level of understanding.  If the students are having a difficult time, I will ask guiding questions to help lead the students to the answer.  

Possible Questions:

1.  What place should you begin adding?

2.  Is your sum a one-digit or two-digit number?

3.  How many numbers can you put in each place?

Any students having difficulty with the task will be grouped for intervention.

Share/Discuss/Analyze Solution(s)

15 minutes

Upon completing the independent practice, I call the students back together as a whole.  I feel that it is very important to close out the lesson by sharing answers.  By doing this, it allows the extra opportunity to reach any students that still do not understand the concept.

I call on students to share their answers.  All students are not auditory learners; therefore, it is very important for the students to see the examples of work (Student Work - Multi Digit Addition.jpg).  I use my document camera to display the student work on the Smart board.  

Students are allowed to ask questions during this closing of the lesson.  The most important aspect for me is that I have identified any students that need 1-on-1 or small group remediation.