##
* *Reflection: Diverse Entry Points
Another Visit to Double-Digit Work - Section 2: The Double Digit Game - 2 ways

The games allow students to work at their own level of comfort in the strategies they choose to solve the problem with. Some students create difficult problems, ones that they can see require trading. Others try to avoid problems that require trading. The students have the opportunity to solve with manipulatives, or on paper giving them that ability to choose the tool that is best for them (MP5), and work at their own level to solve the different problems. This activity allows for those diverse entry points. It would also have been possible for me to ask some groups to only draw 3 cards so they were just adding a single-digit to a double-digit number, or subtracting a single-digit number from a doubled-digit number.

I know that every child is at a different level of understanding, but as a circulate around the room I see students applying a variety of math strategies. I feel confident as I watch children work that each child has at least one or two strategies that they can employ to solve addition and subtraction problems. If students can feel comfortable with their own place value based strategies, and apply them correctly then they have met the Common Core standard for applying strategies based on place value to solve problems to 100.

*Using a variety of strategies*

*Diverse Entry Points: Using a variety of strategies*

# Another Visit to Double-Digit Work

Lesson 13 of 16

## Objective: SWBAT apply and explain place value strategies for solving double-digit addition and subtraction problems.

## Big Idea: Students should be able to explain their strategies for solving problems to 100 using place value strategies.

*55 minutes*

#### Warm Up

*10 min*

I begin today by handing out a 25 problem quick math fact practice sheet. I give students 3 minutes to complete as much of the page as they can. I am looking for student automaticity with addition and subtraction. I generate the page at MathFactCafe.com.

After 3 minutes I ask students to stop and exchange their pencil for a marker. We now correct the pages together. By using marker, students may not change their original answers so I can assess their fluency, but by correcting their own work, they become more aware of their own needs in developing automaticity with basic facts.

*expand content*

I begin today by gathering the students on the rug. I have decks of number cards 0 - 9 for each group of 3. I also have paper, clipboards and pencils, and manipulatives.

I tell students that we will play an addition game for 10 minutes and then a subtraction game using the same process.

I tell them that the first partner will draw 4 cards and make 2 2-digit numbers to be added together. All 3 members of the group will solve the problem independently using paper and pencils, or tens frames, or base ten houses, or blank number lines.

After everyone is done they will compare answers. If everyone has the same answer then they can assume it is right and give the team 3 points. If anyone has a different answer, then each child will explain what he/she did and students will determine the correct answer (MP3). Any answers that were correct will earn the team a point. At the end of the addition "round" the team will tally its points.

I will ring the bell after 10 - 15 minutes of play, and tell students we will now switch to subtraction. I remind them to **stop**, **look**, and **check** ( a strategy they have used in previous lessons to remember to stop, look at the ones place and check the larger number so they know if they need to borrow or not.) The team will earn points the same way.

At the end of the subtraction round the team will add their addition and subtraction points to get a total. I ask students to tell me the totals. Now I ask all students to return to their seats.

#### Resources

*expand content*

#### Closing

*20 min*

I ask each student to add up the totals for all the groups. We check our work and agree on a final total. I write a big sign on the board saying We Collected ______ Addition and Subtraction Points!!!

I close with a short independent practice page with 2 addition and 2 subtraction problems for students to solve and hand in for me to assess understanding.

The problems I post are:

67 + 25 =

34 + 45 =

62 - 44 =

78 - 36 =

*expand content*

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- UNIT 1: What and Where is Math?
- UNIT 2: Adding and Subtracting the Basics
- UNIT 3: Sensible Numbers
- UNIT 4: Sensible Numbers
- UNIT 5: Everything In Its Place
- UNIT 6: Everything in Its Place
- UNIT 7: Place Value
- UNIT 8: Numbers Have Patterns
- UNIT 9: Fractions
- UNIT 10: Money
- UNIT 11: The Numbers Are Getting Bigger
- UNIT 12: More Complex Numbers and Operations
- UNIT 13: Area, Perimeter and More Measurement
- UNIT 14: Length
- UNIT 15: Geometry
- UNIT 16: Getting Ready to Multiply
- UNIT 17: Getting Better at Addition and Subtraction
- UNIT 18: Strategies That Work

- LESSON 1: My Special Strategies
- LESSON 2: Division Strategies
- LESSON 3: Estimation as a Strategy for Checking Work
- LESSON 4: Using Math at Work
- LESSON 5: Measurement Strategies
- LESSON 6: Double-Digit Subtraction - We Can Do It
- LESSON 7: Where On The Line?
- LESSON 8: Stop, Look and Check
- LESSON 9: Stop, Look and Check (Part 2)
- LESSON 10: Attributes of Groups
- LESSON 11: Relative Size
- LESSON 12: Counting Coins Again
- LESSON 13: Another Visit to Double-Digit Work
- LESSON 14: Visiting the Olympics
- LESSON 15: Creating Math Games
- LESSON 16: Playing Our Own Games