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Module 4 Lesson 8

Approximate Time: ​60 minutes

Standard(s): ​ 2.NBT.9- Explain why  Objectives: ​I can use math drawings to
addition and subtraction strategies work,  represent the composition and relate
using place value and the properties of  drawings to a written method.
operations.

Strategies:  Vocabulary:
Vertical strategy  Make a ten
Drawing a place value chart and discs  Bundle 10 ones
Small group work  Regroup
Partner work  Vertical form
Using place value discs  Place value chart

Misconceptions: ​Students may not understand how the place value chart is the same as
vertical form/moving from pictorial to numerical may be difficult.

Activities:  Materials:
Fluency Practice  SmartBoard
Concept Development  PowerPoint
individual whiteboards (20)
Partner Work - Problem Set
individual markers (20)
Small Group Work  individual erasers (20)
Exit Ticket  place value disks (5 sets)
Lesson 8 Problem Set (20)
“Lesson 8 Problem Set Questions” WS (15)
Exit Ticket (20)
Think Time sign (1)

Reteaching & Intervention:  Extended Learning & Early Finishers:

Pull a small group of students and go over  Have early finishers write about their
the problem set using place value disks.   thought process/steps for solving the
problem set questions.

Accommodations:
● (See “Groups” table)
● For early finishers → Lesson 8 Problem Set Questions Worksheet
○ When early finishers are done with the problem set ​and​ the problem set
questions worksheet, let them work on ST math
● Let Aribelle work independently with earphones (if she wants to use them)
● Pull Jax, Abbey, Penelope, Eli, and Addison and work with them on problem set
○ Use place value disks when working with them

● Go through PowerPoint with students
○ I can statement
○ Application Problem
■ Solve together as a class
■ Give students opportunities to think-pair-share with their shoulder
partner
■ Give students think time before letting them answer
○ Number Patterns
■ Students use whiteboards
■ Give students think time before letting them answer
○ Vertical Strategy and Place Value Chart Practice
■ Go through problems with students
● I do, we do, you do
■ Give opportunities for students to share with their partner, come up
to the board, and share out to the class
○ Find the mistake
■ Have students work with their shoulder partner to find the mistake
● Problem set
○ Students are split up into groups (already assigned)
○ One group works with teacher, other two groups work on problem set with
a partner
○ Explain groups and directions to students
○ Display groups, partnerships, and directions on board so students can relate
back to them
● Small Group Work
○ Work with Circle Group for 15-25 minutes.
○ Briefly work on number patterns/finding the next possible sequence.
(Example: 278, 268, 258…)
■ Use place value disks if necessary.
○ Work on the problem set using whiteboards and place value disks. (Don’t
pass out the problem set.)
○ Write the problem on a whiteboard and have students solve it using their
place value discs and personal whiteboards.
○ Go through the problem set one by one.
■ Do problems d, e, and f with place value discs. Have students do
problems a, b, and c independently by drawing the place value discs.
● Exit Ticket
○ At the end, bring students back together and have them do the Exit Ticket.
○ Explain the Exit Ticket to them.

Groups:

High Kids:  Work with teacher:  On level:

Square Group  Circle Group  Triangle Group
Nixon   Jax  Elouise
Carter  Abbey  Hannah
Penelope
Jett  Eli  Henry

Cooper  Briefly work with students  Sierra
Felix  on number patterns/finding  Stella
the next possible sequence.
Have them work on  (Example: 278, 268, 258…)  *Kyla - on her own
problem set ​backwards    *Aribelle - on her own
(start on problem 3, then go  Work with students on
to 2, then 1).   problem set using  Ryan - work at teacher
whiteboards and place  table
When they finish the  value disks.
problem set, they need to  (*Have Kyla and Aribelle
do the problem set  work next to each other but
questions worksheet.   work independently. They
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