Module 5 Lesson 9. Objective  Relate manipulative representations to the addition algorithm.

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Presentation transcript:

Module 5 Lesson 9

Objective  Relate manipulative representations to the addition algorithm.

Application Problem The table to the right represents the halftime score at a basketball game. The red team scored 19 points in the second half. The yellow team scored 13 points in the second half.  Who won the game?  By how much did that team win? Red TeamYellow Team 63 points71 points

Making the Next Ten to Add  When I say, 9 + 4, you say Ready?  Answer = _____ /\

Add Common Units SSay the number in unit form. SSay the addition sentence and answer in unit form. WWrite the addition sentence on your personal boards. LLet’s try more =____ =____ =____ =____ =____ =____.

More Tens and Ones  What is 3 tens more than 6 tens?  Give the number sentence in unit form.  Give the number sentence in standard form.  What is 4 tens more than 6 tens? Give the answer in tens.  Give the answer in hundreds.  Give the number sentence in standard form.

Concept Development  Problem 1:  Let’s solve this mentally. Where do we begin?  Is there another way we can solve?  Use place value language to tell your partner how to show this problem using number disks.  Let’s all show the problem.  What should we do first to solve?  What do we do when we have 10 of a unit, like 10 ones?  Don’t forget to show your action in the algorithm

Concept Development  What do we do next?  Let’s add 2 tens, 8 tens, and 1 ten. How many tens altogether?  What’s next?  Yes, let’s compose a new hundred! Remember to show the change using the addition algorithm.  Are we ready to add the hundreds?  What is 4 hundreds + 3 hundreds + 1 hundred?  Let’s record that. If 427 and 385 are the parts, what is the whole?

Concept Development

 Problem 2:  Write vertically, and whisper-count as you show it on your place value chart.  Are we finding a part or the whole?  What are the parts?  Can we solve this mentally?  That might not be the easiest way for all of us. Let’s try that with the written addition and number disks.

Concept Development  What is the first step?  What do you do next? Discuss with your partner.  Okay, show me with your disks and record it on the written addition.  Turn and talk, what is our next step?  You’ve got it! Show me and record it!  What is our next step?  One last time, show me and record it!  So, what is ?