4A

UNIT

Full Digi-Block Activity

Two Ways to Add

OBJECTIVES:
To explore the connection between counting-on methods and place value methods of adding by representing addition with single blocks on the number line and also with packed blocks To combine collections of blocks in two ways to make sums less than 50, to compare two models for addition, and to determine that they result in the same sum

summary

materials

Student pairs solve an addition problem in two different ways using the number line and packing blocks. They compare answers and determine that they get the same results.

Each group of 4 students needs: 1 Two Ways To Add activity sheet 100 single blocks 10 small holders 1 place value mat with digit cards 1 0-50 number line (if available) 1 addend spinner (See gure on page DB-35.)

Everyday Math Connection

As Unit 4 focuses on addition and subtraction, this activity gives students practice with two different views of addition: adding by counting on one at a time from the rst addend, and adding by combining known quantities already grouped into ones, tens, and hundreds. Using Digi-Blocks helps students connect the concrete experience of joining together sets of blocks to counting-on strategies, and later, to place value addition strategies.

Unit 4 Activity A

Two Ways To Add

DB-33

Class Introduction

15 min

Have blocks, holders, and number lines displayed. Show the problem:
16 + 27 How can we use these materials to solve this problem?

Have students discuss materials they would use and how they would use them. Have the students share their thoughts about whether the sum will be more or less than 30.
It seems that most of us agree that the sum will be more than 30. But there are lots of numbers that are more than 30! Does anyone have an idea about what the exact answer will be? We call this a prediction.

Number Line:
43 16

27

Have volunteers describe and demonstrate their strategies for the class to observe. Make sure students strategies include using one or two number lines to show the counting-on view of addition. (See gure.) Children might choose to: Place blocks on the number line up to the number 16, then continue to place more blocks, counting on 27 more. They determine the sum by reading the nal number. (Note: They can separate the two addends with a strip of tag board to show the two parts.) Line up 16 blocks on one number line, and 27 on a second. Slide the 27 blocks onto the rst number line and determine the sum. Have students model the problem in the place value view (that is, using packed blocks) as well: Students show each addend with blocks-of-10 and singles on the place value mat. Next they combine the two quantities, pack as much as possible, and set the digit cards to show 4 blocks-of-10 and 3 singles. Ask,
What do you notice about the sums? Are they the same even though you used different strategies? Is this a coincidence? Were we just lucky? Why are they the same? If we add two different numbers in two different ways again, do you think well get the same answer or different answers?

Slide the blocks to join.

Packing:
hundreds tens ones

+
2 7

hundreds

tens

ones

Explain that mathematicians often solve problems in different ways to check their answers.

DB-34

Unit 4 Activity A

Two Ways To Add

Group Activity

20 min
ACTIVITY SHEET

Name

______________
&

Two Ways To Add

Partners: & Partners:

Organize the students in teams of 4. Within the team, students work in pairs. Pairs write their names on their activity sheet. Explain the activity, Two Ways To Add: One team member spins the spinner two times to determine the addends of the problem. (See diagram of spinner.) Both pairs record the numbers on their sheets. One pair of students solves the problem using a number line while the second pair of students solves the same problem by packing blocks. Agree ahead of time which partners will use the number line and which will pack blocks. Have them check the appropriate box on their sheet. After modeling the problem, pairs of students within each team compare answers and discuss any differences that may have occurred. Teams repeat the activity 3 more times, allowing each team member to be the spinner. Have pairs switch materials and model the remaining 4 problems. Again, have pairs within each team compare answers after each problem is modeled.

Which way will you add? o Number Line o Packing 1. 2. 3. 4. = = = =

Which way will you add? o Number Line o Packing 1. 2. 3. 4. = = = =

ACTIVITY SHEET

Which way will you add now? o Number Line o Packing 1. 2. 3. 4.

DB-36

Which way will you add now? o Number Line o Packing 1. 2. 3. 4. = = = =

Student Book p. 17

= = = =

Unit 4 Activity A

Two Ways To Add

Make a spinner for each group

17 19 21

16 27 14

15 13

Use a paper clip and pencil to spin for addends:

Closure

10 min
Assessment As students are working, observe and note, do they:


Have students study their activity sheets. Ask questions, such as:
Which way of modeling a problem worked better for you? Why? Did both pairs on the team get the same answer? Why? Did any team get different answers to the same problem? Which problem was hardest? Easiest? Why?

If there is time, students can pick one of their problems and draw the two ways their group solved it.

Know how to represent each addend using the number line as well as with packed blocks? Combine addends and nd the sum with accuracy? Shift from model to model with ease and understanding? Explain how and why they get the same answers using different models for addition?
Two Ways To Add DB-35

Unit 4 Activity A

Digi-Block

Name

______________
&

Two Ways To Add

ACTIVITY SHEET

Partners: &

Partners:

Which way will you add? o Number Line o Packing 1. 2. 3. 4. = = = =

Which way will you add? o Number Line o Packing 1. 2. 3. 4. = = = =

Which way will you add now? o Number Line o Packing 1. 2. 3. 4.

DB-36

Which way will you add now? o Number Line o Packing 1. 2. 3. 4. = = = =

Student Book p. 17

= = = =

Unit 4 Activity A

Two Ways To Add

Digi-Block