MLA

Amy Werner

Topic: Addition of large whole numbers

CO: SWABT add large numbers
LO: SWABT explain how to add large whole numbers
AS: Students added large whole numbers
SIOP: background, lesson delivery, interactions, and preparation
Writing Traits: Voice and Ideas
Big Ideas: When there are too many, make a trade.
Explore and experiment:
1. Teacher: Hey! I have a game for you all to play! But first, I need
you all to meet me up at the front of the room.
Students will come over to the rug where the teacher is.
2. Teacher: I am going to demonstrate the game to you before we
get started.
Students will listen.
3. Teacher: Freddy, will you come be my partner?
Freddy comes up front.
4. Teacher: I am going to roll the dice, and I want you to add the
two numbers together.
Freddy and teacher demonstrate the activity.
5. Teacher: Now, I want you to roll the dice and I will add them
together.
Freddy and teacher demonstrate the activity.
6. Teacher: We are going to just take turns rolling the dice and
adding the two numbers together. If youre ready to play with a

partner, take the dice and find a spot in the room to play.
Students will find a spot in the room.
7. Teacher: OkayPair up and play with your partner until you feel
confident.
Students will play with each other until they feel confident.

8. Teacher will monitor the students. (A form of informal

assessment, gather students who have grasped the concept and
ones who still struggle.)
9. Teacher: Wow. You are all doing do well. I think you all are ready
for bigger numbers. Should we give it a try?
Students: Yes, maam!

10.

Teacher: Follow me to the rug. Johnny, can you make me

a big number using our manipulatives? Joey, can you make me

another big number using our manipulatives?
Johnny and Joey will both make one large number using the base
10 blocks. (Example 120 and 230)
11.
Teacher will place a + and an = sign in the appropriate
place. We are going to add these two numbers together now.
What should we do first?

Students: Combine all the ones that look alike together!

12.
Teacher: Good thinking! Instead of saying that we will
combine, lets say that we are going to add all the like terms.
Hayley, will you go ahead and add all the ones that look alike
into the same pile?
Hayley will add like terms.

13.

Teacher: Alright, we are finished! What is our final

answer?
Students: We arent finished, there are too many manipulative
(ones, tens, or hundreds place).
14.
Teacher: Oh no you are right! What should we do next to
fix the answer?
Students: Make trades?
15.
Teacher: So if there are too many, we make a trade?

16.

Teacher: Okay, lets try that. If we have 10 of one type of

place (10 ones, 10 tens, or 10 hundreds), then we need to make

an exchange for the next place! (Trade ones for tens, tens for
hundreds, hundreds for thousands). Juan and Carlos, can you
make those trades for us together?
Juan and Carlos will make the appropriate trades.

17.

Teacher: Okay! What is our final number now?

Students will repeat the number.

18.
Teacher Would anyone like to see another example?
Students say Yes, please!
Teacher demonstrates another example.
19.
Teacher: Alright, I think you all are ready to work in pairs
on your own. Teacher will pair up students according to ability
(place the students who understand the concept with those who
are still a little unsure this is based off of the assessment done
earlier). I am going to keep a few pairs close to me while the
others are free to move around the room.

Students will begin working on adding large numbers together in

pairs.

20.

Teacher will monitor students while they are working in

pairs.
21.
Teacher: Great! Now lets keep an organized record. What
patterns do you see?
Students will name some of the patterns they see and will write
down their observations.

Keep an Organized Record

Some ways to make an organized record include post-it notes with the
algorithm, drawings of the steps to solving the problem, the answer to
the problem drawn out.

Identify Patterns
Question to ask: What patterns did you see while we were working
through this problem?
Some patterns include the number is always bigger at the end after
adding, we exchanged 10 of one unit for one of the next largest unit,
we combined all the units that looked alike, we used signs (+ and =) in
our equation.