📊Lesson 2.2 Outline- Multi-Digit Addition (For Teacher-Do Not Publish)

For full lesson outline please see Advantage Math Lesson 2.2

Standards:

4.NBT.4: Fluently add and subtract multi-digit whole numbers using the standard algorithm.

Objectives:

Math Objective: I can add multi-digit whole numbers using the standard algorithm.

Language Objective: I can discuss with other students how to solve multi-digit problems.

Vertical Alignment:

3.NBT.2: Fluently add and subtract within 1,000 using strategies and algorithms vbased on place value, properties of operations, and/or the relaitionship between addtion and subtraction.

4.NBT.4: Fluently add and subtract multi-digit whole numbers using the standard algorithm.

5.NBT.7: Add,subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Common Misconceptions:

One of the most difficult steps for students is the process of lining the digits up before adding, especially large numbers. Students tend to line up the digits on the left instead of the right. Have them use a place value chart or graph paper to line up the digits.

Lesson Outline:

🚀Launch: (in class or remote)

Print off recording charts and put in plastic sheets for students to re-use. For remote learning make the charts and send home or create video showing students how they can draw their own.

Students will use a recording chart to solve a multi-digit math problem.

Discuss with students the operation needed to solve the question.
Have students solve with a partner. As they are solving, have the students explain to each other the process or steps they should take in order to solve. Have students present their thinking to the class.

🤔Explore: (in class or remote)

Students work through multiple multi-digit addition word problems. They will complete an essay question examining the difference between a two and three number multi-digit math problem.

Remind students of strategies they can use like the line-dot method.

💬Discuss: (in class or remote)

Students can record or type their response to the question of what the standard algorithm means and how it helps them.

Choose a few responses to look at as a class and discuss.
Questions:
- Is it still the standard algorithm if you use strategies like base ten blocks and line-dot?

✅Exit Ticket:

Students will complete one multi-digit math problem and then reflect on how they are feeling about learning this concept.

Additional Resources:

Learn Zillion: Add using the standard algorithm Links to an external site.

Differentiation:
- Challenge: For students who need a challenge, have them create two lists of real world contexts. One for small numbers and one for large numbers. For example, besides population, what is another real-world application of adding large numbers?
- Struggling: For students who are struggling, provide small-group instruction for smaller numbers with place value blocks. Make a special emphasis on the place and value of each digit. For example, in the tens column, instead of saying “1 + 4 + 5,” say “10 + 40 + 50.” Question students on their understanding each time digits are added.Also look at the suggestions listed in Lesson 2.1.
- Extensions: When an answer is reached, have students review place value through teacher questioning. For example, “What’s the value of the 9?” or “Can you write that answer in word form?”