Add and Subtract to 1,000

The teacher will start the lesson with doing the number talk below. 
Number Talk:
 
Equation Given: 324-226
 
The teacher will allow students to work through the problem, they will ask students for the answer. If students are in agreement, the teacher will ask the students ways that they solved the equation. If students are not in agreement, then the teacher will allow students who do not agree to share what they think. 
 
Equation Given: 234+788 
 
The teacher will allow students to work through the problem, they will ask students for the answer. If students are in agreement, the teacher will ask the students ways that they solved the equation. If students are not in agreement, then the teacher will allow students who do not agree to share what they think.

After the number talk, the teacher will read the word problem below aloud and have students work on it for 10-15 minutes. 

Problem Solving Task:
There were 330 students who attended the school dance. Only grades 1-5 were able to attend the dance. 100 of those students were first and second graders. 150 of them were third and fourth graders. How many fifth graders attended the school dance? How do you know?
 
Students will work through the problem. The teacher will monitor students and provide guided questions:

• Refer students back to the problem shown on the smart board
• What do we know?
• What are we trying to figure out?
• What will you do to solve the problem?
• Can you explain your answer?

What should you do next?

After the word problem students will break off into centers. (30 minutes) The centers are listed below. 

Center 1: Students will be given cards with random numbers on them. Each student will grab a card and then show the number on the card they chose using the base ten blocks. Students will also do the opposite. They will create a number using the base ten blocks and write out the number that they created using the base 10 blocks.

Center 2: Students will be given a dice, and base ten blocks. The students will roll the dice three times. The first role is for the number in the hundreds place, the second role is for the number in the tens place, and the third role is for the number in the ones place. The students will then show the numbers they rolled using the base 10 blocks. They will repeat this step to create another number and show the number using the base 10 blocks. The students will then be asked to add or subtract the two numbers.

Center 3: Students will be given four-piece puzzle sets. One piece will have the equation on it (275-232) or (275+232). Another piece will have a picture of the total (43) or (507) shown through base ten blocks. Another piece will have the numbers rounded in the equation to the nearest tenth (280-230) or (280+230). The last piece will have the rounded total on it (50) or (510). Students will have to figure out which four puzzle pieces for the addition and subtraction problems fit together.

Center 4: Students will be given a set of cards with a different problem-solving task on them. Each set contains three cards. Students will draw a card from the deck and then answer the problem. Once they have answered all three problems, they will add the totals to see if they got the problems correct.
 
For example:
Card 1: in a fish tank there are 220 small fish and 100 large fish. How many fish are there in the tank? Answer: 320 
 
Card 2: 112 chickens were on a farm. The farmer got some more chickens. Then the farmer had 230 chickens. How many more chickens did the farmer get? Answer: 118
 
Card 3: Claire is reading a book that has 325 pages in it. Tom is a reading a book as well. Claire and Tom's books together have 600 pages. How many pages does Tom’s book have? Answer: 275
 
Students would be given the number 713. If the students add all three answers and get the number 713 then they know their answers are correct. If they add their answers together and do not get 713, they know they made a mistake somewhere and can go back to see what they missed.

After the centers, Students will come together and the teacher will have a discussion with them on what they have learned and how it is useful. Below are things that will be reviewed during this time. 
Strategically Share Students Strategies:

• What strategies did you use to add numbers?
• How many different ways did you find to add numbers?
• Why is it important to understand place value when adding numbers together?
• What strategies did you use to subtract numbers?
• How many different ways did you find to subtract numbers?
• Why is it important to understand place value when subtracting numbers?
• How were you able to justify your answers?

Highlight Vocabulary:

• Place value
• Hundreds
• Tens
• Ones
• Addition
• Total
• Sum
• Subtraction
• Take away
• Difference

Key Ideas:

• Understanding place value
• Noticing how place value and properties of operations are used when adding and subtracting numbers.
• Add and subtract whole numbers fluently to 1,000

Connect Representations:

• When do you think knowing how to add and subtract numbers would be helpful? How can you use this in your life?

Differentiation: Pull small groups to remediate as necessary. If students are confused or unsure of what to do with the larger numbers, begin with an equation of single digit numbers and have a discussion on how they would approach the problem. Once a game plan is determined by the student, replace the single digits with the actual numbers from the activity.

Extension: Continue work to greater places. Have students create their own scenario word problems and solve.

Assessment Tools: 
Students are informally solving addition and subtraction problem types using manipulatives and other forms of representation. 
Evidence of Learning: 
Students will solve addition and subtraction equations using a variety of strategies.