Teach Adding with Regrouping Using Base Ten Blocks | ETA hand2mind

Teach Adding with Regrouping Using Base Ten Blocks | ETA hand2mind


When we teach young children about
operations it’s helpful to use concrete objects to model what’s happening when we add or subtract so that kids can see what’s really going on,
that students know what action is associated with each of
these mathematical operations. In this lesson we’re going to use Base
Ten Blocks and I have units, and I have rods, and
that I have a Place Value Chart in order to solve a lesson with addition
in regrouping. For the problem, we’re thinking about
Erica who plays basketball. She scored 18 points in the first half
of the game and then 5 points in the second half of the game. How many points did she score altogether?
We use addition and will need to regroup in order to
solve this problem. I’m assuming for the model lesson here that students already
know how to take ten units and exchange them
for one 10s rod. They have an understanding of that
equivalents and we’re now going to extend that understanding into addition. To solve the problem I’m gonna start by modeling. Erica scored
18 points in the first half so I have one 10 and eight 1s to
represent that score and then she scored an additional 5
points in the second half for the game, so I add
to my mat or I joined five more units to
represent the five points in that second half the game. In order to add I know I’ve got a
combine these. It looks like I’ve got a lot more than
10 so I’m gonna line them up on my 1s side and I see that I can exchange
those 10 units for a second rod and when I do that I know that the answer to my problem is
that she scored 23 points altogether. There are a number of things we need to talk
to students about when they solve a problem like this and I’m gonna move to a virtual based
Ten Block representation like you might use on an interactive whiteboard in order to talk about some of those
ideas. I’ll start the problem the same way where I have 18 represented as her score
in the first half and I have 5 represented as her
score in the second half. If I don’t want children to line up their pieces I can have them group or
circle ten (1s) that they can exchange for a 10. There are going to be times though as
students develop that we want them to work without Base Ten blocks at all and in this case I’ll keep my Place
Value Mat but I’m gonna draw a representation. I’ll
use a line segment and eight dots to represent the 18 points she
scored in the first half and then I’ll add five more dots to
represent the 5 points that she scored in the second half. I can create my group of 10 by circling
it draw second line segment and my 10 side to represent that that is
one 10 and by seeing what’s outside the
circle three 1s and another 20 for my two 10s now I
have 23. As students get comfortable with these
representations I wanna move even one step further and
write the problem in a traditional way where I would record 18 plus 5 and I know 5 plus 8 is 13 and represent regrouping in a more
traditional format. This makes sense to students at this
stage when it’s the end of the activity the end of their learning progression
because they know that what they’re writing down is what they built when they made their
trade. They’ve seen 5 plus 8 equals 13 and how that becomes one 10 and three 1s and now I’m just teaching them a more
formal mathematical way of representing it.

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