Number+Unit+3+Investigation+4

**Friday**
Learning targets:
 * Mini-lesson**
 * I can say how many tens and ones there are in a number.
 * I can add numbers by putting together the tens and the ones.

Problems to work on as a group on the rug:
 * Small group (lower group)**
 * There is a store where kids can buy stickers. Would you like to go to a store where kids can buy stickers? What kinds of stickers would you like to buy?
 * When you buy stickers there, they come in groups of 10. What else do you know of that we use in class that comes in groups of 10? (mention digis, show them base ten blocks)
 * So imagine that I buy one group of 10 stickers and 4 extras. How many stickers did I buy? (students can use digis or base tens if they want to on the rug). How do you know? (10 + 4 = 14)
 * What if I buy 2 groups of 10 stickers and 2 extras? Can you show that with digis/ base ten blocks?
 * How many stickers did I buy? How do you know? Record it on the board: 20 + 2 = 22 or 10 + 10 + 2 = 22.
 * What if I buy 3 groups of 10 stickers and 6 extras? Show that with your digis or base ten blocks. How many stickers did I buy? How do you know?

Do the same lesson as above. Then pose some addition problems with the stickers.
 * Larger group (rest of the class)**

What if I bought 22 stickers and Nia bought 36 stickers? How many stickers would we have altogether? How do you know?

Let students work on it with digis if necessary.

Solve one more: 34 + 45.

Stronger students may go get started on the math worksheets while others practice a bit more on the rug.

Small group** Use the math book, Unit 3 page 72-73
 * Work Time

Math book, Unit 3 page 72-73 Then work on some addition problems using tens and ones. [|tensandonespractice1.doc]
 * Larger group**

Basic facts practice in pairs
 * Sharing**

Monday
Learning targets:
 * Mini-lesson:**
 * I can say how many tens and ones there are in a number.
 * I can add numbers by putting together the tens and the ones.

Solve one double-digit addition problem using tens and ones together on the rug. Give them digis if you need to. Model ways to record work (using what they did Friday):
 * Large group**


 * Write the equations:
 * 23 + 31
 * 20 + 30 = 50
 * 3 + 1 = 4
 * 50 + 4 = 54
 * Draw the tens and ones as sticks and dots and label them with numbers
 * Any other ways they used in their work

Go over ways to represent tens and ones on paper, especially by drawing sticks for tens and dots for ones, or by writing equations. See the discussion on p. 192 of the curriculum.

More tens and ones practice
 * Work time:**


 * Small group (lower)**
 * practice making numbers using tens and ones
 * practice plus-ones and add in plus-twos
 * play the trading game with digis and a number line

Tens and ones addition: [|tensandonespractice2.doc] Problems about tens and ones: Unit 3 page 67-70 in the student book
 * Large group**

Give back friendly number quiz; students write goal for tomorrow to get better at them.
 * Sharing:**

Model a few more as a group and remind them to cross off the numbers they have added so they don't leave any out by mistake.

Tuesday
Learning Targets:
 * Mini-lesson:**
 * I can automatically add 10 to a number.
 * I can automatically solve basic facts.
 * I can add numbers by combining the tens and the ones.

Using the number line and the hundreds chart, do some practice of what happens when you add ten to a number. Write the problems you solve on the board, like this:

7 + 10 = 17 17 + 10 = 27 27 + 10 = 37 37 + 10 = 47

etc. Students should remember the pattern they have observed about how to add ten to a number. Use the discussion on p. 180 of the curriculum to guide this discussion.

Tell them they will be adding plus-tens to their envelopes of basic facts. Remind them that they only put facts they know //automatically// in the Facts I Know envelope. If they have to count on their fingers, the fact stays in the Facts to Practice envelope.


 * Work Time**

Small group:
 * More enrichment activities
 * practice plus-2s
 * more adding on with digis and the number line

Large group:


 * Add plus-tens to the basic facts envelopes and practice with a partner.
 * Work on more tens and ones additions problems.
 * Problems about ten in the Student Book, Unit 3 page 67-70

Wednesday
Learning Targets:
 * Mini-lesson**
 * I can automatically add 10 to a number.
 * I can automatically solve basic facts.
 * I can add numbers by combining the tens and the ones.

Another friendly numbers quiz. [|numberstringsquiz.doc]

Model how to write equations for adding tens and ones. Ask if anyone has another way to add, using the hundreds chart or number line. Model that. Use an equation like 23 + 10, then 23 + 12, then 23 + 15. See if they can extend that to taking jumps on a number line or hundreds chart.

Small group:
 * Work Time**
 * 2 story problems
 * Make numbers with digis
 * Basic facts

Large group:


 * Basic fact practice with a partner.
 * Work on more tens and ones additions problems.
 * Problems about ten in the Student Book, Unit 3 page 67-70


 * Sharing**

Thursday
Learning Targets:
 * Mini-Lesson**
 * I can find all the ways to make a number using tens and ones.
 * I can automatically solve basic facts.

Introduce the 46 Stickers activity, using the book, Unit 3, Page 196 (high group). Solve it and make a chart like the one on p. 198 in curriculum guide.

Play a friendly numbers game with number cards laid out NOT in a line (middle group -- who needs more practice with friendly numbers)

Friendly numbers game with number cards NOT in a line (low group)

__High group__: Students work on a problem like the Ways to Make 46 Stickers problem for 15-20 minutes.
 * Work Time**

Then do Inv. 4 p. 74

__Middle group:__ Friendly numbers game.

Solve problems using tens and ones (continue work from days before; concentrate on writing equations)

__Small group:__ Work on making numbers with tens and ones.

2 story problems

Basic facts practice

timed basic facts quiz
 * Sharing**

Friday
Quick tens and ones quiz (1-2 problems)

High group: tens and ones story problem (1-2)

For Investigation 4:
 * [|place-value reviewpretest.doc]
 * tens and ones oriented problems
 * Advanced:
 * [|addingbiggernumbers.doc]
 * [|addingbiggernumberschallenge.doc]
 * [|addsubtractbignumbers.doc]
 * subtraction of double digits [|subtractingbignumbers.doc]
 * Addition Strategies
 * Subtraction Strategies
 * Landmark Numbers Introduction lesson: [|Landmark Numbers Lesson Plan.doc]
 * Landmark numbers worksheets:
 * [|Landmarknumberproblems1.doc]
 * [|Landmarknumberproblems2.doc]