LOUROS

Seeking Sums
Grade 1

[CCSS Content Standards for Mathematics]

1.NBT.4. Add within 100, including adding a two-digit number and a

one-digit number, and adding a two-digit number and a multiple of 10, 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.
Understand that in adding two-digit numbers, one adds tens and tens, ones
and ones; and sometimes it is necessary to compose a ten.

[Objectives]

Students will add a two-digit number and a one-digit number within

100.
Students will explain addition problems using a base ten block model.

[Prior Knowledge]

Students can recognize the numbers 1-100.

Students can use base ten blocks to represent two-digit numbers.
Students can add two or more numbers and represent the equation
using manipulatives.

[Materials]

Elmo
Single-digit cards (1 set for each group)
Base ten blocks (1 set for each group)
Student math journals
Place value mats

[Instructional Strategies]
On the Elmo display a bag of single-digit
cards, model for students how to select
two cards from the bag and place them
face up. Then model how to write a twodigit number using the cards. Then select
a third card and model writing the third
number into an addition problem using
the two-digit number constructed
previously. Model on the Elmo how to
solve the equation using base ten blocks,

[Student Activities]

Students will begin work

independently and work in pairs
if needed.
Students will record work on
their worksheet and be prepared

LOUROS 2
guiding students through by verbalizing
your mental processes.
For example, if the equation read 62 + 9
you would explain to students that, I
know 62 is 6 groups of ten and 2 singles.
Select the appropriate base ten blocks
and display them on the Elmo. Ask a
student to repeat what I just said in his or
her own words. Then say, 9 isnt a whole
group of ten so I need to use 9 singles.
Display 9 single unit blocks, and repeat,
because 9 is one less then 10 I cant use
a row to represent it. I need 9 singles.
Then model for students how to solve the
equation. I have 6 groups of ten, and if I
add the singles that makes 1 more group
of ten, with 1 single remaining. I have 7
groups of ten and 1 single. My answer is
71.
Instruct students to form partners and
select one person to to retrieve the
materials. Remind students they will need
their math journals to record their
answers, a pencil, a bag of cards and a
bag of base ten blocks.
After students have begun working, the
teacher with circulate the classroom to
monitor progress, focus students
thinking, assess understanding and
advance students understanding using
questions such as:

What cards did you pick?

How would we show that?
What two digit numbers can you
make with those cards?
What does that number mean?
Show me how you add those
numbers together.
Can you make an exchange?

to explain work using the

document
camera.

LOUROS 3
With a place value mat for assistance:
Can you use base ten blocks to
show me?
Can you make a smaller number?
Can you make a larger number?
If students finish the task very quickly
and are eager to move on to a more
challenging task ask:
What happens if you start with
three cards?
What happens if you switch the
cards?
As the students work make note of the
strategies used, and ask students if
theyd be willing to share their strategy
with the class during discussion. Make a
plan for presenting students strategies in
a way that moves from concrete to
abstract.
When the majority of students have used
all the cards in their bag, call the
students back to their seats for a
discussion. Ask selected students to
share with the class, ask questions that:

Help them make sense of

mathematical ideas that you want
them to learn
Expand on, debate, and question
the solutions being shared
Make connections among the
different strategies that are
presented
Look for patterns

Examples:
How many tens in that number?
How many ones?
Did you have to make an exchange?
Why or why not?
Explain how you added you

We will see students creating

numbers with base ten blocks,
using exchanges if necessary.
We will see students explaining
reasoning using math
vocabulary.

LOUROS 4
numbers.

[Adaptations]