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Lesson Title

 Tape Diagrams and Repeated Addition

Subject(s)

 Math

Standards

Use NY State Next Generation Standards:

 Math: http://www.nysed.gov/common/nysed/files/programs/curriculum-
instruction/nys-next-generation-mathematics-p-12-standards.docx
 ELA: http://www.nysed.gov/common/nysed/files/programs/curriculum-
instruction/nys-next-generation-ela-standards.pdf

NY. 2OA-4 Use addition to find the total number of objects arranged in rectangular
arrays with up to 5 rows and up to 5 columns. Write an equation to express the total
as a sum of equal addends.

NY. 2. NBT 7a Add and subtract within 1000, 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 representation.

Learning Objective(s) (What do you want the students to know, or be able to do, at the end
of the lesson?)

1. Students will be able to represent equal groups with tape diagrams and relate this
knowledge to repeated addition.
2.
o These objectives align with Bloom’s Taxonomy levels of application and
knowledge

Instructional Materials

 Power Point (Appendix A)

 Pre-Assessment (Appendix B)
 Post Assessment (Appendix C)
 Whiteboards
 Markers
 Pencils
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 Workbook Sheets (Appendix D)

 Exit Ticket (Appendix E)
 Homework Sheet (Appendix F)
 Hook Worksheet Card (Appendix G)

Purpose (Why are you teaching this topic?

 The purpose of learning equal groups and arrays is to help students learn more
about repeated addition so that they can work with equal groups of objects to
gain foundations for multiplication.

Methods & Instructional Strategies:

Anticipatory Set (This is “the hook,” how you orient students to the lesson!)

1. Teacher will give students play dough and a worksheet card (Appendix G)

Hello class! I know we have been focusing a lot on arrays so I thought we would try a fun
activity before we start today’s class. We will be solving this question together! Dad planted 3
rows of 4 tomato plants each. How many tomato plants did he plant in all?

Now What I want you all to do is use the play dough in front of you to build the 3 rows of 4
tomato plants on the paper in front of you!

(Give students time to use the playdough to solve)

Wow great job everyone!

Now let’s look at the bottom section of the board. This is what we will be focusing on today.
We have to make a repeated addition problem. Now Look at our rows of playdough that
match the problem. How many rows do you see? (ANSWER: 3)

That’s great! Now how many circles are in each row? (ANSWER: 4)

Now to solve this problem we have to add the number of circles that occurs in each row we
see a specific number of times.

So How would this problem look? Turn and talk to your table! (ANSWER: the 4 will need to
be added 3 times to get the answer)

Now let’s go into our lesson!

Concept Prerequisites (Key Concepts & Terminology/Definitions)

1. Knowledge of addition
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2. Knowledge of making numbers equal

3. Knowledge of doubles facts

Review Prerequisites (Remind Students about related previous learned concept(s) and ask
a question!...This Activates Prior Knowledge!)

1. “Last time we learned using math drawings to represent equal groups (Concept)
a. “Who will tell us how this is done?” (Question)
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Instruction of New Material

I DO: (Appendix A will be on the board)

So today we will be focusing on representing equal groups with tape diagrams and relate it
back to repeated addition.

Can anyone tell me what it means to repeat?

Those are all great answers! When something repeats that means something occurs over and
over.

Repeated addition is like our doubles! It is when we add the same number over and over
again.

We will be focusing on how we can create equal groups with the numbers given in a problem
and then solve using tape diagrams!

Let me show you all some examples:

Here is a word problem!

The flowers are blooming in Joe’s garden. There are 3 roses, 3 sunflowers, 3, buttercups, 3
daisies, and 3 tulips. How many flowers are there in all?

The first thing I will do is create my tape diagram. I know that my tape diagram needs to have
5 different pieces in it since there are 5 different flowers! (Teacher will point to each type of
flower to count up to 5)

Then I will place the amount of each type of flower in each section of the tape. I see that for
each type of flowers there are 3 flowers each.

So, I should have 5 threes on my tape.

Now that I have my tape diagram, I can visualize how the repeated addition problem will look!

I know now that I need to add the amount of flowers 5 times.

So, My addition problem will look like 3+3+3+3+3.

Now when I add those all together I find out that the total amount of flowers is 15!

Let’s look at another problem that has the same concept but is worded a little differently.

Some problems might say something like 3 groups of 4

That might sound a little confusing but it is very similar idea to what is shown above!

Since it says 3 groups, I know that my tape diagram will be broken up into 3 different sections.
Then, when it says of 4 that means in each section of the tape there will be the number 4! So,
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the repeated addition problem will look like 4+4+4. When I solve this I know my total will be
12!

Finally let’s observe a problem where we see visuals

Let’s observe the image here (Appendix H)

From this image we see dots. What I am going to do first is look at the way the dots are
separated based on the columns.

From the picture I can see the dots are separated into 4 different lines.

Now that I know that I can begin to make my tape diagram. I will know that my tape diagram
will have 4 pieces.

Now I will look to see the amount that goes into each piece of tape. From this I can see that 3
dots are in each line so the number 3 will be in each piece of tape. Now that I have my tape
diagram I will make my repeated addition equation.

Since my tape was cut into 4 pieces, I know that I will add the 3 4 times. So, it would look like
3+3+3+3. When I solve that I know my answer will be 12!

WE DO PART ONE:

Now that I went over how to do each aspect of the lesson, let’s look at it together. You are
going to help me solve the next questions!

Let’s look at the question:

Anisha is making ice cream cones for her friends. She makes 4 vanilla, 4 chocolate, and 4
strawberries. How many ice cream cones are there in all?

Turn and talk to your partners about how we plan to solve this word problem (Let students talk
about how to solve this problem)

Now what do we do first? (Call on students) ANSWER: Create a tape diagram

That’s right we have to create a tape diagram!

Now how many pieces of tape do we need for our diagram based on the word problem? (Call
on students) ANSWER: 3

That is right we do need 3, who can tell me why we only need 3? ANSWER: We only need
three pieces of tape because there is only 3 flavors of ice cream (Vanilla, Chocolate, and
Strawberry).
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Now what is the number we add to these 3 pieces of tape? (Call on students) ANSWER: 4

Great job!

Now that we have our tape diagram, what will our repeated addition problem look like? (Call
on students) ANSWER: 4+4+4.

Great Job so now how many ice cream cones does Anisha make in all based on what we
created? ANSWER: 12!

Let’s try another problem together!

If I were to say I have 3 groups of 3, what should I do?

Turn and talk to your partners about how we plan to solve this problem (Let students talk
about how to solve this problem)

Now what should I do first? (Call on students) ANSWER: Make a tape diagram.

Great job I will make a tape diagram! How many pieces of tape will the diagram need? (Call
on students) ANSWER: 3

Nice Job! We do need three parts in our diagram! Why do we need three parts? (Call on
students) Answer: There are only 3 groups that’s why we need only 3 parts

Great Job! So now what do I place into the tape diagram? (Call on students) Answer: The
number 3, 3 times.

We do place the number 3 into each section of the tape diagram, if we do this what will our
repeated addition problem look like? (Have students talk about it in groups.) Answer: 3+3+3

That is correct! So what will our answer be? (Have all students answer) Answer: 9!

WE DO PART TWO:

Now that you all told me how to solve it, you all are going to do this with my help! Let’s take
out our white boards!

So Let’s look at the problem below.

Gabby likes to bake cookies. Gabby makes 5 chocolate chip cookies, 5 sugar cookies, 5
snickerdoodle cookies, and 5 gingerbread cookies. How many cookies does Gabby make in
all?

So lets look at the problem! The first part lets create our tape diagram. From the story draw
how many pieces there would be in your tape diagram.

(Teacher will walk around and observe how the tape diagram looks at each table)
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So, we all placed down 4 sections now place the numbers that represent the total number of
each flavor of cookie into the tape diagram.

(Teacher will walk around and observe how the tape diagram looks at each table)

Now that each of your tape diagrams have 4 sections with the number 5 in each piece. Write
what you think the repeated addition equation will be and the answer to the question.
(ANSWER: 5+5+5+5=20)

You all did a great job! Now erase your board and we will do one more together before we
move onto the workbook!

Let’s look at this question:

4 groups of 2

So, as we have focused on before, the first part we complete is our tape diagram! From the
statement I want you to draw how many pieces there will be in your tape diagram.

(Teacher will walk around and observe how the tape diagram looks at each table)

Now that your tape diagram is broken into 4 sections what number is going into each piece of
tape? Write down the numbers going into the tape diagram.

(Teacher will walk around and observe how the tape diagram looks at each table)

So now that we have our tape diagrams created with 4 sections and the number 2 in each
section. Write what you think the repeated addition will be and the answer to the problem.

(Teacher will walk around and observe the responses)

Great job everyone now let’s take out our workbooks and turn to lesson 4 in the
workbook (Appendix D)

YOU DO PART ONE: (Appendix D)

Now in our workbook we are going to look at the first problem together

Let’s look at it together.

The first thing we must do is complete our tape diagram.

From the image in the workbook I can see we have 3 different sections. That means we need
3 different sections on the tape diagram.

Once I created my sections I am going to see what number is going into the tape diagram. I
counted the number of stars, and it is 4!
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Now that I have my tape diagram, I am going to create the repeated addition problem which
would be 4+4+4. When I solve for that, I get 12 as my total answer make sure to write this
down so you are ready to complete the remaining questions!

YOU DO PART TWO:

Now that we worked on all of these equations and learned about how to do this method, you
will be completing the rest of the worksheet by yourself!

When you complete the worksheet put your thumb up and I will come around to check it.

If I am helping someone else, you may start the exit ticket.

Independent Practice (Learning Activity) No more than 10 minutes!

1. Students will complete the worksheet (independently). (Appendix D)

2. The teacher will walk around the classroom, monitor, answer questions, and assist
students who need help.
3. Allow students to share their work with the class, review answers (whole-group), when
they are finished. Provide positive reinforcers (feedback).

Lesson Wrap-Up

i. Students will complete the exit ticket

ii. Students will discuss and explain how they solved the exit ticket and
what they liked/disliked about this method.

Formative Assessment

1. Collect independent practice work. (Appendix D)

2. Collect Exit Ticket (Appendix E)
3. Students will complete Pre-Assessment Worksheet (Appendix B)
4. Students will complete Post Assessment Worksheet (Appendix C)

Differentiated Instruction

1. Students will follow the lesson plan above.

2. Students may use playdough if needed to create visual representations of the math
problems.
3. The teacher will go around to each table and see how each student is doing
throughout the independent work.
4. The teacher will point and use gestures when talking. The teacher will use expression
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when discussing each section of the word problems.

5. Students will have turns and talks, group discussions, and independent work time.
6. During independent work, the teacher will ask if any students need assistance. If they
do they can go to the carpet for additional assistance.
7. If student’s complete workbook and exit ticket, they may take out their math fluency
books to work on addition problems.

Homework (Distributed Practice)

1. Students will complete worksheet similar to the independent worksheet done in class
(Appendix F)
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Appendix
Appendix A

https://docs.google.com/presentation/d/17-
hgPk_eswDMAdxIqIq4TS0YVhQhzVgJlTZgjFLpTkU/edit?usp=sharing
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Appendix B

Appendix C
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Appendix D
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Appendix E
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Appendix F
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Appendix G
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Appendix H