Adding it All Up

Beginning

• Provide students with a visual of leaves and a child raking leaves to make the story problem relevant to the students.
• Give students a notecard with the word regrouping on the front in English and their L1. Instruct students to sketch place value blocks that show regrouping (trading ten ones for one ten).

Intermediate

• Ask students to think about what the story problem is asking and discuss their answers with a peer.
• Provide students with the following questions to reflect on and sentence stems/frames to aid in their discussions:
  • What is happening in the problem? (____ raked leaves.)
  • What will the answer tell us? (The answer will tell us ____.)
  • Will the answer be a big number or a small number? (The answer will be a ____ number.)

Beginning

• Pair students with a student who speaks the same L1 and encourage them to detail the process for regrouping in their L1.

Intermediate

• Have students detail the process aloud for regrouping using sequencing words (e.g. first, next, then, finally).
• Ask students to explain what strategy they used and if it did/didn't work.

Beginning

• Allow students to work in a small, teacher-led group during independent working time.
• Provide students with a visual of strategies they can use to add with regrouping (standard algorithm, place value blocks, hundreds chart, place value chart, etc.)
• Ask students prompting questions to encourage them to think about the process for solving the addition problems with regrouping.
  • What did you do first? (First I ____.)
  • What strategy did you use? (I used ____ to solve the problem.)

Intermediate

• Have students compare their answers with a partner after completing the worksheet.
• Encourage students to compare/contrast the strategies they used and provide them with sentence stems/frames to support their discussion.
  • I used ____ to solve the problems.
  • My strategy is the same/different than yours because ____.