General Information Lesson Title: Add by using the standard algorithm Subject(s): Math Grade/Level/Setting: 4th Grade/Non-AP/Classroom Prerequisite Skills/Prior Knowledge: Students should have a solid understanding of the following concepts: Place Value: Understanding the value of each digit in a number based on its position. For example, in 1234, the digit 1 represents 1000, 2 represents 200, 3 represents 30, and 4 represents 4. Basic Addition Facts: Students should be comfortable adding single-digit numbers (0-9) without counting aids or calculators. Carrying Over: The concept of carrying over when the sum of two digits is a two-digit number. For example, when adding 8 +7, the sum is 15. The 5 is written in the ones place, and the 1 is carried over to the tens place. Alignment of Numbers: Students should understand how to align numbers by their place values when setting up addition problems. Standards and Objectives State/National Academic Standard(s): CCSSM 4.NBT.B.4 Add and subtract multi-digit whole numbers by using the standard algorithm. https://www.thecorestandards.org/Math/¹¹ Learning Objective(s): By the end of the lesson, students will be able to accurately add multi-digit whole numbers using the standard algorithm with 80% accuracy on a 10-question worksheet. Materials Math Workbook Math Notebook Writing Utensil White Board Language Demands Technology PowerPoint Presentation Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding. Language Function(s): The primary language function in this lesson is explaining. Students must explain their thought processes and steps using the standard algorithm to add multi-digit whole numbers. They will also need to justify their answers, showing how they arrived at their solution using the standard algorithm. Vocabulary: Students must understand the following key vocabulary terms to master the learning objectives for the lesson: Standard Algorithm: A step-by-step method for performing calculations. Addition: The process of combining numbers to get a total. Multi-digit Whole Numbers: Numbers that have more than one digit (e.g., 10, 100, 1000). Sum: The result of adding two or more numbers. Discourse and/or Syntax: This lesson's relevant discourse or syntax includes mathematical language and symbols. For example: The plus sign (+) to denote addition. The equals sign (=) denotes the result of an addition. The use of place value columns (ones, tens, hundreds, etc.) when setting up the addition problem. The term "carry over" is used when a sum in one column is more than 9. Planned Language Supports: To help students apply the language of the discipline during the lesson, the following language support strategies can be used: Modeling: I will model using the standard algorithm to add multi-digit whole numbers, explaining each step in detail. Visual Aids: Diagrams or charts visually represent the process of addition using the standard algorithm. Guided Practice: Students can work in pairs or small groups to solve problems, discussing their steps and justifications with each other. Sentence Starters: Providing sentence starters can help students articulate their thought processes. For example, "First, I add the numbers in the one's place. If the sum is more than 9, I carry over the tens place value to the next column." Word Wall: A word wall with key vocabulary terms can be used for reference during the lesson. Instructional Strategies and Learning Tasks Anticipatory Set: Activity Description/Teacher I will start the lesson by presenting a real-world scenario that involves adding multi-digit numbers, such as calculating the total cost of items in a shopping list. I will then ask students to solve the problem using their current knowledge. Student Actions Students will attempt to solve the problem presented. Students will share their methods and answers. Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher I will introduce the standard algorithm for adding multi- digit numbers, explaining each step in detail. I will then model the process using a clear example on the board and continue to use different examples. I will explain each step, emphasizing the importance of place value and carrying over. Activity Description/Teacher Student Actions Students will take notes on the steps of the standard algorithm, follow the teacher's examples, and attempt to replicate the process in their notebooks. If they do not understand a step, students will ask questions. Guided Practice: I will provide sample problems for students to solve using the standard algorithm. I will circulate the room, providing guidance and feedback as needed. Student Actions Students will attempt to solve the problems using the standard algorithm. Students will ask for help if they encounter difficulties. Independent Student Practice: Activity Description/Teacher I will assign the exit ticket for students to complete independently and remind them to check their work for accuracy. Student Actions Students will complete the exit ticket independently, using the standard algorithm. Students will check their work for accuracy. Culminating or Closing Procedure/Activity: Activity Description/Teacher I will review the steps of the standard algorithm and ask students to explain the process. Then, I will collect the worksheets and assess students' understanding based on their performance. Differentiated Instruction Student Actions Students will explain the steps of the standard algorithm. Students will submit their worksheets for assessment. Consider how to accommodate the needs of each type of student. Be sure to provide content-specific accommodations that help to meet a variety of learning needs. Gifted and Talented: For students who are gifted and talented, the instruction can be differentiated by: Depth: Provide more complex problems that require higher-order thinking skills. For example, word problems that involve real-world scenarios. Pace: Allow these students to move at a faster pace through the material. Extension Activities: Provide opportunities for independent research or projects related to the topic. ELL: For students whose native language is not English, the instruction can be differentiated by: Visual Aids: Use visual aids and manipulatives to help explain the concept. Simplified Language: Use simple, clear language and repeat instructions when necessary. Pair Work: Pair ELL students with fluent English speakers for peer learning. Students with Other Special Needs: For students with mild to moderate learning disabilities, the instruction can be differentiated by: Step-by-Step Instructions: Break down the algorithm into smaller, manageable steps. Repetition and Practice: Provide ample opportunities for practice and repetition. Visual and Auditory Cues: Visual and auditory cues aid understanding and memory. Assessment Formative During the lesson, students will be given an exit ticket involving the addition of multi-digit whole numbers. The problems will be designed to progressively increase in difficulty, starting with simpler problems and gradually introducing more complex ones. Summative At the end of the unit, students will be given a summative assessment involving the addition of multi-digit whole numbers. I will evaluate each student's worksheet, noting the number of correct answers. Students who correctly answer at least 8 out of the 10 problems (80% accuracy) are considered to have met the learning objective.

General Information Lesson Title: Add by using the standard algorithm Subject(s): Math Grade/Level/Setting: 4th Grade/Non-AP/Classroom Prerequisite Skills/Prior Knowledge: Students should have a solid understanding of the following concepts: Place Value: Understanding the value of each digit in a number based on its position. For example, in 1234, the digit 1 represents 1000, 2 represents 200, 3 represents 30, and 4 represents 4. Basic Addition Facts: Students should be comfortable adding single-digit numbers (0-9) without counting aids or calculators. Carrying Over: The concept of carrying over when the sum of two digits is a two-digit number. For example, when adding 8 +7, the sum is 15. The 5 is written in the ones place, and the 1 is carried over to the tens place. Alignment of Numbers: Students should understand how to align numbers by their place values when setting up addition problems. Standards and Objectives State/National Academic Standard(s): CCSSM 4.NBT.B.4 Add and subtract multi-digit whole numbers by using the standard algorithm. https://www.thecorestandards.org/Math/¹¹ Learning Objective(s): By the end of the lesson, students will be able to accurately add multi-digit whole numbers using the standard algorithm with 80% accuracy on a 10-question worksheet. Materials Math Workbook Math Notebook Writing Utensil White Board Language Demands Technology PowerPoint Presentation Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding. Language Function(s): The primary language function in this lesson is explaining. Students must explain their thought processes and steps using the standard algorithm to add multi-digit whole numbers. They will also need to justify their answers, showing how they arrived at their solution using the standard algorithm. Vocabulary: Students must understand the following key vocabulary terms to master the learning objectives for the lesson: Standard Algorithm: A step-by-step method for performing calculations. Addition: The process of combining numbers to get a total. Multi-digit Whole Numbers: Numbers that have more than one digit (e.g., 10, 100, 1000). Sum: The result of adding two or more numbers. Discourse and/or Syntax: This lesson's relevant discourse or syntax includes mathematical language and symbols. For example: The plus sign (+) to denote addition. The equals sign (=) denotes the result of an addition. The use of place value columns (ones, tens, hundreds, etc.) when setting up the addition problem. The term "carry over" is used when a sum in one column is more than 9. Planned Language Supports: To help students apply the language of the discipline during the lesson, the following language support strategies can be used: Modeling: I will model using the standard algorithm to add multi-digit whole numbers, explaining each step in detail. Visual Aids: Diagrams or charts visually represent the process of addition using the standard algorithm. Guided Practice: Students can work in pairs or small groups to solve problems, discussing their steps and justifications with each other. Sentence Starters: Providing sentence starters can help students articulate their thought processes. For example, "First, I add the numbers in the one's place. If the sum is more than 9, I carry over the tens place value to the next column." Word Wall: A word wall with key vocabulary terms can be used for reference during the lesson. Instructional Strategies and Learning Tasks Anticipatory Set: Activity Description/Teacher I will start the lesson by presenting a real-world scenario that involves adding multi-digit numbers, such as calculating the total cost of items in a shopping list. I will then ask students to solve the problem using their current knowledge. Student Actions Students will attempt to solve the problem presented. Students will share their methods and answers. Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher I will introduce the standard algorithm for adding multi- digit numbers, explaining each step in detail. I will then model the process using a clear example on the board and continue to use different examples. I will explain each step, emphasizing the importance of place value and carrying over. Activity Description/Teacher Student Actions Students will take notes on the steps of the standard algorithm, follow the teacher's examples, and attempt to replicate the process in their notebooks. If they do not understand a step, students will ask questions. Guided Practice: I will provide sample problems for students to solve using the standard algorithm. I will circulate the room, providing guidance and feedback as needed. Student Actions Students will attempt to solve the problems using the standard algorithm. Students will ask for help if they encounter difficulties. Independent Student Practice: Activity Description/Teacher I will assign the exit ticket for students to complete independently and remind them to check their work for accuracy. Student Actions Students will complete the exit ticket independently, using the standard algorithm. Students will check their work for accuracy. Culminating or Closing Procedure/Activity: Activity Description/Teacher I will review the steps of the standard algorithm and ask students to explain the process. Then, I will collect the worksheets and assess students' understanding based on their performance. Differentiated Instruction Student Actions Students will explain the steps of the standard algorithm. Students will submit their worksheets for assessment. Consider how to accommodate the needs of each type of student. Be sure to provide content-specific accommodations that help to meet a variety of learning needs. Gifted and Talented: For students who are gifted and talented, the instruction can be differentiated by: Depth: Provide more complex problems that require higher-order thinking skills. For example, word problems that involve real-world scenarios. Pace: Allow these students to move at a faster pace through the material. Extension Activities: Provide opportunities for independent research or projects related to the topic. ELL: For students whose native language is not English, the instruction can be differentiated by: Visual Aids: Use visual aids and manipulatives to help explain the concept. Simplified Language: Use simple, clear language and repeat instructions when necessary. Pair Work: Pair ELL students with fluent English speakers for peer learning. Students with Other Special Needs: For students with mild to moderate learning disabilities, the instruction can be differentiated by: Step-by-Step Instructions: Break down the algorithm into smaller, manageable steps. Repetition and Practice: Provide ample opportunities for practice and repetition. Visual and Auditory Cues: Visual and auditory cues aid understanding and memory. Assessment Formative During the lesson, students will be given an exit ticket involving the addition of multi-digit whole numbers. The problems will be designed to progressively increase in difficulty, starting with simpler problems and gradually introducing more complex ones. Summative At the end of the unit, students will be given a summative assessment involving the addition of multi-digit whole numbers. I will evaluate each student's worksheet, noting the number of correct answers. Students who correctly answer at least 8 out of the 10 problems (80% accuracy) are considered to have met the learning objective.

Practical Management Science

6th Edition

ISBN:9781337406659

Author:WINSTON, Wayne L.

Publisher:WINSTON, Wayne L.

Chapter2: Introduction To Spreadsheet Modeling

Section: Chapter Questions

Problem 46P

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