## Addition Relay

### Cindy Jacobs

#### Description

Students will add two digit numbers by renaming ones.

#### Objectives

The student explains and demonstrates the addition and subtraction of whole numbers (up to three digits or more) using concrete materials, drawings, symbols, and algorithms.

The student solves real-world problems involving addition, subtraction, multiplication, and division of whole numbers using an appropriate method (for example, mental math, paper and pencil, concrete materials, calculator).

#### Materials

-Counters
-Addition worksheet (attachment)
-Pencil

#### Preparations

1. Gather enough counters for each pair of students.
2. Place counters inside containers or small plastic bags so they can be readily be distributed.
3. Have enough copies of the worksheet on hand. (One copy for each group, and one copy for each student)
4. Have pencils available for each group.

#### Procedures

1. Divide the class into pairs of students.
2. Give each pair a bag of counters. Dried beans, squares of papers, pennies, etc. could be used as counters. Each pair of students will count out 26 counters and arrange them in groups of 2 tens and 6 ones.
3. Teacher draws a place value chart on the chalkboard by drawing a large + shape. Label the top right quadrant of the + shape with the word ONES for the ones place. Label the top left quadrant with the word TENS for the tens place.
4. Teacher writes the number 26 in the place value chart by placing the number 2 in the tens place (lower left quadrant) and the number 6 in the ones place (lower right quadrant).
5. Next, have students count out 18 counters and arrange them into one group of ten and 8 ones.
6. Teacher writes the number 18 under the number 26 in the place value chart and in the appropriate place value category (quadrant).
7. Students will add the two numbers in the ones place using their counters ( 6 + 8 = 14 ). Ask students how many tens are in the number 14? (1 ten). Tell students that these ten ones must be renamed (carried over) to the tens place to join the other tens. Ask students how many ones are left? (4). Write the number 4 for the answer in the ones place. Add the number of tens and write 4 as the answer in the tens place.
8. Repeat steps 3 through 6 using the other two digit numbers that you (teacher) make up. Make sure they will require students to rename the ones place.
9. Divide the class into teams of 7 to 8 students. Have each team sit in a row.
10. Give the first team member in each row a pencil and one copy of the addition sheet. (See attached file.)
11. Tell students we will play an Addition Relay Game. The first person in each row will complete the first problem on the worksheet. Then he/she will pass the worksheet and a pencil to the next person in his/her row. This will continue until all problems are sequentially completed by the team. Before starting the game, you may want to discuss the following rules:
A. Each player must contribute to the team by working a problem when it is his/her turn.
B. Players will not discuss answers or give out answers to others while the game is being played.
C. Players must not criticize others for incorrect answers or the amount of time it takes for completion of a problem.
D. The team with the highest score will be the team with the most correct responses in the least amount of time. This team will be designated the winner.
12. Play the Addition Relay Game.
13. Review the lesson. Write a few addition problems on the chalkboard and have students assist by allowing them to work the problems.
14. Last, pass out individual copies of the addition worksheet. Use the same worksheet(blank one) used to play the game. Each student will complete the worksheet independently.

#### Assessments

1. Observe students while renaming using counters and playing the addition relay game.
2. Each student will demonstrate mastery by getting at least 13 out of 16 problems correct on the worksheet.

#### Extensions

The Addition Relay game could be used as an extension to reinforce addition with renaming in the tens place, hundreds place, etc. As mentioned in this lesson, counters could be just about anything small that is found in large quantities such as: dried beans, pennies, buttons, cubes, etc.

#### Attached Files

A student worksheet     File Extension: pdf