## Ms. Raejean

### Target 1​

###### Lesson Type:

Continuation

Number Operation

:

Operational Relationships

Use properties of operations as strategies for adding and subtracting.

###### 1:

Identify the Commutative Property of Addition.

###### 2:

Understand that changing the order of addends, does not change the sum.

###### 3:

Identify the Identity Property of Addition.

###### 4:

Understand that when the number zero is added to another number, that number remains unchanged.

2nd

###### Vocabulary:

Commutative Property & Identity Property

Activities:

We reviewed the commutative property for addition using dominoes. The order of the numbers being added can be switched, but the sum will remain the same. The identity property of addition was introduced. When 0 is added to a number, the number stays the same. This was also illustrated with dominoes. Then students sorted equations to categorize them as showing the commutative or identify property of addition. Next, students solved equations, applying their understanding of the properties.    ### Home Exploration

###### Guiding Questions: ## Absent Students:

### Target 2

:

###### 1:

Determine whether to round up or down to get to the nearest ten.

###### 2:

Understand that the ones’ place is the key digit to evaluate to determine whether to round up or down.

###### 3:

Identify which digits in the ones’ place signal to round up to the nearest ten.

###### 4:

Identify which digits in the ones’ place signal to round down to the nearest ten.

2nd

###### Vocabulary:

Base 10 - Tens & Ones Place, Rounding, Nearest, Round Up, & Round Down

Activities:

Students continued to develop their understanding of rounding numbers. We began with reviewing place value - tens and ones. Base 10 blocks were used to demonstrate the tens and ones place in a 2-digit number. For example, 23 has 2 tens and 3 ones. Once students were familiar with the ones and tens place, we looked at the ones place to explore the direction (up or down) when rounding. Then students applied their new understanding of looking at the ones place to round numbers. If the digit in the ones place is 1, 2, 3, or 4, students rounded down to the nearest ten. If the digit in the ones place is 5, 6, 7, 8, or 9, students rounded up to the nearest ten.    ### Home Exploration

###### Guiding Questions: ### Target 3

:

###### Vocabulary:

Activities:    ### Home Exploration 