Math Lab

Grade 3

Module 1A ()
Single Digit Addition Foundations

Conceptual Overview
The goals of this module are to lay a conceptually sound computation foundation and build single digit
fluency. Given limited instructional time, skills were chosen based on their future benefit to student
success as they move to multi-digit addition and multiplication.
Make 10 asks students to shift a small value to create a new, easier to compute problem; thereby offering
a competitive strategy to more inefficient means of computations, such as counting on fingers. For
example, in the problem 8 + 5, students will move the value of 2 from the 5 to the 8 to create a new
problem, 10 + 3. Fluency will be increasingly important as students are asked to compute multi-digit and
multistep addition problems, and multiplication.
Two sessions (5 & 6) are dedicated to doubling, e.g., 4 + 4, 8 + 8, etc. Doubling will lead directly into
multiplication, being the primary strategy when multiplying by 2 and a prerequisite for factors 3 and 4.
One requisite session and one optional session (4 & 7) are dedicated to problem solving. These sessions
ask students to solve a problem presented in context. One feature of these contextualized problems is the
invariable messiness of information. For this reason, an important skill in problem solving is asking questions
to obtain necessary information. Students will also be asked to communicate their thinking with pictures,
numbers, and labels.
Session Overview
S1. Make 10
S2. 10 Plus and 9 Plus
S3. Applying Make 10
S4. Problem Solving 1, Addition
S5. Doubles
S6. Doubles Again, Fluency Focus
Opt S7. Problem Solving 2, Addition
Standard Alignment
2.OA.B.2 Fluency add and subtract within 20 using mental strategies. By end of Grade 2, know from
memory all sums of two one-digit numbers.
2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving
situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all
positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the
problem.
Student Profile
The math lab will benefit students with one or more of the following characteristics:
- counting on fingers
- under developed computational fluency
- expected difficulty with multiplication

Considerations for Group Size and Instructional Calendar

Sessions are designed for small group instruction by an instructional assistant (IA) for students just below
grade level. Group size will be dictating by the needs of a grade level and the availability of IAs.
Middleton will have one IA assigned for each grade levels math lab. Given predicted size of the math
lab group, students will likely be split into two groups meeting every other day. Given a small group and a
consequent every day schedule, grade levels may decide to simply extend each session into two
sessions or include more independent practice and fluency building.
Progress Monitoring
Limited time so quick and informal assessment.
1-3 scale

INTRUCTIONAL TIPS
Active Engagement
Provide as many opportunities for participation as possible. Students should be actively responding
(raising hands, individual response, choral response, quickly sharing with neighbors, giving thumbs up, etc.)
throughout whole group instruction.
Student response of any kind should give ALL students an opportunity to think. This can be as simple as
calling on individuals after, rather than before, questions are asked. In this way, students may take turns
responding, but not take turns thinking. Students blurting out answers are taking away other students
opportunity to think.
Mandatory Participation
Active engagement is impossible without the expectation of mandatory participation. Students are
required to participate to the best of their abilities. A raised hand does not mean, I feel like participating
this time, but rather, I can participate. An unraised hand therefore means the opposite, that the
student cannot participate and needs further scaffolding or additional instruction.
Pacing
The limited time allotted to the math lab requires special attention to pacing. Keep sessions moving
forward by setting routines (participating, using manipulatives and materials, entry work), being
economical with your instruction, and keeping instructional focus by avoiding long student anecdotes or
getting off topic during discussion.
Entry Work
Entry work is a straightforward activity students can do independently as they enter the workspace. This
gives valuable practice time and starts the session on a productive note.
Learning Targets
Each session opens and closes with a learning target. Use the target as way to focus instruction and give
students a clear goal in mind.

Session 1: Make 10
Concept Overview
Make 10 asks students to identify single-digit number pairs that make 10. For example, 9 + 1 and 8 + 2 are
Make 10 partners. This skill lays the foundation for working effectively within our base 10 counting system.
Students will later be asked to solve more challenging problems, such as 17 + 9, by moving the value 3
from the 9 to the 17 to make a new problem, 20 +6, a problem more easily computable with mental math.
Learning Target: I can make 10 with any single digit number.
Materials
10 Strip Record Sheet, 1 per student
Game markers, 10+ per student (two colors preferred)
Number cards, 1 deck per student (Advanced Prep: Decks can be created using standard playing cards.
Discard face cards. Split remaining cards to make two 20 card decks, two of each number per deck.)
Lesson Sequence
Whole Group
1. Introduce the significance of the number 10 by asking, How have you used the number 10 or where
have you seen the number 10? Possible responses include we can easily count by 10s, it is the first
two-digit number, and we have 10 fingers and 10 toes. Explain that we use a base 10 counting system,
meaning we regroup every 10. This makes it easy to count by 10s and for our brains to think in groups of
10. Quickly count by 10s together.
2. Post the learning target and read together: I can make 10 with any single digit number. Ask students
to identify the most important words in the learning target and underline these words: I can make 10 with
any single digit number.
3. Pass out the 10 Strip Record Sheet and game markers. Ask students to count the number of
boxes on the 10 strip. Now place 8 blue game markers on the 10 strip. How many more do we
need to make 10? Place two red markers to make 10. Explain that 8 and 2 are Make 10
partners and will go together a lot as we do more and more computation, especially with
mental math. Record the number sentence, 8 + 2 = 10. Continue completing the 10 Strip
Record Sheet together. Include commuted equations, e.g., 8 + 2 and 2 + 8; and 10 + 0 and 0 +
10.
4. Introduce number cards by explaining that one way our brains learn is through a lot of
practice and repetition, and number cards help us get this practice in a short amount of time.
Model putting one card down on the table and saying the Make 10 partner and the number
sentence, e.g., put down 7
and say 3, 7 + 3 = 10. Model a few more examples,
asking students to try it
themselves or join in chorally.
Independent Practice
5. Pass out decks and have students practice in partners or independently. Continue to model/reteach
the importance of repetition and focus in their practice. Individually assess their level of proficiency on a
1-3 scale and record on the Module 1 Progress Monitoring Record Sheet.
Whole Group
6. Review the learning target and ask students to self-assess their progress towards meeting the learning
target. Can they make 10 with any single digit number? Finally, have students self-assess their level of
participation and effort.

10 Strip Record Sheet (G3.Mod1.Session 1, 1 per student)

_____ + _____ = 10
_____ + _____ = 10
_____ + _____ = 10
_____ + _____ = 10
_____ + _____ = 10
_____ + _____ = 10
_____ + _____ = 10
_____ + _____ = 10
_____ + _____ = 10
_____ + _____ = 10
_____ + _____ = 10

10 Strips (G3.Mod1.Session 1, cut in half, 1 strip per student)

Session 2: 10 Plus & 9 Plus (Fast Tens and Fast Nines)

Concept Overview
10 Plus asks students to use their understanding of base 10 to fluently add a single digit number to 10, e.g.,
10 + 4 = 14. 9 Plus asks students to start moving values to make 10. For example, in the problem 9 + 6,
students move the value of 1 from the 6 to the 9 to create a new problem, 10 + 5. Moving small values to
make 10 will quickly become one of the cornerstones of computational fluency.
Learning Target: I can add a single digit number to 9.
Materials
10 Plus & 9 Plus Record Sheet, 1 per student
Game markers, 20+ per student (two colors preferred)
Number cards, 1 deck per student
Lesson Sequence
Whole Group
1. Quickly review and practice make 10. Students arriving early can practice independently with cards.
Practice can be done independently or as a whole group. Whole group practice should give each child
a chance to think of the answer with each iteration, as opposed to round robin. In other words, students
can take turns responding, but not take turns thinking.
2. Post the learning target and read together: I can add a single digit number to 9. Ask students to
identify the most important words in the learning target and underline these words: I can add a single
digit number to 9.
3. Pass out the 10 Plus & 9 Plus Record Sheet and game markers. Ask students to fill in the left column with
blue game markers. How many blue markers did you need? Now add 4 red markers to the right column.
How many markers do we have altogether? How might we show this as a number sentence? Fill in the
number sentence, 10 + 4 = 14, to the right. Repeat 3 more time. Why is it so easy to add to 10? Adding to
10 is easy because 10 is really just one 10 and zero 1s, so adding a single digit number is like adding to
zero.
4. Place 9 blue game markers in the left column and 7 red markers in the right column. Explain
that now we are going to add to 9, but 10 is such a great number that we are going to still try to
make 10 before we do any adding. How can we make 10? Move one red tile from the right
column to the left column, making a new problem, 10 + 6. Notice that 1 is 9s Make 10 partner.
Record 9 + 7 = 16. Continue completing the 10 Plus & 9 Plus Record Sheet together.
5. Model using number cards to practice. Put down a 10 in front of you and
keep it there for the duration of the practice. Place another random card,
such as 7, next to the 10. Say the number sentence, e.g., 10 + 7 = 17.
Model with 9 Plus by replacing the 10 with a 9 card.
Independent Practice
5. Pass out decks and have students practice in partners or independently. Individually assess their level
of proficiency on a 1-3 scale and record on the Module 1 Progress Monitoring Record Sheet.
Whole Group
6. Review the learning target and ask students to self-assess their progress towards meeting the learning
target. Can they add a single digit number to 9? Finally, have students self-assess their level of
participation and effort.

10 Plus & 9 Plus Record Sheet (G3.Mod1.Session 2, 1 per student)

10 + _____ = _____
10 + _____ = _____
10 + _____ = _____
10 + _____ = _____

9 + _____ = _____
9 + _____ = _____
9 + _____ = _____
9 + _____ = _____
9 + _____ = _____
9 + _____ = _____
9 + _____ = _____
9 + _____ = _____

Session 3: Applying Make 10

Concept Overview
9 Plus gave an introduction to the full application of the Make 10 addition strategy. In this session, students
will now move values greater than 1 to make 10. For example, in the problem 8 + 5, students will move the
value of 2 from the 5 to the 8 to create a new problem, 10 + 3. Notice the Make 10 partners 8 and 2 are
used.
Learning Target: I can use the Make 10 strategy to solve addition problems.
Materials
Applying Make 10 Record Sheet, 1 per student
Game markers, 20+ per student (two colors preferred)
Number cards, 1 deck per student (Advanced Prep: Decks can be created using standard playing cards.
Discard face cards. Split remaining cards to make two 20 card decks, two of each number per deck.)
Lesson Sequence
Whole Group
1. Quickly review Make 10 partners and 9 Plus. You can use cards for skill practice or 10 strips (10 Strip
Generic sheet) for concept development.
2. Post the learning target and read together: I can use the Make 10 strategy to solve addition
problems. Ask students to identify the most important words in the learning target and underline these
words: I can use the Make 10 strategy to solve addition problems.
3. Using the Applying Make 10 Record Sheet, place 8 blue game markers in the left column
and 5 red marker in the right column. What is the number sentence that reflects this problem?
Explain that much like 9 Plus, we will be moving a small value to make 10. What is this value?
Move 2 red tiles to the left column, making the problem 10 + 3. Notice that 2 is 8s Make 10
partner. Record this process in number sentences, including an arrow showing the moving
value, as shown on the Applying Make 10 Record Sheet. Continue completing the sheet
together, being sure to remind students of the importance of easily identifying Make 10
partners and that moving these small values makes for easier-to-compute problems. Include
examples where the first number is smaller than the second, such as in the problem 4 + 7.
Students do not have to move 6 away from the 7, but should instead move 3 away from the 4
to make 2 + 10.
Independent Practice
4. Pass out decks and have students practice in partners or independently by dealing two random cards
for each round. Some sums will be less than 10, such as in the problem 5 + 3. This is fine. Remind students
to use Make 10 when appropriate (when sums are larger than 10) and to not count on fingers.
Independent practice will take up a larger portion of this session. Use this time to progress monitor using
the 1-3 scale, reteach and provide support with this new skill, and reteach and provide support for
previously learned skills (Make 10, 10 Plus, and 9 Plus).
Whole Group
5. Review the learning target and ask students to self-assess their progress towards meeting the learning
target. Can they apply the Make 10 strategy to solve addition problems? Finally, have students self-assess
their level of participation and effort.

Applying Make 10 Record Sheet (G3.Mod1.Session 3, 1 per student)

Ex:

8 + _____
5
_____
2

10 + _____
3 = _____
13
_____
_____ + _____ = _____
_____ + _____ = _____
_____ + _____ = _____
_____ + _____ = _____
_____ + _____ = _____
_____ + _____ = _____
_____ + _____ = _____
_____ + _____ = _____
_____ + _____ = _____
_____ + _____ = _____

10 Strips Generic (G3.Mod1.Session 3, optional use, cut in half)

Session 4: Problem Solving 1, Addition

Concept Overview
Problem solving represents the heart of math instruction, using our mathematical skills and conceptual
understanding to solve problems presented in our lives. One feature of these contextualized problems is
the invariable messiness of information too little, too much, or a convoluted mix of both. For this reason,
an important skill in problem solving is asking the right questions. This will be our focus moving forward.
Students will be given a problem but not the necessary information to solve it. For now, you, the instructor,
will provide this information as students ask you questions and start to ask themselves, What do I need to
know? Other features of problem solving will be the inclusion of a number sentence whenever
appropriate and communicating their thinking and problem solving process through pictures, numbers,
and written labels.
Learning Target: I can ask questions that will help me solve a math problem.
Materials
Problem Solving 1, 1 copy per student
Lesson Sequence
Whole Group
1. Introduce the idea of problem solving by asking students where they have used math in their lives.
Problem solving is using our math skills and understanding to solve real life problems. Todays focus will be
asking questions to obtain the necessary information to do this. Ask a student to explain a time when they
had to ask some questions or do some research to help them solve a math problem. Maybe they needed
to look up how much an item costs or ask how many people were coming to the birthday party.
2. Post the learning target and read together: I can ask questions that will help me solve a math
problem. Ask students to identify the most important words in the learning target and underline these
words: I can ask questions that will help me solve a math problem.
3. Pass out the Problem Solving 1 sheet. Tell students that one of the best ways to understand what you
are reading is to visualize. Have students read the problem to themselves and visualize the characters
and their situation. Read the problem two more times aloud; choose from teacher reads, a student reads,
read chorally, read to partners, etc. Reread the last sentence, the question, and remind students to
always think back to what is being asked.
Harold and Jason both collect snow globes and are going to a snow globe convention together. They need
to know how many snow globes they have altogether so they can make sure they have the right sized
booth. How many snow globes do they have altogether?

4. Explain that Harold and Jason talked to you about the situation and students can ask you questions if
they need more information. As students ask questions, discuss how the question was helpful or not helpful
in solving the problem. Relevant info you are to provide is that Harold has 9 snow globes and Jason has 1
less than Harold, meaning important questions are how many snow globes does Harold have? and
how many snow globes does Jason have? Feel free to make up others details if necessary to answer
student questions. Be sure to discuss whether these details help solve the problem or not.
5. Solve the problem together. Look at the problem solving sample for instructional points, including
simple pictures, labels for pictures and numbers, including appropriate number sentences, and clearly
stating the answer.
6. Review the learning target and ask students to self-assess their progress towards meeting the learning
target. Can they ask questions that will help them solve a math problem? Finally, have students selfassess their level of participation and effort.

Problem Solving 1 (G3.Mod1.Session 3, 1 per student)

Harold and Jason both collect snow globes and are going to a snow globe convention
together. They need to know how many snow globes they have altogether so they can
make sure they have the right sized booth. How many snow globes do they have
altogether?

Problem Solving 1 (SAMPLE)

Harold and Jason both collect snow globes and are going to a snow globe convention
together. They need to know how many snow globes they have altogether so they can
make sure they have the right sized booth. How many snow globes do they have
altogether?

SAMPLE: This is an example of what a finished product might look like. Notice that all images and
numbers are labeled, a number sentence is included, and the answer is clearly labeled. Also note the
simplicity in the drawing and the neatness of the work.
*Images are labeled

Harold

Jason

*Simple picture

9 snow globes

8 snow globes I know this because he has 1

less than Harold. 9 1 = 8
*All numbers are labeled

Jasons snow globes

Harolds snow globes

9+8

*A written explanation is helpful to explain the

specific computation strategy used.

I moved 1 away from the 8 and gave it to the 9 to make the problem easier.

10 + 7 = 17.

Harold and Jason have 17 snow globes altogether.

*The answer is clearly stated

Session 5: Doubles
Concept Overview
Doubles simply ask students to add a single digit number to itself, e.g., 4 + 4, 8 + 8, etc. This is an important
skill because it is the first step into multiplication, being essentially the same as multiplying by 2, and will lay
the foundation for the strategies used to multiply by 3 and 4. Students will be asked to use Make 10 when
doubling numbers larger than 5, e.g., 6 + 6 is turned into 10 + 2 by moving the value of 4 from one 6 to the
other.
Learning Target: I can double any single digit number.
Materials
Whiteboards, 1 per student
Dry erase markers, 1 per student
Number cards, 1 deck per student
10 Strips Generic (optional, as needed)
Lesson Sequence
Whole Group
1. Quickly review and practice make 10. Practice can be done independently or as a whole group.
Whole group practice should give each child a chance to think of the answer with each iteration.
2. Post the learning target and read together: I can double any single digit number. Ask students to
identify the most important words in the learning target and underline these words: I can double any
single digit number.
3. Pass out white boards and dry erase markers. Explain to students that whiteboards are used because
they allow the whole group to fully participate throughout the lesson. Today we will use these to practice
adding the same number to itself, such as 2 + 2 or 8 + 8. These are called doubles. Call out doubles
between 1 and 4, and have students write the sum on their white boards. Do this until students feel
comfortable and start to gain fluency.
4. Continue the whiteboard doubles exercise, but switch your focus to 5 through 9.
This time, instead of simply writing sums, have students write the number sentence
showing the moving value. Feel free to switch back to writing only sums to
increase repetition once students are comfortable and start to gain fluency.
Independent Practice
5. Pass out decks and have students practice in partners or independently by dealing out one card and
doubling it. Remind students to use Make 10 when appropriate (when sums are larger than 10) and to not
count on fingers. Individually assess their level of proficiency on a 1-3 scale and record on the Module 1
Progress Monitoring Record Sheet.
Whole Group
6. Review the learning target and ask students to self-assess their progress towards meeting the learning
target. Can they double any single digit number? Finally, have students self-assess their level of
participation and effort.

Session 6: Doubles Again, Fluency Focus

Concept Overview
As the first step into multiplication, fluency with doubles will be important to students continued
computational success. This session will have a brief conceptual review with more time for independent
practice and individualized instructor support.
Learning Target: I can double any single digit number with fluency.
Materials
Whiteboards, 1 per student
Dry erase markers, 1 per student
Number cards, 1 deck per student
10 Strips Generic (optional, as needed)
Lesson Sequence
Whole Group
1. Post the learning target and read together: I can double any single digit number with fluency. Ask
students to identify the most important words in the learning target and underline these words: I can
double any single digit number with fluency. Note the additional focus on fluency. Students are not
expected to become completely fluent in todays session. Explain to students that fluency is important
because it shows that the math is getting easier and is using up less brain space, giving us more space to
think about even harder math problems.
2. Pass out white boards and dry erase markers. Conduct a quick review on doubles, focusing on the
numbers students are having the most difficulty with.
3. Introduce the short deck. A short deck is simply a normal deck of number cards with the easier
numbers removed. This allows students to focus their practice and increase repetition. Ask students to
identify the three numbers they feel least comfortable with doubling; this may be 7, 8, and 9 or some other
combination. Pass out decks and prompt students to create their short deck their three most challenging
numbers. Set the other cards aside.
Independent Practice
4. Students can practice in partners or independently. They may add cards to their short deck when they
have demonstrated fluency. Use this time to progress monitor using the 1-3 scale, reteach and provide
support with doubles, and reteach and provide support for previously learned skills (Make 10, 10 Plus, and
9 Plus) if necessary.

Optional Session 7: Problem Solving 2, Addition

Concept Overview
In this session, students will be asked to again identify what information they need to solve the problem
and obtain that information by asking questions. The instructional focus should shift away from the
mechanics of computation and to the communication of thinking and the problem solving process. Take
time to reinforce the inclusion of number sentences, pictures, and written labels and explanations.
Learning Target: I can show my thinking with pictures, numbers, and words.
Materials
Problem Solving 2, 1 copy per student
Lesson Sequence
Whole Group
1. Quickly review and practice doubles.
2. Post the learning target and read together: I can show my thinking with pictures, numbers, and
words. Ask students to identify the most important words in the learning target and underline these
words: I can show my thinking with pictures, numbers, and words.
3. Pass out the Problem Solving 2 sheet. Ask students to visualize as they read the problem to themselves.
Read the problem two more times aloud; choose from teacher reads, a student reads, read chorally,
read to partners, etc. Ask students if they have ever tried to save up for something. Reread the last
sentence, the question, and remind students to always think back to what is being asked.
Heidi has been saving up her money for a new science kit. Heidis dad is proud of her for trying so hard to
save and is going to match her savings. Whatever amount Heidi saves, Dad will give her that same amount.
Including what her dad is giving her, how much money does Heidi have?

4. Students can ask you questions for the necessary information; discuss how questions were helpful or not
help in solving the problem. Relevant info: Heidi earns $2 a week doing chores and Heidi has been
saving for 4 weeks. Students will most likely ask about Heidis total savings. Do not provide this
information, but simply say you know she has been saving $2 a week. They will then need to ask for how
long?
5. Solve the problem together. Look at the problem solving sample for instructional points, including
simple pictures, labels for pictures and numbers, including appropriate number sentences, and clearly
stating the answer.
6. Review the learning target and ask students to self-assess their progress towards meeting the learning
target. Can they ask questions that will help them solve a math problem? Finally, have students selfassess their level of participation and effort.

Problem Solving 2 (G3.Mod1.Session 7, 1 per student)

Heidi has been saving up her money for a new science kit. Heidis dad is proud of her for
trying so hard to save and is going to match her savings. Whatever amount Heidi saves, Dad
will give her that same amount. Including what her dad is giving her, how much money
does Heidi have?