assignment 3 and 4

Word Problem

Unifix Cubes/ Connecting Cubes

Solve each word problem using the connecting cubes in your math kit or virtual unifix cubes from this site.   Take pictures of your 1st and 2nd second step and paste them into the table.  Then write a description of how you found the solution.

Use the snipping tool to take pictures.  Snipping for mac   Snipping for Windows   Snipping for Chromebook

Ten Frames

Solve each word problem using the red/yellow chips  in your math kit or virtual ten frames from this site.   Take pictures of your 1st and 2nd second step and paste them into the table.  Then write a description of how you found the solution.

Hundreds Board

Solve this problem 2 ways using a virtual hundreds chart.   Paste in your hundreds charts and then describe your thinking for each.

Number Line

Solve this problem 3 ways by drawing three number lines.  Paste in your number lines and then describe your thinking for each.

(You may choose to solve these on paper and then take a single picture of all your work and paste it to the bottom of this document.) 

Example: 

Ray had 8 balloons.  He got 13 more balloons for his birthday. How many balloons does he have now? 

  Step 1                            Step 2 

First I use cubes to make 13 and 8. Then I combined the cubes to make another tower of 10 and 1 was left over. 2 towers of 10 and 1 extra is 21. 

**Teacher Noticings:  (Things I want you as novice teachers to notice)

· This child used the commutative property when they decided to add 8 to 13

· This child built towers of ten snap cubes that used 5 yellow and 5 greens in the towers of ten.  In 1st grade classrooms it is common to see snap cubes in the classroom stored in this two color configuration. As it supports students in beginning to think more unitarily (seeing groups). This grouping also supports students in using anchors of  5 and 10 as they begin to add and subtract larger numbers.

      Step 1                            Step 2 

First I showed 13 and 8 on the tens frame.  Then I moved some of the extra chips from 13 to fill in the frame for 8 to make a 10.  That made 2 groups of ten and 1 extra.  The answer is 21. 

**Teacher Noticings:  (Things I want you as novice teachers to notice)

· This child used the commutative property when they decided to add 8 to 13

· By showing each quantity in a different color it is easy to see how the child used a ‘make a 10’ strategy to find the sum.  

1st Way- First I found 13 and then counted 8 more.  I landed on 21. 

2nd Way -  I started at 13.  I added 10 more which would be 23. Since 10 is 2 more than 8 I took away 2.  That left me at 21. 

**Teacher Notes & Noticings 

· Again, this child used the commutative property by starting at 13 and then adding 8 rather than starting at 8 and adding 13. (Either strategy would lead to the correct answer) . 

· As children become more comfortable working with the hundreds board they begin to use more efficient strategies like compensation.   (They have added too much and then compensated by taking 2 away)  For example, instead of counting 8 more, they  might choose to add 10 and then subtract 2.  This strategy is shown below.  

1st Way- I started at 13 and then counted 8 more.  That is 21.   

2nd Way-I started at 13 and then added 7 more to make it to 20.  Then I needed to add one more. The answer is 21. 

3rd way- “ I started at 13 but Instead of adding 8, I added 10.  Then I took 2 away because 10-2 is 8.  That left me at 21. 

Teacher Notes & Noticings 

· When children first use number lines they are given number lines where the increments are marked.  Later they move to drawing their own ‘open’ number lines where not all increments are labeled.

· Children do not need direct instruction to begin to use open number lines.  As children share their strategies for adding on a hundreds board, the teacher can simply show that their strategy can also be represented on a number line.  After students have seen the number line used to show their thinking a few times. with encouragement they will begin to use the strategy themselves. 

· Number lines always have the largest values to the right and smallest values to the left. 

· As children become more comfortable working with number lines, they find more efficient strategies for adding, like using compensation.  Notice in the 3rd way shown above, instead of adding 8 more the child might add 10 more and then take 2 away.  (They have added too much and then compensated by taking 2 away) 

Ron has 23 pennies in her penny bank.  She found 9 more pennies.  How many pennies does she have now? (1st Grade) 

Step 1                            Step 2 

  Step 1                            Step 2 

1st Way

2nd Way

1st Way

2nd Way

3rd Way

Randy has 36 Pokemon cards and 40 Bakugan cards.  How many cards does Randy have in all? (1st Grade) 

**Teacher Notes 

In order to be able to add groups of 10 fluently, children need much practice counting by 10s starting a number other than 0. For example, as a class students might spend time chorally counting by 10s from a number like 4.  This prepares them for adding multiples of 10 mentally (4, 14, 24, 34, 44, 54, 64 etc.) 

 Step 1                            Step 2 

  Step 1                            Step 2 

1st Way

2nd Way

1st Way

2nd Way

3rd Way

Jujia has 50 toy cars.  She left 20 of the toy cars at her grandmother’s house.  How many toy cars does she have to play with now? 

**Teacher Notes 

~When student solve subtraction problems they create a model that aligns with problem structure: take away or comparison 

~If children are representing subtraction as ‘take away’, they will build the first quantity and then take away the second quantity from the first.  (They DO NOT build both quantities) 

~If children are representing a comparison situation, they build both quantities and line them up beside or underneath one another.  Then students count the ‘extras’. 

 Step 1                            Step 2 

  Step 1                            Step 2 

1st Way

2nd Way

1st Way

2nd Way

3rd Way

Monique has 20 quarters.  Alex has 10 quarters.  How many more quarters does Monique have than Alex? 

Step 1                            Step 2 

  Step 1                            Step 2 

1st Way

2nd Way

1st Way

2nd Way

3rd Way