Addition Number Stories

Transcription

1 Addition Number Stories Objective To guide children as they make up, represent, and solve addition number stories. epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common Core State Standards Curriculum Focal Points Interactive Teacher s Lesson Guide Teaching the Lesson Ongoing Learning & Practice Differentiation Options Key Concepts and Skills Solve number stories involving addition. [Operations and Computation Goal 1] Write number stories that involve parts-and-total and change situations. Write number models to summarize number stories. [Patterns, Functions, and Algebra Goal 2] Key Activities Children review the need for labels to put numbers in context. They make up and solve addition number stories. Informing Instruction See page 96. Recognizing Student Achievement Use journal page 21. Key Vocabulary addition number story label unit box number model Materials Math Journal 1, p. 21 Completing Number-Grid Puzzles Math Journal 1, p. 22 Children receive additional practice completing number-grid puzzles, which were first introduced in Lesson 1-9. Math Boxes 2 1 Math Journal 1, p. 23 Children practice and maintain skills through Math Box problems. Home Link 2 1 Math Masters, p. 25 Children practice and maintain skills through Home Link activities. READINESS Joining Objects slate 10 counters or a collection of small objects stick or strip of paper Children solve addition number stories using a concrete model. ENRICHMENT Making a Number Stories Bulletin Board or Book Math Masters, p. 419 Children write addition number stories and create a bulletin board or book to display their stories. Advance Preparation For a mathematics and literacy connection, obtain copies of Math for All Seasons by Gregory Tang (Scholastic Inc., 2005) and Mission: Addition by Loreen Leedy (Holiday House, 1999). Teacher s Reference Manual, Grades 1 3 pp. 5 90, Addition and Subtraction Facts

2 Getting Started Mental Math and Reflexes Pose simple distances on the number grid problems. Suggestions: How many spaces from: 21 to 31? to 27? to 42? 5 35 to 64? to 41? to 146? 12 Math Message 5 children are skating. children are playing ball. How many children in all? 13 1 Teaching the Lesson Math Message Follow-Up WHOLE-CLASS Ask children to share their strategies for answering the question. Children may count on their fingers, make tallies for 5 and and count them, or add 5 and mentally and announce the total. Write 5 children + children = 13 children under the Math Message and say that this is one way to show an addition number story. Discuss the idea that numbers almost always occur in context and have a label. Labels can be the name of a thing (for example, books) or a measurement unit (for example, hours). The word label can be used as a verb when we ask children to label their answers and as a noun when we refer to the label on a can. To support English language learners, discuss these subtle differences. Talk about writing a label for the numbers in the story in a unit box so you won t have to repeat the label. Using a unit box, the Math Message story can be shown this way: 5 + = 13. Mention that 5 + = 13 is called a number model for the story. Making Up and Solving Addition Number Stories WHOLE-CLASS Ask children to make up addition number stories. Do the following for several stories: 1. Write the story on the board, or draw a picture to represent the story. 2. Draw an empty unit box under the story. 3. Have children write a label in the unit box and share how they would answer the question in the story. 4. Ask a volunteer to write a number model for the story. ELL NOTE Remember to reserve time every day to complete the number-line (Number of School Days), attendance, calendar, temperature, and weather daily routines. See Daily Routines on page xxxv of this book and Teacher s Reference Manual, pages ways to show a number story. One way: 5 children + children = 13 children Another way: Interactive whiteboard-ready epresentations are available at to help you teach the lesson. children 5 + = 13 NOTE Everyday Mathematics approaches addition and subtraction by exploring these operations in situations in which they are used. Most instances of addition and subtraction can be categorized as parts-and-total, change, or comparison situations. Change situations come in two types: change-to-more and change-to-less. Change-to-more is also known as adding to and change-to-less can also be understood as taking from. Parts-and-total situations are also known as putting together or taking apart situations. Children are not expected to categorize number stories in these terms at this time. Later lessons will include practice with all types of situations. Read more about addition and subtraction situations in the Teacher s Reference Manual, pages 4 9. Lesson

3 Informing Instruction Watch for children who put a number in the unit box. Daily use of a unit box during math time will give children practice with this skill. Assign a child each day to decide what the unit for the day will be. Children can choose to use the classroom unit or pick their own. Most of the stories children make up will probably belong in one of these two categories: Parts-and-Total Two or more separate parts are known. Find the total. For example: Beth has 7 dollars. Joe has 6 dollars. How many dollars do they have in all? Change-to-More Start with a number of things. Increase the number of things. Find how many things there are now. For example: Beth has 7 dollars. Joe gives her 6 dollars. How many dollars does she have now? Adjusting the Activity NOTE While the focus of this lesson is on addition number stories, some children may write number stories for the picture that involve subtraction. Have children represent their story using pictures or tallies, for example, ////\ / sitting. /// standing. How many in all? 9 Provide tools such as the number grid or number line to help solve the problem. A U D I T O R Y K I N E S T H E T I C T A C T I L E V I S U A L Writing Number Stories (Math Journal 1, p. 21) Children continue to make up and solve an addition number story by completing the journal page. Date 2 1 Number Stories Write an addition number story about what you see in the picture. Write a label in the unit box. Find the answer. Write a number model. Example: 7 ducks in the water. 5 ducks in the grass. How many ducks in all? ducks Answer the question: 12 ducks Number model: = 12 Story: Sample answer: 6 children sitting. 3 children walking. How many children in all? children Examples: Parts-and-Total Stories 7 ducks are swimming. 5 ducks are on the grass. How many ducks are there in all? 12 ducks; = 12 6 children are sitting. 3 children are walking. How many children are there in all? 9 children; = 9 Change-to-More Stories 7 ducks are swimming. 5 ducks enter the pond. How many ducks are swimming now? 12 ducks; = 12 6 children are sitting. 3 children who were walking sit down. How many children are sitting now? 9 children; = 9 Answer the question: 9 children Number model: = 9 Math Journal 1, p Addition and Subtraction Facts

4 Date Recognizing Student Achievement Adjusting the Activity Journal page 21 Use journal page 21 to assess children s ability to write number stories. Children are making adequate progress if they are able to write a number story that matches the picture, write a number model to represent their story, and solve the number story. Some children may be able to identify their story as a parts-and-total or change-to-more number story. 2 Ongoing Learning & Practice Completing Number-Grid Puzzles (Math Journal 1, p. 22) Algebraic Thinking Number-grid puzzles were introduced in Lesson 1-9. If children are able to complete the first grid but not the second, tell them to ignore the digits in the hundreds place for the numbers in the second grid. Guide children by saying the following: What number comes after 332? Ignore the hundreds. Which number comes after 32? (Write 33 in the next space on the grid.) Now remember the hundreds place and write 3 in front of the 33. The number that comes after 332 is 333. Provide additional clues for filling in the number-grid puzzles by filling in several of the blue cells. Children can also use their calculators to find 1 more, 1 less, 10 more, and 10 less. A U D I T O R Y K I N E S T H E T I C T A C T I L E V I S U A L 2 1 Complete the number-grid puzzles Number-Grid Puzzles Math Journal 1, p. 22 EM3cuG2MJ1_U02_21_52.indd 22 Date 2 1 Math Boxes 1. Six apples are red. Five apples are green. How many apples in all? 11 Number Model = apples Use your calculator. Show 14. Broken key is. Show 2 ways: Sample answers: /7/11 12:31 PM Math Boxes 2 1 (Math Journal 1, p. 23) Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 2-3. The skill in Problem 6 previews 3 content. 3. Fill in the blanks. 2 3,, 1,,, 7 5. Write the time Use < or >. < > > Answers vary. 6. How much money? Fill in the circle next to the best answer : 0 A $2.40 B $11.45 C $11.40 D $2.45 Math Journal 1, p _52_EMCS_S_MJ1_G2_UO2_ indd 23 4/20/11 9:27 AM Lesson

5 Name Date HOME LINK 2 1 Addition Number Stories Family Note Before beginning this Home Link, review the vocabulary from the 2 Family Letter with your child: number story, label, unit box, and number model. Encourage your child to make up and solve number stories and to write number models for the stories. Stress that the answer to the question makes more sense if it has a label. 10 Please return this Home Link to school tomorrow. 1. Tell someone at home what you know about number stories, labels, unit boxes, and number models. Write an addition number story for the picture. Write the answer and a number model. Story: Answer the question: Number Model: Practice Home Link Master Math Masters, p lions are babies. lions are adults. How many lions are in the picture? 14 lions 14 Sample answer: 1 lions Home Link 2 1 (Math Masters, p. 25) Home Connection Since the vocabulary in today s lesson consists of terms that will be used throughout the year, it is important to share their meanings with children s families. Home Link 2-1 suggests that children explain these terms to someone at home. The 2 Family Letter explains the terms. 3 Differentiation Options READINESS Joining Objects SMALL-GROUP 5 15 Min To provide experience with solving number stories using a concrete model, have children model addition number stories with counters on their slates. Children place dividers in the middle of their slates. Tell a number story. For example, say, I had 5 shells. Then my mom gave me 3 more. Children place 5 objects on one side of the divider and 3 objects on the other. Have children remove the divider, combine the two parts and count the number of objects. Ask: How many shells do I now have all together? Repeat with different number stories as needed. Teaching Aid Master Name Date A Number Story ENRICHMENT Making a Number Stories Bulletin Board or Book (Math Masters, p. 419) PARTNER Min To apply children s understanding of addition number stories, have them make up their own number stories. One partner tells the story and the other partner records the story by drawing pictures, writing words, or both. Partners then reverse roles and repeat the activity. Collect the stories for a bulletin board display or a classroom book. During the next few days, use some of these number stories during Mental Math and Reflexes. As an alternative, children can make their own number stories book. Stories can be laminated and placed in the class library for silent reading time. Math Masters, p Addition and Subtraction Facts