# Story Problems with. Missing Parts. s e s s i o n 1. 8 A. Story Problems with. More Story Problems with. Missing Parts

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1 s e s s i o n 1. 8 A Math Focus Points Developing strategies for solving problems with unknown change/start Developing strategies for recording solutions to story problems Using numbers and standard notation (+,, =) to record Today s Plan activity activity More Discussion Session Follow-Up Daily Practice 20 Min Class 20 Min Pairs Individuals 20 Min Class Materials Connecting cubes Student Activity Book, pp. 15A 15B or C43 C44, Missing Parts Make copies. (as needed) Connecting cubes Students completed copies of Student Activity Book pp. 15A 15B or C43 C44 (from Activity 2) Connecting cubes Student Activity Book, p. 15C or C45, A Story Problem with an Unknown Change Make copies. (as needed) Classroom Routines Morning Meeting: Telling Time to the Half Hour Follow your daily Morning Meeting Routine. During Daily Schedule, post the time of each event on the classroom schedule using both analog and digital representations. Focusing on activities that start on the hour or half hour, ask students questions about what time different activities happen: What s happening at 10:30 this morning? [Literacy] What time does [math] start? [9:00] What time is dismissal? [2:30] Review what the analog clock looks like at each of these times. Also, ask students to help you record a few times that aren t on your schedule and set the demonstration clock to those times. We have recess at [12:30] today. How would you write that time? What would my clock look like at that time? CC62 Investigation 1 Combinations of Ten

4 1 Activity 2 Activity 3 Discussion 4 Session Follow-Up Pairs work together to solve the problem. Then students discuss their strategies, modeling them with cubes whenever possible. Students might say: We thought about what plus 2 equals 5. We tried 1, but 1 2 3, not 5. So we kept adding 1 and counting to see if it equaled 5. And we found that She ended with 5, so we took 5 cubes. We knew one part of her tower had 2, so we broke off 2. Then we counted how many were in the other part and it was 3. 5 blocks in her tower one part had 2 blocks, so break off 2 2 cubes count how many are in the other part Session 1.8A CC65

6 1 Activity 2 Activity 3 Discussion Name 4 Session Follow-Up differentiation: Supporting the Range of Learners A Story Problem with an Unknown Change Daily Practice note Students solve a story problem that involves an unknown change. Solve the problem. Show your work. Some students have difficulty making sense of problems with an unknown. They may model each number in the problem but then be unsure of how to proceed. They may combine the numbers in the problem, compare the two numbers, or subtract one from the other without really understanding why they are doing so. Work with these students in a small group, asking them to tell the story in their own words, and to act out what is happening. As in Activity 1, write an equation that represents the problem, and work together to model and solve the problem. Pearson Education 1 1. Rosa has 4 shells in her pail. She finds more shells in the sand. Now she has 6 shells. How many shells did Rosa find in the sand? Session 1.8A DISCUSSION Unit 6 15C Student Activity Book, Unit 6, p. 15C; Resource Masters, C45 INV12_SE01_U6.indd 3 20 Min 6/1/11 5:21 PM class Math Focus Points for Discussion Developing strategies for solving problems with unknown change/start Using numbers and standard notation (+,, =) to record Gather students together to discuss the problems in Activity 2, following the same format as Activity 1. Ask them to help you write an equation that represents what each problem is asking. Then discuss students strategies using cubes, pictures, and notation to model and record solutions. Session Follow-Up Daily Practice Daily Practice: For reinforcement of this unit s content, have students complete Student Activity Book page 15C or C45. Session 1.8A INV12_TE01_U06_S1.8A.indd 67 CC67 6/6/11 12:34 PM

8 Name (page 2 of 2) Solve each problem. Show your work. 3. Sam bought 5 books about animals. He also bought some books about trains. He bought 7 books altogether. How many books about trains did Sam buy? 4. Sam put some books on the top shelf. He put 2 books on the bottom shelf. Now there are 7 books on both shelves. How many books did Sam put on the top shelf? Unit 6 Session 1.8A C44 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

9 Name A Story Problem with an Unknown Change Solve the problem. Show your work. Daily Practice note Students solve a story problem that involves an unknown change. 1. Rosa has 4 shells in her pail. She finds more shells in the sand. Now she has 6 shells. How many shells did Rosa find in the sand? Unit 6 Session 1.8A C45 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

10 Name More (page 1 of 2) Solve each problem. Show your work. 1. There were 6 birds in a tree. Some of the birds flew away. 4 birds were left in the tree. How many birds flew away? 2. Rosa had some stickers. She gave 2 stickers to her friend. Then she had 4 stickers left. How many stickers did Rosa start with? Unit 6 Session 1.8B C46 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

11 Name More (page 2 of 2) Solve each problem. Show your work. 3. Max had 7 pencils in his desk. He gave some of the pencils away. He had 4 pencils left in his desk. How many pencils did Max give away? 4. There were some frogs in a pond. 3 frogs hopped away. There were 4 frogs left in the pond. How many frogs were in the pond at first? Unit 6 Session 1.8B C47 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

12 Name Another Story Problem with an Unknown Change Solve the problem. Show your work. Daily Practice note Students solve a story problem that involves an unknown change. 1. There were 8 balls in the gym. Some balls were put away. There were 5 balls still in the gym. How many balls were put away? Unit 6 Session 1.8B C48 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

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