Extension Task Resource Sheet Page 1 of 2. Teacher s Helper

Transcription

1 Extension Task Resource Sheet Page 1 of 2 Teacher s Helper Activity 1 Your teacher is creating a math test and needs your help! Help your teacher by writing a story problem to be solved. The answer to the problem must be 13.

2 Extension Task Resource Sheet Page 2 of 2 Activity 2 Write a story problem that would have the same answer but a different action.

3 Extension Task Teacher Notes Page 1 of 2 Teacher s Helper Overview: Students will make sense of and develop strategies to solve addition and subtraction problems with totals up to 20. Students will use manipulatives, drawings, tools, and notation to show strategies and solutions. Common Core State Standards Alignment: 1.OA.1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 1.OA.3: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) Examples: If = 11 is known, then = 11 is also known. (Commutative property of addition) To add , the second two numbers can be added to make a ten, so = , which equals 12. (Associative property of addition.) 1.OA.6: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on, making ten (e.g = , which leads to = 14); decomposing a number leading to a ten (e.g., 13 4 = , which leads to 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = , which equals 13). Standards for Mathematical Practices: X 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others X 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. X 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

4 Extension Task Teacher Notes Page 2 of 2 Materials: Extension Task Resource Sheet Variety of manipulatives Recording paper Activity Teacher Notes Sample Questions Observing Students at Work 1 & 2 Read the task to the students if necessary. What is the action in your story problem? Do students begin by choosing an operation or do they begin by Provide students a choice of What were your steps in creating writing a story? manipulatives in order to complete your story problem? Do students use a known the task. Why did you do first? combination to figure out their Have students work collaboratively How do you think your friends will addends? to create and/or solve other students story problems. solve your problem? Do students show persistence in creating a story problem? Use student generated problems Do students recognize patterns? with partners, or for possible Do students use manipulatives? homework and future classroom assignments. Do students include the elements of story problems? Reference the Story Problem Routine. Note that the complexity of the task can be increased by changing the given number. Have resources available to help students generate ideas (i.e., action/noun word cards, objects, picture dictionaries).

5 Assessment Checklist: Teacher s Helper Student Do students begin by choosing an operation or do they begin by writing a story? Do students use a known combination to figure out their addends? Do students show persistence in creating a story problem? Do students recognize patterns? Do students use manipulatives? Do students include the elements of story problems? Extension Task Checklist