EXT K-2 Sampler

46 ProblemSolving: ActingOutaProblem Objective 26, 39: To act out additionproblems. To developunderstanding of addition as combining or puttingnumbers together. Todrawpictures andwrite number sentences involving addition. PD Materials: Index cards Vocabulary: addition, plus sign (+) Acting out aProblem Todaywewill act out aproblem.Actingout a problem is oneof thebestways tounderstand a problem. Name 2 students and ask them to stand at the door. Name 3 students and ask eachof them to standby awindow. Then ask the students to all come together at the desk. Howmany students are at the desk? (5) Coach a volunteer todescribe the action. (Two students stood at the door, three students stoodby thewindow. The students came together at the desk and therewere five of them.) Tohelp studentswrite anumber sentence for the problem, the followingquestions shouldbe asked. Can you thinkofwords todescribe the action in theproblems? (puttingnumbers together, joining, combining) Problems that combineor put things together are called additionproblems.Weuse a special sign called theplus sign to show addition. Write on the board: 2 � 3 5 Students enjoy acting out problems. Repeat this activitywhenever possible, using other students, different numbers, andother stories. Recording theProblem After students have actedout anddescribed the problem in their ownwords, ask students todraw a picture of the problem. 1. Let’s draw apictureofwhat happened at the beginningof theproblem. 2.Nowdraw a linebelow your first drawing, and apictureofwhat happened at the endof theproblem. When you see aproblem like this, think about theproblemswe actedout tohelp you remember what additionmeans. Have students bring 4mathbooks and then 2 mathbooks to a table. Howmanybooks areon the front table? (6) Write anumber sentence for the problem. (4 � 2 � 6) Have students act out and record the correct sentence for eachproblem. They should then read anddescribe the action for eachproblem in their ownwords. MakingupStories Write an addition fact to 10on separate index cards, one for each student, e.g., 5 � 2 � 7. Have studentswrite awordproblembasedon the fact on the backof their index card. Share theword problemswith the class. This activitywill help students understand the basic structure of awordproblem. The best problems may be saved in a class file. Emphasize that aword problemmust have at least two facts and a question. The two facts are the numbers that are added together. The question tells you themainpoint of thewordproblem. Save problems for sharing later. 8 ©Math TeachersPress, Inc.Reproduction by anymeans is strictly prohibited. Howmany altogether? 3 students are at the table. 1 student is at the bookcase. Howmany altogether? 2 students are at the door. 2 students are at the table. Howmany altogether? 4 students are at the table. 1 student is at the bookcase. Howmany altogether? 1 student is at the door. 3 students are at the table. Howmany altogether? 2 students are at thewindow. 4 students are at the bookcase. Howmany altogether? + + + + + ProblemSolving: ActingOut aProblem 4 4 4 1 5 1 3 4 2 4 6 Lesson 4, 1ETeacherGuide 8 1.OA.1, 1.NBT.4 “Decades of research indicates by themiddle of first grade, students ability toquickly retrieve addition facts is critical for further success.” —Geary, D.C. 2004 et al Journal of Learning Disabilities First-Grade Predictors of Mathematical Learning Disabilities Grade1