EXT K-2 Sampler

52 Grade1 ProblemSolvingSteps Lesson 8, 1ETeacherGuide 22 Objective 39, 40, 41: To introduce the first 3 steps in problem solving. Touse cluewords to solve addition and subtractionproblems. ELL Materials: Posterboard (optional) Vocabulary: altogether, in all, howmany left SolvingWordProblems During this activity, the teachermaywrite the first three problem-solving steps on the boardor on a classroomposter. Write the followingproblems on the board: Story1: Pat has 7pennies.He found 2pennies. Howmany pennies does Pat have? Story2: 6 studentswere playingbasketball. Then 3more students came toplay basketball.Howmany students altogether? “Altogether” and “in all” are cluewords that tell you to add. Story3: Youhave 6 cookies. You eat 2 cookies. Howmany cookies do youhave left? Story4: There are 10 students in the library. There are 15books. Then 5 students leave.How many students are left? “Howmany left” is a clue phrase that tells you to subtract. Refer to the first problem. We are going to find the steps youuse to solvewordproblems.What is the first thing youmust do to solve aword problem? (Read the problem.) Youmust read the problem andbe sure youunderstand it.Agood way to see if youunderstand aproblem is to try to retell theproblem in your ownwords. Ask a volunteer to read the first story aloud. Thenhave students retell the story to a partner. Write: Step 1. Read andunderstand. What is thenext thing youmust do? (Find the question. Find the facts.) Write: Step2. Find thequestionandneeded facts. Aska student tounderline thequestionandcircle each fact. Is each circled fact related to thequestion? (yes) If you find a fact that is not related, cross it out. What is thenext thing youmust do? (Decide to addor subtract.) Write: Step 3. Decide on a process. What process shouldweuse to solve the first problem?Howdo youknow? (Addition, because pennies are beingput together) Write anumber sentenceon yourpaper for story 1.Use ablankor box for theunknown answer and an equal sign to complete anumber sentence. (7 � 2 � __or 7+ 2= ). Repeat the questions for stories 2, 3, and 4. In story 3, students shoulddecide on subtraction because anumber is taken away in each instance. In story 4, ask if each fact is related to the question. Studentswill see that one fact (15books) is not related to the question. Direct attention to the footsteps at the topof the page. Ask a student to read the steps aloud. Read the examples together. Write a “+”or “–” in eachbox and the answer on theblank. Read the directions for problems 1–4 together. Have students solve the problems alone orwith a partner. Skill Builders 28-7, 28-8, 39-2, 39-3, 40-1, 41-1 22 ©Math TeachersPress, Inc.Reproduction by anymeans is strictly prohibited. ProblemSolvingSteps Three birds are at the fountain. Four birds join them. Howmany altogether? Read. Circle the question. Underline the facts. Write a number sentence. 1. John had 2 baseball cards. He bought 6more. Howmany altogether? 2. Maria had 9 balloons. Six balloons broke. Howmany balloons does she have left? Seven birds are at the fountain. Three fly away. Howmany are left? 3 4 = _____ = ___ 7 3 = _____ Putting numbers together is addition. “Altogether” is a clue word. = ___ ___ ___ 3. Kim had 5 tickets. Her mother gave her 2more. Howmany tickets does Kim have now? 4 . Pedro had 8monster cards. He gave 3 to his friend. Howmany cards does Pedro have now? = ___ ___ ___ = ___ ___ ___ Taking a number apart is subtraction. “Howmany are left” are clue words. Findquestion andneeded facts. 2. Decideon aprocess. 3. Readand understand. 1. + 8 – – + + – 7 9 5 8 4 3 7 5 6 2 3 1.OA.1