We know a good story has a problem and solution. As a reader,
we have to become a detective to figure out the problem, find and
use important clues to help us solve the problem. Today you are
going to put on your detective cap in math. THATS RIGHT MATH! We
will be solving number stories. Turn and Talk to you to your
partners and share what you think a numbers story is.
Slide 5
A number story is a story that has numbers. Just like the books
we read in class, there is a problem. It is your job to find
important numbers in the story to help you answer the
question.
Slide 6
Jim has 5 notebooks and 3 pencils in his desk. How many items
does Jim have in his desk? Remember: We are detectives, are there
any clues in our story that can help us figure out how many items
are in Jims desk?
Slide 7
What operation did you use? Which is the correct equation? 5 +
3= 5 3 =
Slide 8
Anticipated Strategies: Highlight problem Highlight important
clue numbers Use counters to represent items Draw pictures Use
fingers Start with the number of notebooks (5) on the 100s chart,
then count up the number of pencils(3). Take forward hops on the
number line
Slide 9
Slide 10
2 books 3 books 2 + 3 = 5 Kim has read 5 books so far.
Slide 11
Solve: Sam had 6 pennies in his piggy bank. His mother gave him
4 more. How many pennies does Sam have now? Monas dog had 3
puppies. How many dogs does Mona have now? Sarah is a 1 st grade
student. She is 6 years old. Her teacher gives her 1 sticker at the
end of the day. Last week, Sarah got a sticker on Monday, Tuesday,
and Thursday. How many stickers did Sarah get last week? Extension:
When your group is done look at the center chart to see which math
activity you can work on next.
Slide 12
Frank caught 7 fish last Saturday. He had to throw 6 fish back
because they were too small. How many fish did Frank bring home
that day?
Slide 13
What operation did you use? Which is the correct equation?
7+6=7-6=
Slide 14
Anticipated Strategies: Highlight problem Highlight important
clue numbers Use counters to represent items Draw pictures Use
fingers Start with the number of notebooks (5) on the 100s chart,
then count up the number of pencils(3). Take forward hops on the
number line Crossing out Put fingers down Start with the number of
fish (7) on the 100s chart, then count back the number of small
fish (6) Take backward hops on the number line
Slide 15
Slide 16
8 books 3 books 8 -3= 5 Micheal read 5 more books than
Brandon.
Slide 17
Solve: Gina found 3 pennies on her walk home Monday morning.
She lost 1 penny on the way home. How many pennies did Gina bring
home? Nick had 12 apples. He gave 2 apples to his sister and 3
apples to his friend. How many apples does Nick have left? Jim has
10 baseball cards today. Yesterday we was given 4 cards for his
birthday. How many baseball cards did Jim have before his birthday?
Extension: When you groups is done look at the center chart to see
which math activity you can work on next.
Slide 18
THE EDOUARD DISCOUNT STORE!!
Slide 19
The store manager will oversee the station and read the problem
on the index card. The buyer will go on the shelve to grab the
items. The cashier will calculate purchase and, if necessary, make
change. The recorder will write the equation used to solve each
problem. Then you will rotate roles until you solved all 4
problems, so everyone gets a fair chance.
Slide 20
Pencil- Markers- 2+1+1= 4 Jesse spent $4 at the store. $2
$1
Slide 21
Peter has $ 16 in his piggy bank. He takes $2 each day for
school. How much money does Peter have left in his piggy bank on
Friday? How do you know ?
Slide 22
Turn and turn talk to the people in you group about the
strategies you used to solve this problem. Create a poster of
strategies you would like the share with the class. Be ready to
share your thinking! Gallery walk- Walk around with your group to
look at the different posters. Write comments or questions that are
helpful on a post-it and place it on the poster.
Slide 23
REVISING
Slide 24
Revising Posters Read the post-its As a group, discuss which
post-its were useful and you will think about Use these post-it to
make the changes on your poster Do not erase! Cross out neatly, you
might change your mind later. Wait for permission to create a
second draft. Think about what each person is going to share in the
Math CongressMath Congress
Slide 25
Math Congress Math Congress This is more than a whole-group
share. The math congress is a meeting in which children communicate
their ideas, solutions, problems, proofs, and conjectures to each
other. The teacher plays a facilitative role allowing students to
discuss their strategies and correct their our thinking by means of
questions. Students will learn to defend their ideas or challenge
those of others. Teacher will consider which ideas deserve
discussion. Whether there a possible order that will serve as a
scaffold to learning.
Slide 26
In this units students will solve number stories. It is
important for students to express their thought process and ideas
when solving number stories. Students will be encouraged to use a
variety of solution strategies, such as: concrete, pictorial, and
verbal. Students will also use equations as a representation of
solution strategies. As an ongoing practice, students will continue
to work on computation skills and deepen their understanding of
money.
Slide 27
Students will build new mathematical knowledge through problem
solving. 1.PS.1 Explore, examine, and make observations about a
social problem or mathematical situation 1.PS.2 Interpret
information correctly, identify the problem, and generate possible
solutions Students will solve problems that arise in mathematics
and in other contexts. 1.PS.3 Act out or model with manipulatives
activities involving mathematical content from literature and/or
story telling 1.PS.4 Formulate problems and solutions from everyday
situations (e.g., counting the number of children in the class or
using the calendar to teach counting) Students will apply and adapt
a variety of appropriate strategies to solve problems. 1.PS.5 Use
informal counting strategies to find solutions 1.PS.6 Experience
teacher-directed questioning process to understand problems 1.PS.7
Compare and discuss ideas for solving a problem with teacher and/or
students to justify their thinking 1.PS.8 Use manipulatives (e.g.,
tiles, blocks) to model the action in problems 1.PS.9 Use
drawings/pictures to model the action in problems Students will
monitor and reflect on the process of mathematical problem solving.
1.PS.10 Explain to others how a problem was solved, giving
strategies and justifications
Survey Survey Informal- While students are working
independently or in groups using RSA Formal- Unit ExamUnit
Exam
Slide 30
Max Adventure Counting Fun Ice Cream Shop Money Rocks Elmo
Counting Coins Telling and solving number stories with a partner
(Flip two cards from a deck. Using the numbers create a number
story. Solve your partners problem). Number Story Starters fill in
the blank to complete the problem, then solve. ACTION!!Create a
numbers story with your group. Act out the story using the
operation card. Rehearse and record your story on the video camera.
Videos will be uploaded on class Wiki.
