Addition Number Stories

Addition Number Stories  Objective To guide children as they make up, represent, and solve addition number stories. s www.everydaymathonline.com ...
Author: Eric McKinney
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Addition Number Stories



Objective To guide children as they make up, represent, and solve addition number stories. s

www.everydaymathonline.com

ePresentations

eToolkit

Algorithms Practice

EM Facts Workshop Game™

Teaching the Lesson

Family Letters

Assessment Management

Common Core State Standards

Ongoing Learning & Practice

Key Concepts and Skills

Completing Number-Grid Puzzles

• Solve number stories involving addition. 

Math Journal 1, p. 22 Children receive additional practice completing number-grid puzzles, which were first introduced in Lesson 1-9.

[Operations and Computation Goal 1]

• Write number stories that involve parts-and-total and change situations.  [Operations and Computation Goal 4]

• Write number models to summarize number stories.  [Patterns, Functions, and Algebra Goal 2]

Curriculum Focal Points

Differentiation Options READINESS

Joining Objects

Math Boxes 2 1

slate  10 counters or a collection of small objects  stick or strip of paper Children solve addition number stories using a concrete model.

Math Journal 1, p. 23 Children practice and maintain skills through Math Box problems.

Making a Number Stories Bulletin Board or Book



Key Activities

Home Link 2 1

Children review the need for labels to put numbers in context. They make up and solve addition number stories.

Math Masters, p. 25 Children practice and maintain skills through Home Link activities.



ENRICHMENT

Math Masters, p. 419 Children write addition number stories and create a bulletin board or book to display their stories.

Ongoing Assessment: Informing Instruction See page 96. Ongoing Assessment: Recognizing Student Achievement Use journal page 21.  [Operations and Computation Goal 4]

Key Vocabulary addition number story  label  unit box  number model

Materials Math Journal 1, p. 21

Advance Preparation For a mathematics and literacy connection, obtain copies of Math for All Seasons by Gregory Tang (Scholastic Inc., 2005) and Mission: Addition by Loreen Leedy (Holiday House, 1999).

Teacher’s Reference Manual, Grades 1–3 pp. 85–90, 225–227

94

Unit 2

Addition and Subtraction Facts

Interactive Teacher’s Lesson Guide

Mathematical Practices

SMP1, SMP2, SMP3, SMP4, SMP5, SMP7

Getting Started

Content Standards

2.OA.1, 2.NBT.8, 2.MD.6

Mental Math and Reflexes

Math Message

Pose simple distances on the number grid problems. Suggestions: How many spaces from:

5 children are skating.

21 to 31? 10 17 to 27? 10

37 to 42? 5 35 to 64? 29

53 to 41? 12 134 to 146? 12

1 Teaching the Lesson

 Math Message Follow-Up

8 children are playing ball. How many children in all? 13

NOTE Remember to reserve time every

WHOLE-CLASS ACTIVITY ELL

day to complete the number-line (Number of School Days), attendance, calendar, temperature, and weather daily routines. See Daily Routines on page xxxv of this book and Teacher ’s Reference Manual, pages 41–49.

Ask children to share their strategies for answering the question. Children may count on their fingers, make tallies for 5 and 8 and count them, or add 5 and 8 mentally and announce the total. Write “5 children + 8 children = 13 children” under the Math Message and say that this is one way to show an addition number story. Discuss the idea that numbers almost always occur in context and have a label. Labels can be the name of a thing (for example, books) or a measurement unit (for example, hours). The word label can be used as a verb when we ask children to “label their answers” and as a noun when we refer to the “label on a can.” To support English language learners, discuss these subtle differences. Talk about writing a label for the numbers in the story in a unit box so you won’t have to repeat the label. Using a unit box, the Math Message story can be shown this way: 5 + 8 = 13. Mention that 5 + 8 = 13 is called a number model for the story.

 Making Up and Solving

Addition Number Stories

Interactive whiteboard-ready ePresentations are available at www.everydaymathonline.com to help you teach the lesson.

2 ways to show a number story. One way: 5 children + 8 children = 13 children Another way:

Unit

children 5 + 8 = 13

WHOLE-CLASS ACTIVITY SOLVING

Ask children to make up addition number stories. Do the following for several stories: 1. Write the story on the board, or draw a picture to represent the story. 2. Draw an empty unit box under the story. 3. Have children write a label in the unit box and share how they would answer the question in the story. 4. Ask a volunteer to write a number model for the story.

NOTE Everyday Mathematics approaches addition and subtraction by exploring these operations in situations in which they are used. Most instances of addition and subtraction can be categorized as parts-and-total, change, or comparison situations. Change situations come in two types: change-to-more and change-to-less. Change-to-more is also known as “adding to” and change-to-less can also be understood as “taking from.” Parts-and-total situations are also known as “putting together” or “taking apart” situations. Children are not expected to categorize number stories in these terms at this time. Later lessons will include practice with all types of situations. Read more about addition and subtraction situations in the Teacher’s Reference Manual, pages 84–89.

Lesson 2 1 

95

Most of the stories children make up will probably belong in one of these two categories:

Ongoing Assessment: Informing Instruction Watch for children who put a number in the unit box. Daily use of a unit box during math time will give children practice with this skill. Assign a child each day to decide what the unit for the day will be. Children can choose to use the classroom unit or pick their own.

Parts-and-Total Two or more separate parts are known. Find the total. For example: Beth has 7 dollars. Joe has 6 dollars. How many dollars do they have in all? Change-to-More Start with a number of things. Increase the number of things. Find how many things there are now. For example: Beth has 7 dollars. Joe gives her 6 dollars. How many dollars does she have now?

 Writing Number Stories

INDEPENDENT ACTIVITY

(Math Journal 1, p. 21)

NOTE While the focus of this lesson is on addition number stories, some children may write number stories for the picture that involve subtraction.

PROBLEM PRO PR P RO R OBL BLE B LE L LEM EM SO S SOLVING OL O LV VIN IN ING

Children continue to make up and solve an addition number story by completing the journal page.

Examples: Parts-and-Total Stories

Student Page Date

Time

LESSON

Number Stories

21 





7 ducks are swimming. 5 ducks are on the grass. How many ducks are there in all? 12 ducks; 7 + 5 = 12



6 children are sitting. 3 children are walking. How many children are there in all? 9 children; 6 + 3 = 9

Change-to-More Stories ●

7 ducks are swimming. 5 ducks enter the pond. How many ducks are swimming now? 12 ducks; 7 + 5 = 12



6 children are sitting. 3 children who were walking sit down. How many children are sitting now? 9 children; 6 + 3 = 9

Write an addition number story about what you see in the picture. Write a label in the unit box. Find the answer. Write a number model. Example: 7 ducks in the water. 5 ducks in the grass. How many ducks in all? Answer the question: Number model:

7

12 ducks (unit)

+

5

=

12

Sample answer: 6 children sitting. 3 children walking. How many children in all?

Story:

Answer the question:

Adjusting the Activity

Unit ducks

Unit children

A U D I T O R Y

9 children (unit)

Number model:

6

+

3

=

9

Math Journal 1, p. 21 EM3cuG2MJ1_U02_21_52.indd 21

96

Unit 2 Addition and Subtraction Facts

Have children represent their story using pictures or tallies, for example, ////\ / sitting. /// standing. How many in all? 9 Provide tools such as the number grid or number line to help solve the problem.

21 1/7/11 12:31 PM



K I N E S T H E T I C



T A C T I L E



V I S U A L

Student Page Date

Time

LESSON

Algebraic Thinking Number-grid puzzles were introduced in Lesson 1-8.

380

360

378

367 365

345 343

361

371

332

362

373

353

374 375

356

357

347

358

349

338 335 333

336

56 54

55 32

43

33

34 23

14 22

52

351

PROBLEM PRO PR P RO R OBL BLE B LE L LEM EM SO S SOLVING OL O LV VIN IIN NG

41

(Math Journal 1, p. 22)

12

INDEPENDENT ACTIVITY

11

 Completing Number-Grid Puzzles

Complete the number-grid puzzles.

15

25

46

[Operations and Computation Goal 4]

51

17

58

28

Use journal page 21 to assess children’s ability to write number stories. Children are making adequate progress if they are able to write a number story that matches the picture, write a number model to represent their story, and solve the number story. Some children may be able to identify their story as a parts-and-total or change-to-more number story.

2 Ongoing Learning & Practice

60

50 39



21

37

Journal page 21

20

Ongoing Assessment: Recognizing Student Achievement

Number-Grid Puzzles



Math Journal 1, p. 22 EM3cuG2MJ1_U02_21_52.indd 22

1/7/11 12:31 PM

If children are able to complete the first grid but not the second, tell them to ignore the digits in the hundreds place for the numbers in the second grid. Guide children by saying the following: ●

What number comes after 332?



Ignore the hundreds. Which number comes after 32? (Write 33 in the next space on the grid.)



Now remember the hundreds place and write 3 in front of the 33.



The number that comes after 332 is 333.

Student Page Date

Time

LESSON 

Provide additional clues for filling in the number-grid puzzles by filling in several of the blue cells. Children can also use their calculators to find 1 more, 1 less, 10 more, and 10 less. A U D I T O R Y



K I N E S T H E T I C

Math Boxes

21

Adjusting the Activity



T A C T I L E



V I S U A L

1. Six apples are red. Five

2. Use your calculator.

apples are green. How many apples in all?

Unit

11 6 + 5 = 11

4. Use < or >.

3. Fill in the blanks.

 Math Boxes 2 1 

82 , 81, 80 , 79 , 78

INDEPENDENT ACTIVITY

4+5 12

(Math Journal 1, p. 23)

Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 2-3. The skill in Problem 6 previews Unit 3 content.

.

Sample answers: 9+5 3+3+3+3+2

apples

Number Model

83,

Show 14. Broken key is Show 2 ways:

5. Write the time.




10

7+4

15

8 + Answers

6+7

>

vary.

15 - 4

9

6. How much money? Fill in the

circle next to the best answer. 11 10

12

1

9

6

:

2 3

8

7

0

6

5

4

0 80

A $2.40

B $11.45

C $11.40

D $2.45

23

Math Journal 1, p. 23 21_52_EMCS_S_MJ1_G2_UO2_576345.indd 23

4/20/11 9:27 AM

Lesson 2 1 

97

Home Link Master Name

Date

HOME LINK

21 䉬

Family Note

 Home Link 2 1

Time



Addition Number Stories Before beginning this Home Link, review the vocabulary from the Unit 2 Family Letter with your child: number story, label, unit box, and number model. Encourage your child to make up and solve number stories and to write number models for the stories. Stress that the answer to the question makes more sense if it has a label. 108

Please return this Home Link to school tomorrow.

1. Tell someone at home what you know about number

Unit

stories, labels, unit boxes, and number models. Write an addition number story for the picture. Write the answer and a number model.

lions

Sample answer: 6 lions are babies. 8 lions are adults. How many lions are in the picture? Answer the question: 14 lions Story:

(unit)

Number Model:

6



8



INDEPENDENT ACTIVITY

(Math Masters, p. 25)

Home Connection Since the vocabulary in today’s lesson consists of terms that will be used throughout the year, it is important to share their meanings with children’s families. Home Link 2-1 suggests that children explain these terms to someone at home. The Unit 2 Family Letter explains the terms.

3 Differentiation Options

14

Practice 2. 6  2  4.

8

4 3

3. 11  7  5.

18

READINESS

10 6

 Joining Objects

16

7

5–15 Min

To provide experience with solving number stories using a concrete model, have children model addition number stories with counters on their slates. Children place dividers in the middle of their slates. Tell a number story. For example, say, “I had 5 shells. Then my mom gave me 3 more.” Children place 5 objects on one side of the divider and 3 objects on the other. Have children remove the divider, combine the two parts and count the number of objects. Ask: How many shells do I now have all together? 8 Repeat with different number stories as needed.

Math Masters, p. 25

ENRICHMENT

 Making a Number Stories Teaching Aid Master Name

SMALL-GROUP ACTIVITY

Date

Time

A Number Story Unit

PARTNER ACTIVITY 15–30 Min

Bulletin Board or Book (Math Masters, p. 419)

To apply children’s understanding of addition number stories, have them make up their own number stories. One partner tells the story and the other partner records the story by drawing pictures, writing words, or both. Partners then reverse roles and repeat the activity. Collect the stories for a bulletin board display or a classroom book. During the next few days, use some of these number stories during Mental Math and Reflexes. As an alternative, children can make their own number stories book. Stories can be laminated and placed in the class library for silent reading time.

Math Masters, p. 419

98

Unit 2 Addition and Subtraction Facts