ALEX Learning Activity

  

Solving Real World Measurement Problems

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Jennifer Towles
System:College/University
School:University of Montevallo
  General Activity Information  
Activity ID: 2663
Title:
Solving Real World Measurement Problems
Digital Tool/Resource:
Google Slides Presentation: Elaborate: Real World Measurement Problems
Web Address – URL:
Overview:

In this elaborate activity, students will independently solve metric measurement word problems involving length. The students will combine the same length (10 cm.) multiple times. Students will use strategies based on place value and the properties of operation to add within 1,000. The students will use drawings or equations to explain their strategy.

This activity was created as a result of the ALEX Resource Development Summit.

  Associated Standards and Objectives  
Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 2
12. Add and subtract within 1000 using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method.

a. Explain that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • add and subtract within 1000.
  • explain their reasoning using concrete models or drawings, or using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
  • relate the strategy used to a written method (symbolic and numeric recording of the steps used).
Teacher Vocabulary:
  • Compose
  • Decompose
Knowledge:
Students know:
  • how to count to 1,000.
  • how to identify hundreds, tens, and ones.
  • how to compose numbers.
  • how to decompose two digit numbers.
  • how to record strategies for solving addition and subtraction problems.
Skills:
Students are able to:
  • add and subtract within 1000.
  • model addition problems using visual models.
  • record strategies for solving addition problems.
  • communicate the relationship between models and symbolic (numeric) representations.
Understanding:
Students understand that:
  • relationships between models of addition/subtraction problems and written strategies of those models can be used to justify solutions.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.2.12.1: Define regrouping, total, sum, difference and solve.
M.2.12.2: Add and subtract two two-digit numbers with and without regrouping.
M.2.12.3: Determine the value of the number in the ones, tens, hundreds and thousands place using concrete models or drawings and strategies based on place value.
M.2.12.4: Match the number in the ones, tens, hundreds and thousands position to a pictorial representation or manipulative of the value.
M.2.12.5: Model written method for recording horizontal and vertical addition and subtraction problems.
M.2.12.6: Represent two- and three-digit numbers with multiple models.
Examples: models—base ten blocks, number lines, linking cubes, straw bundles.
M.2.12.7: Recall single-digit addition and subtraction facts.
M.2.12.8: Add and subtract within 20, e.g., by using objects or drawings to represent the problem.

Prior Knowledge Skills:
  • Notice same/different and some/all.
  • Recognize numerals from 1-50.
  • Add one to a set of objects (up to 10 objects).
  • Given small groups of objects, create larger groups by combining the small groups.
  • Understand ten and 1 (ten 1's =10).
  • Put together two small groups of objects to create a larger group.
  • Subtract one from a set of objects (up to 10 objects).
  • Given a group of objects (20 or less), divide the group into smaller groups in various ways.
  • Take away objects from a large group to create two smaller groups.
  • Understand number words.
  • Establish one-to-one correspondence between numbers and objects when given a picture a drawing or objects.
  • Rote count to 10.
  • Understand amount words, such as more, less, and another.
  • Begin to understand that parts of an object can make a whole.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.10 Using vocalization, sign language, augmentative communication, or assistive technology, identify the meaning of the + sign (add, plus, put together) and the sign (subtract, take away, take from) and the = sign (equal, the same as); compose and decompose numbers up to 20 using objects, pictures, drawings, or numbers.


Mathematics
MA2019 (2019)
Grade: 2
21. Use addition and subtraction within 100 to solve word problems involving same units of length, representing the problem with drawings (such as drawings of rulers) and/or equations with a symbol for the unknown number.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • use concrete models and/or pictures to make sense of a word problem.
  • write an equation with a symbol for the unknown in the problem.
  • explain verbally how the problem was solved.
Teacher Vocabulary:
  • Units of length
  • Drawings
  • Equations
  • Symbol
Knowledge:
Students know:
  • Students know strategies for solving addition and subtraction word problems involving length.
Skills:
Students are able to:
  • represent quantities and operations physically, pictorially, or symbolically.
  • strategically use a variety of representations to solve problems with all addition and subtraction contexts.
  • use symbols to represent unknown quantities in equations.
Understanding:
Students understand that:
  • that they can apply the concept of length to solve addition and subtraction word problems for numbers within 100.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.2.21.1: Solve one-step addition and subtraction word problems with an unknown by using drawings and equations with a symbol for the unknown number to represent the problem.
Examples: question mark, blank, box, or letter.
M.2.21.2: Demonstrate the understanding of terms in addition and subtraction word problems involving length.
Examples: adding to, taking from, putting together, taking apart, sum, difference, all together, how many more, how many are left, in all, inches, feet, yards, longer, shorter, nearer, farther, closer.
M.2.21.3: Locate the unknown number regardless of position.
M.2.21.4: Add and subtract within 50, e.g., by using objects or drawings to represent the problem.
M.2.21.5: Model writing equations from word problems.
M.2.21.6: Apply signs +, -, = to actions of joining and separating sets.
M.2.21.7: Identify units of measurement for length.
Examples: inches, feet, yard; centimeter, meters.

Prior Knowledge Skills:
  • Establish one-to-one correspondence between numbers and objects.
  • Point to matching or similar objects.
  • Add and subtract numbers within 20 using objects, pictures and fingers.
  • Pair "taking away" with subtraction.
  • Take a smaller set out of a larger set.
  • Pair putting together with adding.
  • Combine two sets to make a larger set up to twenty.
  • Count items in a set up to twenty.
  • Using counting, find one less than a number 2 through 20.
  • Using counting, find one more than a number 1 through 20.
  • Understand +, -, = and what they represent.
  • Define more, less, length, width, weight and height.
  • Use vocabulary related to length, width, weight and height.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.21 Increase or decrease length by adding or subtracting nonstandard unit(s).


Learning Objectives:

The students will make sense of a problem and persevere in solving it.

The students will solve real-world metric measurement word problems involving length.

The students will use strategies based on place value and the properties of operation to add.

  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

  1.  Open and download Google Slides Presentation: Real-World Measurement Problems
  2. The teacher will tell the students they are going to explore measurement a little further (Slide 2).
  3. The teacher and the students will read the learning targets together (Slide 3).

  4. The teacher and students will read the problem together. The students should estimate the number of centimeters needed prior to beginning their computation. The teacher can leave the slide posted and allow the students to solve the problem independently in their journal or the teacher will distribute a task activity sheet. The task activity sheet scaffolds students to organize the information from the problem before they attempt to solve the problem. Some students will be able to do this mentally. Other students will need to record the information from the text of the problem and the picture part of the problem. This allows the students to synthesize all of the information prior to beginning the computation part of the problem (Slide 4).

  5. Choose three students to share. The lowest level shares first. The highest level shares last. The complexity of strategy may vary due to skill level or the time of the school year, so each teacher will have to look at their individual class to rank strategy complexity to determine what is the lowest level and what is the highest level. Typically, the lowest level strategy involves counting on 10 each time. The middle-level strategy will involve using strategies based on place value. The students will use a base-ten model or a number line to keep track of their count (counting strategy). The highest level strategy will involve using strategies based on place value without the use of a base-ten model or number line to keep track of the count (additive strategy). Use the student work sort organizer to evaluate student work and determine the next steps. The additive framework may be helpful when evaluating work (Slide 5).

Assessment Strategies:

The teacher will use the student work sort organizer to evaluate student work and determine the next steps.

The additive framework may be helpful when evaluating work.


Advanced Preparation:

  1. Open and download Google Slides Presentation: Elaborate: Real-World Measurement Problems.
  2. If the students are not solving the problem in a math journal, print copies of the task activity sheet for each student.
  3. Print student work sort organizer.
Variation Tips (optional):

To differentiate the task, allow students to solve for only one shelf. 

Allowing students to work work with a partner to provide scaffolding, if needed.

Notes or Recommendations (optional):

ALCOS 2019

2.12.) Add and subtract within 1000 using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method.

a. Explain that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

2.21). Use addition and subtraction within 100 to solve word problems involving the same units of length, representing the problem with drawings (such as drawings of rulers) and/or equations with a symbol for the unknown number.

  Keywords and Search Tags  
Keywords and Search Tags: adding with 100, centimeters, measurement, Measurement word problems, metric measurement, multiple addends