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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The teacher will tell the students they are going to explore measurement a little further (Slide 2).
The teacher and the students will read the learning targets together (Slide 3).
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).
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).
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:
adding with 100, centimeters, measurement, Measurement word problems, metric measurement, multiple addends