A Learning Activity is a strategy a teacher chooses to actively
engage students in learning a concept or skill using a digital tool/resource.
You may save this Learning Activity to your hard drive as an .html file by
selecting “File”,then “Save As” from your browser’s
pull down menu. The file name extension must be .html.
The teacher and the students will read the learning targets together. "I can make sense of a problem and persevere to solve it. I can use strategies based on place value, the properties of operation, and the relationship between addition and subtraction to add and subtract within 1,000. I can record my strategy on a number line drawing." (Slide 2)
The teacher will ask the students to close their eyes and visualize the action in the story as he or she reads the word problem on the bottom of the page (magnitude within 25). The picture of the sheet is hyperlinked to the actual sheet. The teacher will distribute the word problem sheet. The students and the teacher will read the problem together. The three problems are the same except for the magnitude of the number. This is a parallel task. It provides natural differentiation. By allowing the students to choose which problem they want to solve, the teacher is helping to lower any math anxiety the students may have. For students who need it, provide them with a beaded or paper number line or a 1 to 1,000 chart (Slide 3).
The teacher will ask the following questions, “In this problem, are we:
Comparing two things to determine how much more of or less of there is?"
Taking some away from a given quantity?"
Adding some to a given quantity?"
Putting two quantities together?"
The students will turn and tell a friend what they think. The teacher will ask students to share their answers along with evidence from the problem that supports their thinking (Slide 4).
The teacher will read the directions to the students (Slide 5).
There are 3 problems on the page. Choose at least one to solve.
Write an equation.
Show your strategy on the number line.
If you finish early, try the same or a different strategy on another problem. Allow the students to work for 10 - 20 minutes.
The teacher will choose 3 students to share. Choose a lower level strategy, a middle strategy, and a higher-level strategy. See Subtraction Framework for strategy levels. These will vary by class. Students in second grade should be operating between early transitional and early additive. It does not matter which problem the students solved because they are the same problem except for the magnitude of the number. The same strategies will work for all three problems. After sharing, the teacher will collect the student work and use the Student Work Sort Organizer to help determine the next instructional steps.
Assessment Strategies:
The teacher will collect the student work and use the Student Work Sort Organizer to help determine the next instructional steps.
Print the word problem sheet for each student. You may use it as a digital worksheet if you post a copy to your Learning Management System (Classroom, Schoology, etc.) and have the student use Google Drawings or an online number line to complete.
You may use the word problem sheet as a digital worksheet if you post a copy to your Learning Management System (Classroom, Schoology, etc.) and have the student use Google Drawings or an online number line to complete the task.
Notes or Recommendations (optional):
2019 ALCOS
ALCOS 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.
Keywords and Search Tags:
Model, Number Line, Strategies, Subtracting within 1000, Subtraction, Word Problems