ALEX Learning Activity

  

Solving Word Problems Within 1,000

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: 2667
Title:
Solving Word Problems Within 1,000
Digital Tool/Resource:
Solving Word Problems Within 1,000 Google Slides Presentation
Web Address – URL:
Overview:

This activity requires students to solve a subtraction problem within 1,000, then show their computation strategy on a number line. The activity includes a parallel task. The parallel task uses the same word problem with different number magnitudes (within 1,000, within 100, and within 25). The students will be allowed to choose the word problem with the magnitude level with which they are most comfortable.

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.


Learning Objectives:

The student will make sense of a problem and persevere to solve it.

The student will use strategies based on place value, properties of operation, and the relationship between addition and subtraction to add or subtract within 1,000

The student will record their strategy on a number line drawing.

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

  1. The teacher will download Solving Word Problems Within 1,000 Google Slides Presentation.
  2. 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)
  3. 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).

  4. 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).

  5. 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.

  6. 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.


Advanced Preparation:

  1. The teacher will download Solving Word Problems Within 1,000 Google Slides Presentation.
  2. 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.
  3. If needed, gather beaded or printable number lines for students to use. Students may also use the 1 -1,000 charts. Print as many as needed.
  4. Print one copy of the Student Work Sort Organizer.
Variation Tips (optional):

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  
Keywords and Search Tags: Model, Number Line, Strategies, Subtracting within 1000, Subtraction, Word Problems