Learning Activity

Solving Word Problems Within 1,000

Subject Area

Mathematics

Grade(s)

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.

Content Standards

Mathematics (2019) Grade(s): 2

MA19.2.12
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.

Unpacked Content

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.

Interdisciplinary Connections

Phase

After/Explain/Elaborate

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.

Activity Details

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

Acceleration and Intervention

Variation Tips

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.

Background and Preparation

Background / Preparation

The teacher will download Solving Word Problems Within 1,000 Google Slides Presentation.
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.
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.
Print one copy of the Student Work Sort Organizer.

Digital Tools / Resources

https://docs.google.com/presentation/d/19wYOtzAdEnUP-_7ryZwsSdbgi7XlprvFiCyWlDt…

Approved Date

2020-08-05

Author

Owner (Author)

jtowles

Learning Resource Type