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TRANSCRIPT
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Standards for Mathematical Practices
MP 8 Look for and express regularity in repeated reasoning.
MP 1 Make sense of problems and persevere in solving them.
MP 2 Reason abstractly and quantitatively.
MP 3 Construct viable arguments and critique the reasoning of others.
MP 4 Model with mathematics.
MP 5 Use appropriate tools strategically.
MP 6 Attend to precision.
MP 7 Look for and make use of structure.
Click on each standard to bring you to an example of how to meet
this standard within the unit.
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Table of ContentsFacts
Number Stories
Subtraction Facts
Addition Facts
Mixed Addition and Subtraction Facts
Click on a topicto go to that section.
Recall from Memory
Presentation 1
Presentation 2
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Subtraction Facts
Click to return to table of contents
Relationship of Whole to Parts: Subtraction
Subtraction Strategies
More Subtraction Strategies
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Relationship of Whole to Parts:
Subtraction
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Relationship of Whole to Parts:
Subtraction
Click to return to table of contents
Teac
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The purpose of this lesson is for students to reiterate that the equal sign really means "is the same total amount as" (i.e.: learning that equations like 3 = 4 - 1 are true statements and why). They will learn this by taking a
whole number of objects and breaking it into parts and put parts together to make a whole
number of objects.
You will need: - Copies of the Relationship Organizer (1 per
student)- Manipulatives of choice
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We use the PLUS symbol to mean together with.+ -
We use the MINUS symbol to mean take away.
=We use the EQUAL SIGN to mean the same total amount as.
It does NOT always mean "the answer is"!
SymbolsIn the last lesson, we learned that:
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We use the PLUS symbol to mean together with.+ -
We use the MINUS symbol to mean take away.
=We use the EQUAL SIGN to mean the same total amount as.
It does NOT always mean "the answer is"!
SymbolsIn the last lesson, we learned that:
Teac
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[This object is a teacher notes pull tab]
Remind students know that these definitions are only one way to
define these symbols - a way that makes it easier to read number
models/number sentences. Emphasize that there are several
different good ways to define these symbols, and we will come
across them (and discuss when to use each) as time goes on.
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4 - 1 = 3 PartPartWhole
Take away
Is the same total amount as
You have probably seen many problems written like this.
Subtraction
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4 - 1 = 3 PartPartWhole
Take away
Is the same total amount as
You have probably seen many problems written like this.
SubtractionTe
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[This object is a teacher notes pull tab]
Have class read the number sentence aloud ("4 take away 1 is
the same total amount as 3").
Then circle the 3 apples above the number 4 to show that when start with 4 and take 1 away we have 3 apples left -- just like on the other side of the equal sign. There is the same total amount on both sides!
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3 = 4 - 1 Part PartWhole
Is the same total amount as
Take away
You may not have seen as many problems written like this.
Is this problem correct? Can you explain why?
Subtraction
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3 = 4 - 1 Part PartWhole
Is the same total amount as
Take away
You may not have seen as many problems written like this.
Is this problem correct? Can you explain why?
Subtraction
[This object is a teacher notes pull tab]
Have class read the number sentence aloud ("3 is the same total amount as 4 take away 1").
Then circle the three apples above the number 4 (on the right side of the equal sign) to show
that when start with 4 and take 1 away we have 3 apples left -- just like on the left side of the
equal sign. There is the same total amount on both sides!
Next pull the screen to hide the number three (on the left side of the equal sign). Teach students that we can use the strategy of
covering one side of the equal sign (using our hand or a piece of paper) to make the problem
easier to read.
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2 = 6 - 4 Part PartWhole
Is this number sentence true?
Subtraction
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2 = 6 - 4 Part PartWhole
Is this number sentence true?
Subtraction
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Mat
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MP 3 Construct viable arguments and critique the reasoning of others
Have class read the number sentence aloud ("2 is the same total amount as 6
take away 4"). Have students discuss their opinion about this sentence being true or
not. Make sure that they explain their opinion. Ask for volunteers to come to the
board to prove their reasoning with pictures. Then cross out four of the ants above the number 6. Circle the remaining
two to show that there are 2 left -- the same amount on both sides of the equal sign.
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Activity #1Subtraction
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Activity #1SubtractionTe
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Hand out Relationship Organizers (one per student) and manipulatives of choice. Have
students pretend their manipulatives are the mac trucks. Start with 4 manipulatives in the whole
area. Explain that 1 drove to Florida (move to one "part" area) and the rest drove to California (move
to the other "part" area). Ask: What do we have to do to figure out how
many drove to California? Answer: Figure out how many are in the other
part; we can also do this by subtracting. You can show this by covering ("taking away") the part with the 1 truck that "drove to Florida" to show what is
left (the 3 in the other part that "drove to California").
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Activity #2Subtraction
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Activity #2Subtraction
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Have students pretend their manipulatives are the ice cream cones. Start with 3 manipulatives in
the whole area. Explain that you might have eaten some of the ice cream cones and you want
to figure out how many are left. Have students break the whole number into two parts.
Ask: What are some different right answers for this problem? (3 and 0, 2 and 1)
Ask: "Let's say I ate 1 ice cream cone. How could I make a number sentence to show this?" (Students will likely say: 3 - 1 = 2)
Ask: What's another way I could write a number sentence for this? (Walk students through to
show how 2 = 3 - 1 is also correct)
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and
WHOLE - PART = PART
PART = WHOLE - PART
In this lesson, we have learned that:Subtraction
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1 Which of these number sentences could this picture show?
A 7 - 2 = 3
B 3 = 3 - 0
C 4 = 10 - 1
D 6 - 2 = 4
Ans
wer
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2 Which of the following number sentences could this picture show?
A 7 = 2 - 3
B 6 - 1 = 4
C 4 = 5 - 1
D 2 - 0 = 2
Ans
wer
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3 Which equation shows this problem?
A 4 - 2 = 2
B 2 - 4 = 2
C 2 = 2 - 4
D 4 = 4 - 2
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3 Which equation shows this problem?
A 4 - 2 = 2
B 2 - 4 = 2
C 2 = 2 - 4
D 4 = 4 - 2[This object is a pull tab]
Ans
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A
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4 Which number sentence shows this problem?
A 5 = 3 - 2
B 5 = 2 - 3
C 3 - 2 = 5
D 3 = 5 - 2
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4 Which number sentence shows this problem?
A 5 = 3 - 2
B 5 = 2 - 3
C 3 - 2 = 5
D 3 = 5 - 2[This object is a pull tab]
Ans
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D
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5 Which of the following could represent this problem?
A 5 - 1 = 3
B 1 = 4 - 3
C 4 - 3 = 7
D 9 = 5 - 4
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5 Which of the following could represent this problem?
A 5 - 1 = 3
B 1 = 4 - 3
C 4 - 3 = 7
D 9 = 5 - 4[This object is a pull tab]
Ans
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C
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6 Which of the following could NOT represent this image?
A 5 - 2 = 3
B 3 = 5 - 2
C 5 = 2 - 3
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6 Which of the following could NOT represent this image?
A 5 - 2 = 3
B 3 = 5 - 2
C 5 = 2 - 3[This object is a pull tab]
Ans
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C
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Subtraction Strategies
Click to return to table of contents
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Teac
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This lesson focuses on teaching students how to use a number line or a number grid to subtract.
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When you subtract two numbers you are finding the difference between them.
Tina had 5 crayons. She gave her friend Jane 2 crayons. How many crayons does Tina have now?
Subtraction Strategies
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When you subtract two numbers you are finding the difference between them.
Tina had 5 crayons. She gave her friend Jane 2 crayons. How many crayons does Tina have now?
Subtraction StrategiesTe
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[This object is a teacher notes pull tab]
*Demonstrate the word problem to show students how subtraction is taking away to
make a smaller number.
Explain to students that in the last lesson, we learned that the minus sign means "take away." It can also mean to find the difference between two sets of numbers. Write the number model for this problem (either 5 - 2 = 3 or 3 = 5 - 2),
then have students explain how both definitions of the minus sign could make sense (something
along the lines of: "Five take away two is the same total amount as three," or "Three is the same total amount as the difference between
five and two").
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3 = 5 - 2
5 - 2 = 3 523
-
Horizontally
orVertically
What do you notice about where the whole number is in each of these problems? Why is it there?
Subtraction problems can be written 2 ways:
Subtraction
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9 cars are parked on the street.3 drive away.How many cars are left?
Subtraction Strategies
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9 cars are parked on the street.3 drive away.How many cars are left?
Subtraction Strategies
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Teac
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On the following pages you will show students several strategies to solve this problem. It is good to know different strategies and use the one they are most comfortable with.
*Discuss pros and cons of each strategy with the students.
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Number Line
9 - 3 = ___
-1- 2- 3
1110 12 13 14 15 16 17 1819 209876543210
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Number Line
9 - 3 = ___
-1- 2- 3
1110 12 13 14 15 16 17 1819 209876543210 Teac
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[This object is a teacher notes pull tab]
Move the circle to show counting down 3 on the number line.
Ask students: why do we move backwards on the number line
when subtracting? Why not forwards? How do you know?
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Number Grid
-1-2-39 - 3 = ___
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Number Grid
-1-2-39 - 3 = ___Te
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[This object is a teacher notes pull tab]
Move the circle to show counting down 3 on the number grid.
Ask students: why do we move backwards on the number grid
when subtracting? Why not forwards? How do you know?
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What strategy should we use?
6 birds were sitting on a tree. 4 flew away.How many birds are left?
6 - 4 = 2 or2 = 6 - 4
click for number line
click for number grid
Pick A Strategy
Click forNumber Model
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What strategy should we use?
6 birds were sitting on a tree. 4 flew away.How many birds are left?
6 - 4 = 2 or2 = 6 - 4
click for number line
click for number grid
Pick A Strategy
Click forNumber Model
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Teac
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On the following pages you can show students how to solve the problems using a number line or grid, but stress to them that they won't always have that available to them. Practice solving the problems counting up and down in their heads so they get used to that strategy as well.
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Ava had 8 balloons.3 popped.
How many does she have left?
What strategy should we use?
click for number line
click for number grid
8 - 3 = 5 or5 = 8 - 3
Click forNumber Model
Pick A Strategy
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Ava had 8 balloons.3 popped.
How many does she have left?
What strategy should we use?
click for number line
click for number grid
8 - 3 = 5 or5 = 8 - 3
Click forNumber Model
Pick A Strategy
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Mat
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eMP 5 Use appropriate tools
strategically
Ask students which tool they would use and explain how to
use it.
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Olivia has 10 cards.Jack has 7 cards.
Subtract to find out how many more cards Olivia has than Jack.
What strategy should we use?
10 - 7 = 3 or3 = 10 - 7
Pick A Strategy
Click forNumber Model
click for number line
click for number grid
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Number line
1110 12 13 14 15 16 17 1819 209876543210
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Number line
1110 12 13 14 15 16 17 1819 209876543210[This object is a pull tab]
Teac
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Move circle to help count up or down on the number line.
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Number Grid
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Number Grid
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Teac
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Move circle to help count up or down on the number grid.
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- =
Roll the dice for a subtraction problem.Pick A Strategy
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Interactive GameClick for web site.
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7 There were 9 sand castles on the beach. The waves knocked down 2 castles. How many are left?
A 5
B 6
C 7
D 8
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7 There were 9 sand castles on the beach. The waves knocked down 2 castles. How many are left?
A 5
B 6
C 7
D 8
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Ans
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C
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8 There were 6 crabs on the beach. The waves washed 4 of them away. How many are left on the beach?
A 1
B 2
C 3
D 4
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8 There were 6 crabs on the beach. The waves washed 4 of them away. How many are left on the beach?
A 1
B 2
C 3
D 4
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Ans
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B
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9
4 - 3 =
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9
4 - 3 =
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1
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1076-
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1076-
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1
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11
___ = 2 - 0
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11
___ = 2 - 0
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2
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More Subtraction Strategies
Click to return to table of contents
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Teac
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This lesson focuses on counting up and down to get the answer to a subtraction problem. Explain to students that they could still use a number line or number grid, but they are not always available so countingis a good strategy to know.
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8 dogs were in the yard. 3 went inside the house. How many were left in the yard?
8 - 3 = ___Strategy 1: start at 8, count backwards 3.
1 2 3 4 5
6 7 8 9 10
Subtraction Strategies
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8 dogs were in the yard. 3 went inside the house. How many were left in the yard?
8 - 3 = ___Strategy 1: start at 8, count backwards 3.
1 2 3 4 5
6 7 8 9 10
Subtraction StrategiesTe
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[This object is a teacher notes pull tab]
Have students get 8 manipulatives and put them in a pile. Tell students that this is the
whole number of dogs in the yard. Have them place a Ten Frame with Numbers (TFwN) on a different spot on their desks - this will be the
house. First, use Strategy 1 (counting down) by having them count back from 8 ("7, 6, 5"), each time taking away a manipulative and placing it
on the TFwN (the "house") so they'll know when they've counted back three (i.e. their last "take away" manipulative will cover the number 3). This will show them that when they count
back 3, they have 5 left out in the "yard".
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8 dogs were in the yard. 3 went inside the house. How many were left in the yard?
8 - 3 = ___
1 2 3 4 5
6 7 8 9 10
Subtraction Strategies
Strategy 2: start at 3, count up to 8.
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8 dogs were in the yard. 3 went inside the house. How many were left in the yard?
8 - 3 = ___
1 2 3 4 5
6 7 8 9 10
Subtraction Strategies
Strategy 2: start at 3, count up to 8.
Teac
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[This object is a teacher notes pull tab]
Next, use Strategy 2 (counting up) by having them start with 3 manipulatives in a pile on their desk. Explain these are the three dogs who went inside the house, and the TFwN is going to be the yard this time. Have them put manipulatives one at a time on the TFwN and count on (looks/sounds
like: putting manipulatives on the numbers 1, 2, 3, 4, 5 and counting aloud "four, five, six, seven,
eight"). Explain that when you get to 8 in all, you can count the part on the ten frame (the "yard") to
see how many dogs stayed outside (5).
When we subtract, we are finding the difference between two numbers (here, a Whole and a Part).
This is why both counting up or counting back work - because we are using both strategies to
find that "difference" amount.
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Why do these both work for this problem?Which strategy do you like better?
8 dogs were in the yard. 3 went inside the house. How many were left in the yard?
Subtraction Strategies
8 - 3 = ___
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Pete scored 17 points in the basketball game.Brandon scored 14 points.
Subtract to find how many more points Pete scored than Brandon.
Which is easier:
to count back from 17 to 14
or to count up from 14 to 17
Number model:
Subtraction Strategies
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The pizza had 12 slices. Ashley ate 4 slices.How many are left?
Which is easier:
to count back from 12 to 4
or to count up from 4 to 12
Number model:
Subtraction Strategies
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19 students are in the class.11 are boys.
How many are girls?
Which is easier:
to count back from 19 to 11
or to count up from 11 to 19
Number model:
Subtraction Strategies
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- =
Roll the dice for a subtraction problem.Pick A Strategy
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12
14 - 6 =
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12
14 - 6 =
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Ans
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8
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13
8-20
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13
8-20
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Ans
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12
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14
___ = 18 - 5
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14
___ = 18 - 5
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13
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15
17 - 2 =
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15
17 - 2 =
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15
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16
1512-
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16
1512-
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Ans
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3
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Mixed Addition and Subtraction Facts
Adding & Subtracting Zeros
Fact Families
Click to return to table of contents
Fact Families Pt. 2
Lab: Peek-A-Boo
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12 + 0 = ?math writing
The class voted for which subject they liked best. 12 students said math and 0 students said writing. How many students voted altogether?
Zero
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12 + 0 = ?math writing
The class voted for which subject they liked best. 12 students said math and 0 students said writing. How many students voted altogether?
Zero
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Teac
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otes Explain to students the zero
rule: whenever you add zero to any addend, the sum is always going to be the whole number addend.
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8 - 0 = ?Alex'scards
what hegave away
Alex had 8 new baseball cards. His brother wanted one, but Alex didn't give any away. How many baseball cards does Alex have now?
Zero
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The number models for this domino are:
4 + 0 = 4
4 - 0 = 4
0 + 4 = 4
4 = 4 + 0
4 = 0 + 4
Zero
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What could the number models be for this domino?Zero
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What could the number models be for this domino?Zero
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24 glue sticks were in the basket.0 more were taken out.How many glue sticks were in the basket now?
number model:
_____ - ______ = _____
Zero
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number model:
_____ + ______ = _____
Jamie collected 39 sea shells.She couldn't find any more.How many sea shells does she have now?
Zero
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15 + ___ = 157 - 0 = ___
___ + 0 = 4
___ - 0 = 9
21 + 0 = ___
33 - ___ = 33
0
4
21
7
0
9
ZeroMove the number on the right to make a true number model.
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15 + ___ = 157 - 0 = ___
___ + 0 = 4
___ - 0 = 9
21 + 0 = ___
33 - ___ = 33
0
4
21
7
0
9
ZeroMove the number on the right to make a true number model.
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Mat
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eMP 8 Look for and express
regularity in repeated reasoning
Before completing the problems, ask students what trick or shortcut they know when adding 0. They should be able to recognize that any number plus 0 is the same
number. They should also recognize that if the given addend is the same as the sum then they
are adding 0.
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17
39 + 0 = ___
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17
39 + 0 = ___
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Ans
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39
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18
43 - 0 = ___
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18
43 - 0 = ___
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Ans
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43
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19
___ - 0 = 10
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19
___ - 0 = 10
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Ans
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10
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20
57 + ___ = 57
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20
57 + ___ = 57
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Ans
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0
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21
___ = 0 + 31
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21
___ = 0 + 31
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Ans
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31
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22
___ - 0 = 12
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22
___ - 0 = 12
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12
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23
0 + ___ = 17
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23
0 + ___ = 17
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Ans
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17
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a set of related addition and subtraction facts.
In a fact family, we use the same whole number and two parts to make up different
addition and subtraction problems.
Fact Families
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5
2 3
sum
addendaddend
+ -
Fact Families
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5
2 3
sum
addendaddend
+ -
Fact Families
Teac
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[This object is a teacher notes pull tab]
Ask students what they notice about the three numbers in this triangle. Accept
any (correct) comments about the numbers as great, and lead them (if no one notices) to see that the biggest, or whole, number is the sum of the two
addends and is positioned at the top of the triangle. Move the colored boxes to see the words "sum" and "addend." You
can also move the five apples (at the whole number 5) to the two parts (the 2
and the 3) to further emphasize the numbers' relationship.
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and
PART + PART = WHOLE
WHOLE = PART + PART
Earlier, we learned a little about the relationship between parts and whole when we add.
Part and Whole
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and
WHOLE - PART = PART
PART = WHOLE - PART
We also learned about the relationship between the whole number and the
parts when we subtract.
Part and Whole
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What numbers are in this fact family?
, ,What are the facts?
+ =
+ = - =
- =
Fact Families
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, ,
+ =
+ = - =
- =
What numbers are in this fact family?
Fact Families
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, ,
+ =
+ = - =
- =
What numbers are in this fact family?
Fact Families
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Mat
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MP 2 Reason abstractly and quantitatively
After students have completed the fact family, ask them what each
number represents. They should be able to identify that 8
represents the number of green triangles, 9 represents the number of red triangles and 17 represents
how many triangles in all.
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, ,
+ =
+ = - =
- =
What numbers are in this fact family?
Fact Families
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Find the missing parts.
+ =
+ =
- =
- =-
+
4
7
4 73
__
Fact Families
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+ =
+ =
- =
- =-
+
5
56 11 6
__
__Find the missing parts.
Fact Families
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Interactive GameClick here for the
website
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32 Which fact doesn't belong in this family?
A 4 + 3 = 7
B 3 + 4 = 7
C 7 - 3 = 5
D 7 - 4 = 3
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32 Which fact doesn't belong in this family?
A 4 + 3 = 7
B 3 + 4 = 7
C 7 - 3 = 5
D 7 - 4 = 3
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Ans
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C
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33 Which fact doesn't belong in this family?
A 8 + 6 = 14
B 14 + 8 = 6
C 14 - 6 = 8
D 6 + 8 = 14
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33 Which fact doesn't belong in this family?
A 8 + 6 = 14
B 14 + 8 = 6
C 14 - 6 = 8
D 6 + 8 = 14
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Ans
wer
B
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34 Which fact doesn't belong in this family?
A 12 + 5 = 7
B 5 + 7 = 12
C 7 + 5 = 12
D 12 - 7 = 5
Slide 109 (Answer) / 181
34 Which fact doesn't belong in this family?
A 12 + 5 = 7
B 5 + 7 = 12
C 7 + 5 = 12
D 12 - 7 = 5
[This object is a pull tab]
Ans
wer
A
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35 Which is the missing fact for this family?
9 + 9 = 189 + 9 = 1818 - 9 = 9
A 18 - 9 = 9
B 9 - 9 = 0
C 9 + 0 = 18
D 9 + 9 = 0
Slide 110 (Answer) / 181
35 Which is the missing fact for this family?
9 + 9 = 189 + 9 = 1818 - 9 = 9
A 18 - 9 = 9
B 9 - 9 = 0
C 9 + 0 = 18
D 9 + 9 = 0
[This object is a pull tab]
Ans
wer
A
Slide 111 / 181
36 Which is the missing fact for this family?
9 + 7 = 1616 - 7 = 9 7 + 9 = 16
A 9 + 7 = 16B 9 - 7 = 2C 16 - 9 = 7D 16 + 9 = 7
Slide 111 (Answer) / 181
36 Which is the missing fact for this family?
9 + 7 = 1616 - 7 = 9 7 + 9 = 16
A 9 + 7 = 16B 9 - 7 = 2C 16 - 9 = 7D 16 + 9 = 7
[This object is a pull tab]
Ans
wer
C
Slide 112 / 181
37 Which is the missing fact for this family?
10 + 3 = 1313 - 10 = 313 - 3 = 10
A 3 + 10 = 13
B 13 + 10 = 3
C 7 + 3 = 10
D 13 - 10 = 7
Slide 112 (Answer) / 181
37 Which is the missing fact for this family?
10 + 3 = 1313 - 10 = 313 - 3 = 10
A 3 + 10 = 13
B 13 + 10 = 3
C 7 + 3 = 10
D 13 - 10 = 7
[This object is a pull tab]
Ans
wer
A
Slide 113 / 181
Lab: Peek-A-Boo
This is a fun activity that challenges everyone - and everyone has an equal chance! One of the best things
about this game is that the smart kids are not always the winners!
Click here for complete instructions
Slide 114 / 181
Slide 115 / 181
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Slide 118 / 181
Part/Part Whole
Number Stories
Comparison Word Problems
Change to More Number Stories
Click to return to table of contents
Slide 120 / 181
There are different types of word problems. We'll start with Part and Whole problems because we
have worked a lot with these already.
and
PART + PART = WHOLE
WHOLE = PART + PART
Part/Part Whole
Slide 121 / 181
There are 2 dots on the top part.
There are 4 dots on the bottom part.
How many dots are there on the whole domino?
Part/Part Whole
Slide 122 / 181
We'll use a chart like this one to help us work out part-part-whole word problems.
part part
whole
2
6
4
Does this chart remind you of anything?
Part/Part Whole
Slide 122 (Answer) / 181
We'll use a chart like this one to help us work out part-part-whole word problems.
part part
whole
2
6
4
Does this chart remind you of anything?
Part/Part Whole
[This object is a pull tab]
Teac
her N
otes
Explain this chart using the example of the domino from the previous page.
Slide 123 / 181
Use this domino to fill in part/ part whole chart.
part part
whole
Part/Part Whole
Slide 124 / 181
Fill in the chart to solve the problem.
part part
whole
Patrick has 3 pencils, David has 4 pencils.How many pencils are there altogether?
What is the number model for this problem?
Part/Part Whole
Slide 124 (Answer) / 181
Fill in the chart to solve the problem.
part part
whole
Patrick has 3 pencils, David has 4 pencils.How many pencils are there altogether?
What is the number model for this problem?
Part/Part Whole
Teac
her N
otes
[This object is a teacher notes pull tab]
In the following slides, first identify the whole and/or parts, then fill in the chart, write the number model
and solve.
Slide 125 / 181
part part
whole
Gavin read 7 pages of his book on Monday and 9 pages on Tuesday. How many pages did he read
altogether?
What is the number model for this problem?
Fill in the chart to solve the problem.Part/Part Whole
Slide 125 (Answer) / 181
part part
whole
Gavin read 7 pages of his book on Monday and 9 pages on Tuesday. How many pages did he read
altogether?
What is the number model for this problem?
Fill in the chart to solve the problem.Part/Part Whole
[This object is a pull tab]
Mat
h Pr
actic
e
MP 4 Model with mathematics
Ask students to write a number sentence for this story and
explain what each number is the sentence represents.
Slide 126 / 181
part part
whole
What is the number model for this problem?
There are 11 kids playing on the jungle gym and 5 kids swinging. How many kids are there altogether?
Fill in the chart to solve the problem.Part/Part Whole
Slide 127 / 181
part part
whole
Nick found 15 shells on the beach. He gave 6 to his friend. How many did he keep for himself?
What is the number model for this problem?
Fill in the chart to solve the problem.Part/Part Whole
Slide 127 (Answer) / 181
part part
whole
Nick found 15 shells on the beach. He gave 6 to his friend. How many did he keep for himself?
What is the number model for this problem?
Fill in the chart to solve the problem.Part/Part Whole
[This object is a pull tab]
Mat
h Pr
actic
eMP 1 Make sense of problems and persevere in solving them
Before students begin writing on the chart ask them to break down
the problem verbally. Ask that what the problem is asking them and what information they have.
Have them work through the problem as a class explaining
each step.
Slide 128 / 181
part part
whole
There are 18 bugs on sidewalk. 12 of them are ladybugs. The rest are spiders. How many spiders are there?
What is the number model for this problem?
Fill in the chart to solve the problem.Part/Part Whole
Slide 129 / 181
part part
whole
Part/Part Whole
Slide 129 (Answer) / 181
part part
whole
Part/Part Whole
[This object is a pull tab]
Teac
her N
otes
See if students can make up their own part part whole word problem.
Slide 130 / 181
part part
whole
To find the whole when you have both parts, add the 2 parts
together.
5 75 + 7 = 12
Part/Part Whole
Slide 131 / 181
part part
whole
To find one part when you have the whole and one of the parts,
subtract the given part from the whole - the biggest
number.
1414 - 8 = 68
Part/Part Whole
Slide 132 / 181
38What number goes in the chart?
part part
whole
9
19
?
Slide 132 (Answer) / 181
38What number goes in the chart?
part part
whole
9
19
?
[This object is a pull tab]
Ans
wer
10
Slide 133 / 181
39What number goes in the chart?
part part
whole
3 11
?
Slide 133 (Answer) / 181
39What number goes in the chart?
part part
whole
3 11
?
[This object is a pull tab]
Ans
wer
14
Slide 134 / 181
408 children clap for a circus clown. Then 7 more children start clapping. How many children are clapping altogether?
part part
whole
8 7
?
Slide 134 (Answer) / 181
408 children clap for a circus clown. Then 7 more children start clapping. How many children are clapping altogether?
part part
whole
8 7
?
[This object is a pull tab]
Ans
wer
15
Slide 135 / 181
41
Lisa had 14 art stickers. She gave 5 to her sister. How many did she keep for herself?
part part
whole
14
5 ?
Slide 135 (Answer) / 181
41
Lisa had 14 art stickers. She gave 5 to her sister. How many did she keep for herself?
part part
whole
14
5 ?
[This object is a pull tab]
Ans
wer
9
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42
What number goes in the top of the chart?
part part
whole
Slide 136 (Answer) / 181
42
What number goes in the top of the chart?
part part
whole
[This object is a pull tab]
Ans
wer
17
Slide 137 / 181
43What number goes in the chart?
part part
whole
9
3 ?
Slide 137 (Answer) / 181
43What number goes in the chart?
part part
whole
9
3 ?[This object is a pull tab]
Ans
wer
6
Slide 138 / 181
44 Mark has 13 pennies. Todd gave him 6 more. How many pennies does Mark have now?
A 7
B 12
C 19
D 13
Slide 138 (Answer) / 181
44 Mark has 13 pennies. Todd gave him 6 more. How many pennies does Mark have now?
A 7
B 12
C 19
D 13
[This object is a pull tab]
Ans
wer
C
Slide 139 / 181
45 There are 12 sheep in the barn. 4 are laying down. The rest are eating. How many sheep are eating?
A 16B 8C 12D 9
Slide 139 (Answer) / 181
45 There are 12 sheep in the barn. 4 are laying down. The rest are eating. How many sheep are eating?
A 16B 8C 12D 9
[This object is a pull tab]
Ans
wer
16
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Slide 143 / 181
The whole is thesum of the 2 parts.
We used a chart to help us solve part part whole problems. part part
whole
Part/Part Whole
Slide 144 / 181
Can we use the part part whole chart to solve this problem?
Pedro has 8 pencils and 5 erasers. How many more pencils than erasers
does Pedro have?
Part/Part Whole
Slide 144 (Answer) / 181
Can we use the part part whole chart to solve this problem?
Pedro has 8 pencils and 5 erasers. How many more pencils than erasers
does Pedro have?
Part/Part Whole
[This object is a pull tab]
Teac
her N
otes Encourage students to
recognize that this word problem isn't asking for the sum of 2 parts, so the Part/Part Whole chart isn't the best choice for this problem.
Slide 145 / 181
Pedro has 8 pencils and 5 erasers. How many more pencils than erasers
does Pedro have?
Here, we are finding the difference between the two amounts.
What operation helps us find a difference?
Difference
Slide 145 (Answer) / 181
Pedro has 8 pencils and 5 erasers. How many more pencils than erasers
does Pedro have?
Here, we are finding the difference between the two amounts.
What operation helps us find a difference?
Difference
[This object is a pull tab]
Teac
her N
otes
We are comparing 2 objects, in this case pencils and erasers to find out how many more. Use the pictures to match up the objects to show that there are 3 more pencils than erasers. Ask students if they can think of a math operation that can get them the same answer: 8-5=3
Slide 146 / 181
Number Model:
When we want to find out how much or how many more we use a comparison chart.
small quantity difference
large quantity
8
5 3
8 - 5 = 3
Comparison Chart
Slide 146 (Answer) / 181
Number Model:
When we want to find out how much or how many more we use a comparison chart.
small quantity difference
large quantity
8
5 3
8 - 5 = 3
Comparison Chart
[This object is a pull tab]
Teac
her N
otes When looking for how
much or how many more, you are trying to find the difference. Remind students that they subtract to find the difference.
Slide 147 / 181
small quantity difference
large quantity
part part
whole
How is a comparison chart similar to a part/part whole chart?
Comparison Chart
comparison chart
part/part whole chart
Slide 147 (Answer) / 181
small quantity difference
large quantity
part part
whole
How is a comparison chart similar to a part/part whole chart?
Comparison Chart
comparison chart
part/part whole chart
[This object is a pull tab]
Mat
h Pr
actic
eMP 7 Look for and make use of
structure
Allow time for the students to discuss how the two charts are
alike and different.
Slide 148 / 181
There are 11 horses in the barn and 8 horses in the field.How many more horses are in the barn?
Slide 148 (Answer) / 181
There are 11 horses in the barn and 8 horses in the field.How many more horses are in the barn?
[This object is a pull tab]
Teac
her N
otes The pictures will help
students visualize how many more. Once they understand the concept, encourage using subtraction to get the answer.
Slide 149 / 181
small quantity difference
large quantity
118
horses in the barn
horses in the field
11 - 8 = 3move forNumber Model
Comparison Chart
Slide 149 (Answer) / 181
small quantity difference
large quantity
118
horses in the barn
horses in the field
11 - 8 = 3move forNumber Model
Comparison Chart
[This object is a pull tab]
Teac
her N
otes Move the numbers to
show where they go in the comparison chart. Explain that you used subtraction to find the difference.
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Fill in the chart.
4 dots on top.9 dots on bottom.
How many more dots are on the bottom?
small quantity difference
large quantity
Comparison Chart
Slide 150 (Answer) / 181
Fill in the chart.
4 dots on top.9 dots on bottom.
How many more dots are on the bottom?
small quantity difference
large quantity
Comparison Chart
[This object is a pull tab]
Teac
her N
otes
Cross out equal number of dots on the top and bottom to show how many more.
Slide 151 / 181
Click the boxes for a question.
Jimmy wants to buy a toy that costs $16. So far he has saved $6.
How much more money does he have to save?
small quantity difference
large quantity
What numbers will you use to fill in the chart?
How will you findthe answer?
What is the number model?
Comparison Chart
Slide 152 / 181
There are 8 more clownfish than goldfish in the tank. There are 11 goldfish in the tank.How many clownfish are there?
small quantity difference
large quantityWhere will the numbersgo in the chart?
How will you findthe answer?
What is the number model?
Click the boxes for a question.
Comparison Chart
Slide 152 (Answer) / 181
There are 8 more clownfish than goldfish in the tank. There are 11 goldfish in the tank.How many clownfish are there?
small quantity difference
large quantityWhere will the numbersgo in the chart?
How will you findthe answer?
What is the number model?
Click the boxes for a question.
Comparison Chart
[This object is a pull tab]
Teac
her N
otes
This problem is different because we have the difference (8) already, but not the largest quantity. Instead of subtracting this problem, we are going to add.
Slide 153 / 181
small quantity difference
large quantity
Comparison Chart
Slide 153 (Answer) / 181
small quantity difference
large quantity
Comparison Chart
[This object is a pull tab]
Teac
her N
otes
See if students can make up their own comparison word problems.
Slide 154 / 181
To find the difference subtract the small quantity from the large quantity.
5
1212 - 5 = 7small quantity difference
large quantity
Comparison Chart
Slide 155 / 181
When you already know the difference, subtract the difference from the large
quantity to find the small quantity.
17
8 17 - 8 = 9small quantity difference
large quantity
Comparison Chart
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46
What number goes in the chart?
small quantity difference
large quantity
17
12 ?
Slide 156 (Answer) / 181
46
What number goes in the chart?
small quantity difference
large quantity
17
12 ?
[This object is a pull tab]
Ans
wer
5
Slide 157 / 181
47
What number goes in the chart?
small quantity difference
large quantity
13
10 ?
Slide 157 (Answer) / 181
47
What number goes in the chart?
small quantity difference
large quantity
13
10 ?
[This object is a pull tab]
Ans
wer
3
Slide 158 / 181
48There are 2 more red lollipops than pink ones. There are 7 pink lollipops. How many red lollipops are there?
small quantity difference
large quantity
?
27
Slide 158 (Answer) / 181
48There are 2 more red lollipops than pink ones. There are 7 pink lollipops. How many red lollipops are there?
small quantity difference
large quantity
?
27
[This object is a pull tab]
Ans
wer
9
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49
15 girls walk to school. 9 girls ride their bikes. How many more girls walk?
Slide 159 (Answer) / 181
49
15 girls walk to school. 9 girls ride their bikes. How many more girls walk?
[This object is a pull tab]
Ans
wer
6
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50
14 Eagles flags and 7 Giants flags are waving at the football game. How many more Eagles flags are waving?
Slide 160 (Answer) / 181
50
14 Eagles flags and 7 Giants flags are waving at the football game. How many more Eagles flags are waving?
[This object is a pull tab]
Ans
wer
7
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Slide 164 / 181
We have used 2 different charts to help us solve number stories.
small quantity difference
large quantity
part part
whole
Part Part Whole
Comparison
Charts
Slide 164 (Answer) / 181
We have used 2 different charts to help us solve number stories.
small quantity difference
large quantity
part part
whole
Part Part Whole
Comparison
Charts
[This object is a pull tab]
Teac
her N
otes Discuss the similarities
and differences between the 2 charts and types of number stories they have done already.
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There are 14 girls on the soccer team. 4 more girls join the team.
How many girls are on the team now?
Original Value Increase
New Value
Change to More Charts
Slide 165 (Answer) / 181
There are 14 girls on the soccer team. 4 more girls join the team.
How many girls are on the team now?
Original Value Increase
New Value
Change to More Charts
[This object is a pull tab]
Teac
her N
otes
Discuss the chart for this type of word problem. You start with the original number (14) and add another number (4) to come up with a new value. Fill in the chart with students.
Slide 166 / 181
14 + 4 = 18
Original Value
Increase
New Value
Change to More Charts
Slide 167 / 181
What is the number model for this problem?
Original Value Increase
New Value
9 soldiers were marching in line.
6 more soldiers starting marching with them.
How many soldiers are marching now?
Change to More Charts
Slide 167 (Answer) / 181
What is the number model for this problem?
Original Value Increase
New Value
9 soldiers were marching in line.
6 more soldiers starting marching with them.
How many soldiers are marching now?
Change to More Charts
[This object is a pull tab]
Teac
her N
otes
Click and drag the numbers into the chart.
Slide 168 / 181
Original Value Increase
New Value
8 pirates got on the ship today.
Now there are a total of pirates.17How many pirates were on the ship yesterday?
Change to More Charts
What is the number model for this problem?
Slide 168 (Answer) / 181
Original Value Increase
New Value
8 pirates got on the ship today.
Now there are a total of pirates.17How many pirates were on the ship yesterday?
Change to More Charts
What is the number model for this problem?
[This object is a pull tab]
Teac
her N
otes
This word problem is different because we know the increase and the new value, but not the original value. Lead students to put the numbers in the correct place in the chart. Click and drag the numbers to put in the chart.
Slide 169 / 181
Original Value Increase
New Value
Jeff had songs on his iPod.11Now he has songs.18
How many songs did he add to his iPod?
Change to More Charts
What is the number model for this problem?
Slide 169 (Answer) / 181
Original Value Increase
New Value
Jeff had songs on his iPod.11Now he has songs.18
How many songs did he add to his iPod?
Change to More Charts
What is the number model for this problem?
[This object is a pull tab]
Teac
her N
otes
This word problem is different because we know the original value and the new value, but not the increase. Lead students to put the numbers in the correct place in the chart. Click and drag the numbers to put in the chart.
Slide 170 / 181
Original Value Increase
New Value
Change to More Charts
Slide 170 (Answer) / 181
Original Value Increase
New Value
Change to More Charts
[This object is a pull tab]
Teac
her N
otes See if students can make up their own change to more word problems.
Slide 171 / 181
When you are looking for the new value, add the original value and the increase.
10 510 + 5 = 15Original Value Increase
New Value
Change to More Charts
Slide 172 / 181
When you are looking for the original value, subtract the increase
from the new value.
8
2 8 - 2 = 6Original Value Increase
New Value
Change to More Charts
Slide 173 / 181
When you are looking for the increase subtract the original value from the new value.
16
1216 - 12 = 4Original Value Increase
New Value
Change to More Charts
Slide 174 / 181
51
What number goes in the chart?
Original Value Increase
New Value
13
2?
Slide 174 (Answer) / 181
51
What number goes in the chart?
Original Value Increase
New Value
13
2?
[This object is a pull tab]
Ans
wer
11
Slide 175 / 181
52
What number goes in the chart?
Original Value Increase
New Value
4
20
?
Slide 175 (Answer) / 181
52
What number goes in the chart?
Original Value Increase
New Value
4
20
?
[This object is a pull tab]
Ans
wer
16
Slide 176 / 181
53
What number goes in the chart?
Original Value Increase
New Value
315
?
Slide 176 (Answer) / 181
53
What number goes in the chart?
Original Value Increase
New Value
315
?
[This object is a pull tab]
Ans
wer
18
Slide 177 / 181
54
16 cars were in the parking lot. 3 more cars parked. How many cars are in the parking lot now?
Slide 177 (Answer) / 181
54
16 cars were in the parking lot. 3 more cars parked. How many cars are in the parking lot now?
[This object is a pull tab]
Ans
wer
19
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55
My friend gave me 7 stickers. Now I have 14. How many did I start with?
Slide 178 (Answer) / 181
55
My friend gave me 7 stickers. Now I have 14. How many did I start with?
[This object is a pull tab]
Ans
wer
7
Slide 179 / 181
56
There were 10 kids swimming in the lake. Now there are 12. How many more kids went in the lake?
Slide 179 (Answer) / 181
56
There were 10 kids swimming in the lake. Now there are 12. How many more kids went in the lake?
[This object is a pull tab]
Ans
wer
2
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