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Name: Laura Wipf

Subject/Time: Math/2:00-2:55

Date: 10/31/12

What is the Teacher Doing?

What are the Students Doing?

Unpacked Benchmark, CDAS, CRS, or IL State Standards. NWEA Represent and Solve Problems: 185 Solves an addition word problem (2-digit addends; sum <100; no regrouping) Objective(s) SWBAT:
solve parts-and-total number stories

Do Now (3-5 minutes): T draws a domino with 8 dots on one side, 9 dots on the other side on marker board. Write: What is the total number of dots? S complete problem in math spiral.

State Lesson Objective & Lesson Agenda Tell S that they will be learning how to solve addition number stories about money. S sit in listening position.

Vocabulary words/Key Concepts:


parts-and-total number story

I Do Input (1-2 Key teaching points): Display the part-and-total graphic organizer on the Elmo. Write 8 and 9 in the two boxes labeled Part. Write 17 in the box labeled Part. Say: This part-and-total box is an easy way to describe the domino in our Do Now. Display on Elmo the following problem: A pumpkin 30, candy corn cost 10. What is the total cost? Show S how the diagram (graphic organizer) is helpful to use for this part-and-total number story. Say: The cost of a pumpkin is one part of the total cost, and the cost of the candy corn is the other part. Write 30 and 10 in the two Part boxes. The total cost is unknown; write ? in the Total box. Show S different solution strategies for finding the total cost: Count up from the larger addend by using the values of dimes. 30, 40 Think of 30 as 6 nickels. Think of 10 as 2 nickels. Add the nickels altogether. Use the number grid. Start at 30, Go down one row (ten). Check for Understanding: Show other examples using the following information: caramel apple 25, ghost cookie 15 witch hat 45, toy spider 5 Ask: If the witch hat is 45, how much S sit in listening position.

more money would I need to buy the toy spider? What coin(s) could I use? What would my total be?

Possible student answers: 5; you could use a nickel or 5 pennies; the total would be 50

Modifications/ Accommodations S complete problems 1,2 on Math Journal page.

We Do Guided Practice: Pass out copies of Math Master p. 433 (Iarge Parts-andTotal diagram). To explore parts-and-total problems using a physical model, have S act out number stories on the diagram. For each number story, S put coins into each of the Part sections of the diagram, then move the parts into the Total section to solve the problem. Pass out Halloween Parts-and-Total worksheet. Read aloud problem #1. Say: Joemya bought Halloween candy for 15. She bought some more candy for 30. How much did all of the candy cost? Model how to place 15 in on Parts box, and 30 in the other Model how to move both Parts amounts into the Total box, and add them altogether Check for Understanding: Ask: How much did all of the candy cost? *Repeat activity with remaining 3 problems on worksheet. Ask S what coins to place in the Parts boxes, and Total box for each problem. (Use popsicle sticks for cold calls.)

S use coins to work alongside T for each problem.

S count the coins in the Total section to find the amount.

Materials & Technology: Math Journal Math Master p. 433 Student Coin Bags

You Do Independent Practice: Tell S that they will complete Math Journal p. 85. Check for Understanding: T circulates room to assist struggling S. S work independently to solve Parts-and-Total number stories.

Exit Ticket (aligned to lesson objective) or assessment: T passes out exit ticket. S complete Exit Ticket that has a Parts-and-Total diagram on it with the following number story: A big pumpkin costs 40. A small pumpkin costs 15.

How much do both pumpkins cost altogether?

Closing/Preview for next lesson: Remind S how they can use what they know about coins, or the number grid, to solve Parts-and-Total number stories. S sit in listening position.

Homework:

Home Link 4.2

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