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Module 1 Lesson 17Place Value, Rounding, and Algorithms for Addition and
SubtractionTopic f: addition and subtraction word problems
4.oa.3, 4.nbt.1, 4.nbt.2, 4.nbt.4
This PowerPoint was developed by Beth Wagenaar and Katie E. Perkins.The material on which it is based is the intellectual property of Engage NY.
Topic: Addition and Subtraction Word Problems
•Objective: Solve additive compare word problems modeled with tape diagrams.
Whoooooo has
ever heard th
e
term ‘additive
compare word
problems’?
Lesson 17
Change Place Value 5 Minutes
Millions Hundred Thousands
Ten Thousands
Thousands Hundreds Tens Ones
4 6 3 2 6 5• On your white boards, write the
number.• Show 100 more.• Show 10,000 less.• Show 100,000 more.• Show 1 less.• Show 10 more.
Lesson 17
Change Place Value 5 Minutes
Millions Hundred Thousands
Ten Thousands
Thousands Hundreds Tens Ones
• Show 100 more.• Show 100,000 more.• Show 1 less.• Show 10 more.
• 400 + 90 + 3 = ________• On your white boards, write the
number.
4 9 3
Lesson 17
Change Place Value 5 Minutes
Millions Hundred Thousands
Ten Thousands
Thousands Hundreds Tens Ones
• Show 100 more.• Show 10,000 more.• Show 100,000 more.• Show 1 less.• Show 10 more.
• 7,000 + 300 + 80 + 5 = ________• On your white boards, write the
number.
7, 3 8 5
Lesson 17
Change Place Value 5 Minutes
Millions Hundred Thousands
Ten Thousands
Thousands Hundreds Tens Ones
• Show 100 more.• Show 10,000 less.• Show 100,000 more.• Show 1 less.• Show 10 more.
• 20,000 + 700,000 + 5 + 80 = ________
• On your white boards, write the number.
7 2 0, 0 8 5
Lesson 17
Change Place Value 5 Minutes
Millions Hundred Thousands
Ten Thousands
Thousands Hundreds Tens Ones
• Show 100 more.• Show 10,000 less.• Show 100,000 more.• Show 1 less.• Show 10 more.
• 30,000 + 600,000 + 3 + 20 = ________
• On your white boards, write the number.
6 3 0, 0 2 3
Lesson 17
Convert Units5 Minutes
1,500 m = _____ km ____ m
1 km = ____ m
3,500 m = ____ km ___ m
2,500 m = ___ km ____ m
2 km = _____ m
1,000 m = ____ km9,500 m =
_____ km ____ m
7,250 m = _____ km ____ m
Lesson 17
Application ProblemA bakery used 12,674 kg of flour. Of
that, 1,802 kg was whole wheat and 888 kg was rice flour. The rest was all-purpose flour. How much all-purpose
flour did they use? Solve and check the reasonableness of your answer.
8 Minutes
Lesson 17
Today our Problem Set will also be our Concept Development work. We will be working through
this together!
Lesson 17
Concept Development 35 Minutes
We will by solving problems today. Our strategy to solve word problems is:1. Model the problem.2. Calculate to solve and write a
statement.3. Assess the solution for
reasonableness.
Lesson 17
Concept Development cont.
33 Minutes
We will make model diagrams as we solve today’s problems. I will call on some of you to model the word problems at the board. As you think about the problems, you need to ask yourself:• Can you draw something from the problem?• What can you draw?• What conclusions can you make from your drawing?
Lesson 17
Problem 1Solve a single-step word problem using
how much more.
Sean’s school raised $32,587. Leslie’s school raised $18,749. How much more money did Sean’s school raise?
1. Model the problem.
$32,587
M$18,749
2. Calculate to solve and write a statement.
3. Assess the solution for reasonableness.
Step 1 Work Space Step 2 Work Space Step 3 Work Space
Sean’s school raised _________ more than Leslie’s school.
Though the question is asking, “How much more?” we can see
from the tape diagram that the
unknown is a missing part, therefore we subtract to find the
answer.
S
L
Lesson 17
Problem 2Solve a single-step word problem using
how many fewer.
At a parade, 97,853 people sat in bleachers. 388,547 people stood along the street. How many fewer people were in the bleachers than standing along the street?
1. Model the problem. 2. Calculate to solve and write a statement.
3. Assess the solution for reasonableness.
Step 1 Work Space Step 2 Work Space Step 3 Work Space
The unknown is a missing part. Write a statement using the
word fewer when talking about separate things. For example, I
have fewer apples than you do but less
juice.
97,853 ?
388,547S
B
Lesson 17
Problem 3Solve a two-step word problem using
how much more.
A pair of hippos weighed 5,201 kg together. The female weighed 2,038 kg. How much more did the male weigh than the female?
1. Model the problem. 2. Calculate to solve and write a statement.
3. Assess the solution for reasonableness.
Step 1 Work Space Step 2 Work Space Step 3 Work Space
2,038 kg
M
Male
Female5,201 kg
Lesson 17
Student Debrief
7 minutes
• How are your tape diagrams for Problem 1 and Problem 2 similar?
• How did your tape diagrams vary across all problems?
• How did drawing a double tape diagram instead of a single tape diagram in Problem 3 help to better visualize the problem?
• What was most challenging about drawing the tape diagram from Problem 4? What helped you to find the best diagram to solve the problem?
• What different ways are there to draw a tape diagram to solve comparative problems?
• What does the word compare mean? • What phrases do you notice repeated through
many of today’s problems that help you to see the problem as a comparative problem?
Objective: Solve additive
compare word problems
modeled with tape diagrams.
Lesson 17
Home
work!!
Lesson 17
Exit TicketLesson 17
Lesson 17
Lesson 17
Lesson 17