www.everydaymathonline.com 254 Unit 4 Addition and Subtraction Advance Preparation Decide which of the following you will use to display a parts-and-total diagram: make an overhead transparency of Math Masters, page 433, or draw and erase parts-and-total diagrams on the board as needed. For the optional Readiness activity in Part 3, you will need a paper plate divided into three sections labeled with a marker for each child. You may want to choose children’s number stories from journal page 21. Teacher’s Reference Manual, Grades 1–3 pp. 18, 225–227 Parts-and-Total Number Stories Objective To guide children as they solve parts-and-total number stories. Key Concepts and Skills • Count up by 5s and 10s to solve money number stories. [Number and Numeration Goal 1] • Solve multidigit addition number stories in the context of money. [Operations and Computation Goal 2] • Solve parts-and-total number stories. [Operations and Computation Goal 4] Key Activities Children are introduced to the parts-and-total diagram for recording known and missing information in number stories that involve combining quantities (parts) to find a total. They use the diagram to solve number stories. Ongoing Assessment: Informing Instruction See page 256. Ongoing Assessment: Recognizing Student Achievement Use journal page 85. [Operations and Computation Goal 4] Key Vocabulary parts-and-total diagram parts-and-total number story Materials Math Journal 1, p. 85 Home Link 4 1 transparency of Math Masters, p. 433 (optional) number grid or manipulatives (optional) slate Playing Addition Spin Math Masters, pp. 447 and 448 My Reference Book, pp. 120 and 121 per partnership: calculator, paper clip, scissors, pencil, 2 sheets of paper Children practice adding multiples of 5. Math Boxes 4 2 Math Journal 1, p. 86 Children practice and maintain skills through Math Box problems. Home Link 4 2 Math Masters, pp. 92 and 93 Children practice and maintain skills through Home Link activities. READINESS Solving Parts-and-Total Problems Math Masters, p. 94 paper plates counters or coins Children explore solving parts-and-total problems using a physical model. ENRICHMENT Creating Missing-Part Number Stories Math Masters, pp. 419 and 433 Math Journal 1, p. 85 Children create parts-and-total number stories that involve a missing part. Teaching the Lesson Ongoing Learning & Practice 1 3 2 4 Differentiation Options eToolkit ePresentations Interactive Teacher’s Lesson Guide Algorithms Practice EM Facts Workshop Game™ Assessment Management Family Letters Curriculum Focal Points Common Core State Standards
Transcript
www.everydaymathonline.com
254 Unit 4 Addition and Subtraction
Advance PreparationDecide which of the following you will use to display a parts-and-total diagram: make an overhead
transparency of Math Masters, page 433, or draw and erase parts-and-total diagrams on the board as
needed. For the optional Readiness activity in Part 3, you will need a paper plate divided into three sections
labeled with a marker for each child. You may want to choose children’s number stories from journal page 21.
Teacher’s Reference Manual, Grades 1–3 pp. 18, 225–227
Parts-and-TotalNumber Stories
Objective To guide children as they solve parts-and-total
number stories.
Key Concepts and Skills• Count up by 5s and 10s to solve money
number stories.
[Number and Numeration Goal 1]
• Solve multidigit addition number stories in
the context of money.
[Operations and Computation Goal 2]
• Solve parts-and-total number stories.
[Operations and Computation Goal 4]
Key ActivitiesChildren are introduced to the parts-and-total
diagram for recording known and missing
information in number stories that involve
combining quantities (parts) to find a total.
They use the diagram to solve number stories.
Ongoing Assessment: Informing Instruction See page 256.
Ongoing Assessment: Recognizing Student Achievement Use journal page 85. [Operations and Computation Goal 4]
Playing Addition SpinMath Masters, pp. 447 and 448
My Reference Book, pp. 120 and 121
per partnership: calculator, paper clip,
scissors, pencil, 2 sheets of paper
Children practice adding multiples of 5.
Math Boxes 4�2Math Journal 1, p. 86
Children practice and maintain skills
through Math Box problems.
Home Link 4�2Math Masters, pp. 92 and 93
Children practice and maintain skills
through Home Link activities.
READINESS
Solving Parts-and-Total ProblemsMath Masters, p. 94
paper plates � counters or coins
Children explore solving parts-and-total
problems using a physical model.
ENRICHMENTCreating Missing-Part Number StoriesMath Masters, pp. 419 and 433
Math Journal 1, p. 85
Children create parts-and-total number
stories that involve a missing part.
Teaching the Lesson Ongoing Learning & Practice
132
4
Differentiation Options
������
eToolkitePresentations Interactive Teacher’s
Lesson Guide
Algorithms Practice
EM FactsWorkshop Game™
AssessmentManagement
Family Letters
CurriculumFocal Points
Common Core State Standards
254_EMCS_T_TLG1_G2_U04_L02_576949.indd 254254_EMCS_T_TLG1_G2_U04_L02_576949.indd 254 2/11/11 9:14 AM2/11/11 9:14 AM
Lesson 4�2 255
Unit
dots
Total
Part Part
17
98
Total
Part Part
?
2545
A parts-and-total diagram for the
domino in the Math Message
A parts-and-total diagram for the
hot dog-and-orange problem in
the Math Message
NOTE Since children have solved similar
problems in Unit 3 by using coins, some may
be ready to use more abstract techniques.
Unit
›
1 Teaching the Lesson
� Math Message Follow-Up WHOLE-CLASS ACTIVITY
Algebraic Thinking Draw a unit box with the label dots. Display a parts-and-total diagram. (See Advance Preparation.) Write 8 and 9 in the two boxes labeled Part. Write 17 in the box labeled Total.
Tell children that the diagram is a convenient way to describe the domino in the Math Message. The boxes labeled Part show the number of dots on each part of the domino; the box labeled Total shows the total number of dots on the domino.
Erase the label in the unit box and the numbers in the parts-and-total diagram. Write the label ¢ in the unit box. Discuss why the diagram is a good one to use for the parts-and-total number story in the Math Message about the cost of a hot dog and an orange. The cost of a hot dog is one part of the total cost, and the cost of an orange is the other part. Write 45 and 25 in the two Part boxes. The total cost is unknown; write ? in the Total box.
Ask children to share solution strategies for finding the total cost.
For example:
� Count up from the larger addend by using the values of dimes and nickels. 45¢, 55¢, 65¢, 70¢ You might use an open number line to illustrate counting up to solve the problem.
45
+ 10 + 10 + 5
55 65 70
Math MessageWhat is the total number of dots? 17
A hot dog costs 45¢. An orange costs
25¢. What is the total cost? 70¢
Home Link 4�1 Follow-Up Review answers as necessary. Have children share solution strategies.
Mental Math and Reflexes Children use nickels and dimes to show various amounts. They share their solutions with the class. Instead of actual coins, children can draw the symbols Í and  on slates to represent the money amounts. For example:
15¢ Í Â
20¢ Í Í, Í Â Â, or    Â
40¢ Sample answers: Í Í Í Í or Í Í Í Â Â
30¢ Sample answers: Í Í Í or Í Í Â Â
60¢ Sample answers: Í Í Í Í Í Í or Í Í Í Â Â Í Â Â
65¢ Sample answers: Í Í Í Í Í Í Â or Â Â Â Â Â Â Â Í Í Í
For Problems 1–4, you are buying two items. Use the diagrams to recordboth the cost of each item and the total cost.
1. a soft drink and a banana 2. a hot dog and an apple
3. a soft drink and a slice of pie 4. a hamburger and juice
Lucy’s Snack Bar Menu
Sandwiches Drinks DessertsHamburger 65¢ Juice 45¢ Apple 15¢Hot dog 45¢ Milk 35¢ Orange 25¢Cheese 40¢ Soft drink 40¢ Banana 10¢Peanut butter and jelly 35¢ Water 25¢ Cherry pie 40¢
50¢
40¢ 10¢
60¢
45¢ 15¢
80¢
40¢ 40¢
$1.10
65¢ 45¢
5. Jean buys milk and an orange. The cost is .
Jean gives the cashier 3 quarters.
How much change does she get? 15¢
60¢
�
Try This
Math Journal 1, p. 85
Student Page
Name Date Time
Addition Spin Spinners
70203560
4025
65
3045
5550 10 75 20 35
6040
25
65
4555
503515
4261
5335
70
3243
6451 20
7425
75 23 4060
5534
72
3045
655021 Use a pencil and paper
clip to make a spinner.
132
4
Math Masters, p. 447
Game Master
� Think of 45¢ as 4 dimes and 1 nickel. Think of 25¢ as 2 dimes and 1 nickel. Add the dimes, and then add the nickels. Then find the total cost. 4 dimes + 2 dimes = 6 dimes; 1 nickel + 1 nickel = 2 nickels; 6 dimes + 2 nickels = 70¢
� Use the number grid. Start at 45. Go down two tens (55, 65) then go to the right 5 to 70.
After children share solution strategies, write a number model that represents the problem using a question mark for what they want to find out (or what they don’t know). Write 45 + 25 = ? below the diagram. Then, below the open sentence, write a number model for the solution to the problem with 70 substituted for the question mark.
� Finding the Cost of Two WHOLE-CLASS ACTIVITY
or More Items(Math Journal 1, p. 85)
Algebraic Thinking Working together as a class, make up and solve several number stories like Problem 1 on the journal page. Display and use parts-and-total diagrams.
Working alone or with a partner, children find the costs of the items in Problem 1 on the journal page. Go over the answers and have children share solution strategies. Draw parts-and-total diagrams as children share their solutions. From the discussion, you should be able to determine how much help they will need to complete the rest of the journal page.
Ongoing Assessment: Informing Instruction
Watch for children who are having difficulty finding the total. Use the number
grid, number line, or base-10 blocks to model adding the two parts.
Ask children the following questions:
• What is the total cost of all of the items on the snack bar menu? $4.20 Use a
calculator to check the total.
• Josh has $1.00. He buys a hot dog and milk. What can he buy for dessert?
An apple or a banana
• Choose a sandwich, a drink, and a dessert for yourself. How much will they
cost? Write a number model. Answers vary.
A U D I T O R Y � K I N E S T H E T I C � T A C T I L E � V I S U A L
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Lesson 4�2 257
5. Circle the number sentencesthat are true.
9 � 7 � 7 � 9
8 � 5 � 5 � 8
6 � 5 � 5 � 6
$1.00
10 dimes
4 quarters 18 nickels
100 pennies
5 dimes 5 nickels
Math BoxesLESSON
4�2
Date Time
1. Solve.
8 � 7 �
80 � 70 �
800 � 700 �
8,000 � 7,000 � 15,0001,500
15015
3. Estimate.
Is 7 closer to 0 or closer to 10?
Is 53 closer to 50 or closer to 60?
Is 88 closer to 80 or closer to 90?90
50
10
4. Circle names that belong.
6. Draw the other half of theshape and write the name of it.
Unit
triangle
2. A piece of candy costs 11¢.I pay with 15¢. How muchchange do I get? Circle thebest answer.
A. 26¢ B. 4¢
C. 5¢ D. 6¢
88 89
54
Math Journal 1, p. 86
Student Page
Addition SpinMaterials ❑ 1 Addition Spin spinner
❑ 1 paper clip❑ 1 pencil❑ 1 calculator❑ 2 sheets of paper
Players 2
Skill Mental addition
Object of the game To have the larger total.
Directions
1. Players take turns being the “Spinner” and the “Checker.”
2. The Spinner uses a pencil and a paper clip tomake a spinner.
3. The Spinner spins the paper clip.
4. The Spinner writes the number that the paperclip points to. If the paper clip points to morethan one number, the Spinner writes thesmaller number.
Games
702035
60
40
25
65
30
45
5550
10 75 2035
60
40
25
65
45
55
5035
15
My Reference Book, p. 120
Student Page
2 Ongoing Learning & Practice
� Playing Addition Spin PARTNER ACTIVITY
(Math Masters, pp. 447 and 448;
My Reference Book, pp. 120 and 121)
Explain the rules of Addition Spin on My Reference Book, page 120.
Play a demonstration game using the top spinner on Math Masters, page 447. Then divide the class into partners and have the children play.
To extend the game, players spin 3 times and add 3 numbers for each turn.
NOTE Addition Spin can be played throughout the year, using a variety
of numbers and operations. The game, which is played by using the top spinner
on Math Masters, page 447, focuses on addition of numbers that are multiples of
5. Blank Addition Spin mats have been provided on Math Masters, page 448 so
you can customize the game for your class as the year progresses.
� Math Boxes 4�2 INDEPENDENTACTIVITY
(Math Journal 1, p. 86)
Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 4-4. The skill in Problem 6 previews Unit 5 content.
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258 Unit 4 Addition and Subtraction
Name Date Time
Today your child learned about another device to use when solving number stories. We call it a parts-and-total diagram. Parts-and-total diagrams are used to organize theinformation in problems in which two or more quantities (parts) are combined to form atotal quantity.
Please return the second page of this Home Link to school tomorrow.
FamilyNote
Use the weights shown in these pictures. Then do the following foreach number story on the next page:
� Write the numbers you know in each parts-and-total diagram.
� Write “?” for the number you want to find.
� Answer the question.
� Write a number model.
Example: Twelve fourth graders and 23 third graders are on a bus. How many children in all are on the bus?
The parts are known. The total is to be found.
Answer: 35 children
Possible number model: 12 � 23 � 35
HOME LINK
4 �2 Parts-and-Total Number Stories
Large Suitcase45 pounds
Small Suitcase30 pounds
Backpack17 pounds
Package15 pounds
Total
Part Part
?
12 23
109
Math Masters, p. 92
Home Link Master
Name Date Time
1. You wear the backpack andcarry the small suitcase.How many pounds do you
carry in all? pounds 47
HOME LINK
4 �2 Number Stories continued
Number model:17 � 30 � 47
Total
Part Part
17 30
2. You carry the large suitcaseand the small suitcase.How many pounds do you
carry in all? pounds 75
Number model:45 � 30 � 75
Total
Part Part
?
45 30
3. You carry the package andthe large suitcase.How many pounds do you
carry in all? pounds 60
Number model:15 � 45 � 60
Total
Part Part
?
15 45
4. You wear the backpack andcarry both of the suitcases.How many pounds do you
carry in all? pounds 92
Number model:17 � 45 � 30 � 92
?
Total
Part Part Part
?
17 45 30
Try This
109
Math Masters, p. 93
Home Link Master
� Home Link 4�2 INDEPENDENTACTIVITY
(Math Masters, pp. 92 and 93)
Home Connection Children solve parts-and-total number stories. They fill in a parts-and-total diagram and write a number model for each problem.
3 Differentiation OptionsREADINESS
SMALL-GROUP ACTIVITY
� Solving Parts-and-Total 15–30 Min
Problems(Math Masters, p. 94)
Algebraic Thinking To explore solving parts-and-total problems using a physical model, have children act out number stories on a plate divided into three sections. For each number story, children put counters in each of the Part sections of the plate, then move the parts into the Total section to solve the problem. For example, say: Mark had 3 new crayons and 4 old crayons. How many crayons did he have? Children first put three counters in one of the Part sections and four counters in the other Part section. To solve the problem, they move all the counters to the Total section of the plate. Tell simple number stories for children to act out. Including stories with coin combinations will help prepare them for the content of this lesson. For example, say: Luis had 24 cents and Javanda had 18 cents. How much money did they have when they put their money together?
Serena had 3 marbles, Sonya had 4 marbles. When they put them together, how many did they have?
1. 6 birds were sitting in a tree. 3 birds were sitting on the ground. How many birds werethere all together?
2. There are 8 red flowers and 7 blue flowers. How many flowers are there all together?
3. Marco had 29¢ and Jamila had 46¢. How much money did they have all together?
4. Yuri wants to buy a pencil for 18¢ and an eraser for 33¢. How much money does she need? 51 ¢
75 ¢
15 flowers
9 birds
7 marbles
LESSON
4 �2
Name Date Time
Solving Parts-and-Total Problems
Total
Part Part18¢ 33¢
Q Q P
Total
Part Part29¢ 46¢
Q Q Q
Total
Part Part3 4
Total
Part Part8 7
Total
Part Part6 3
Math Masters, p. 94
Teaching Master
Lesson 4�2 259
Name Date Time
Parts-and-Total Diagram
Tota
l
Part
Part
Math Masters, p. 433
Teaching Aid Master
ENRICHMENT PARTNER ACTIVITY
� Creating Missing-Part 5–15 Min
Number Stories(Math Masters, pp. 419 and 433; Math Journal 1, p. 85)
Algebraic Thinking To apply children’s understanding of parts-and-total number stories, have them create a problem that involves a missing part on a blank parts-and-total diagram.
Children use a blank parts-and-total diagram and Lucy’s Snack Bar Menu (Math Journal 1, page 85) to create a number story that involves a missing part. For example:
� Yoshi spent $1.05 at the Snack Bar. He bought a hamburger. What else could he have bought? A soft drink, a cherry pie, or a cheese sandwich
Partners exchange number stories to find other possible menu selections.
Some children may be ready to work with three or more parts. For example:
� Kristen spent $1.00 at the Snack Bar. She bought a peanut butter and jelly sandwich. What two other items could Kristen have bought? Sample answers: Water and a cherry pie; a soft drink and an orange
Planning Ahead
At the end of the lesson, collect unused copies of:
� Math Masters, page 433 to use in Lesson 4-6.
� Math Masters, pages 447 and 448 to use in Lesson 4-3 and later lessons.
Before beginning Lesson 4-3, assemble the Class Thermometer Poster (°F/°C) so the thermometer is full length.
As you did for the Class Thermometer Poster (°F) used in Lesson 1-12, cut a long strip of red ribbon or crepe paper to represent the “mercury” in the thermometer tube. (The liquid is often called mercury, but may be something else.) Cut a slit in the thermometer bulb and pull the ribbon or crepe paper through the slit. Tape it at the top to hold it in place. Place a container beneath the poster to hold the excess ribbon or crepe paper.
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