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© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Using Tape Diagrams 1 Promote perseverance.

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Presentation on theme: "© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Using Tape Diagrams 1 Promote perseverance."— Presentation transcript:

1 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Using Tape Diagrams 1 Promote perseverance in reasoning through problems. Develop students’ independence in asking themselves: “Can I draw something?” “What can I label?” “What do I see?” “What can I learn from my drawing?”

2 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Forms of the Tape Diagram ? 8 5 ?

3 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Foundations for Tape Diagrams in PK–1 3

4 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units 4 Example 1: Sara has 5 stamps. Mark brings her 4 more stamps. How many stamps does Sara have now?

5 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units 5 Example 2: Sara has 16 stamps. Mark brings her 4 more stamps. How many stamps does Sara have now?

6 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units 6 Example 3: Sara brought 4 apples to school. After Mark brings her some more apples, she has 9 apples altogether. How many apples did Mark bring her?

7 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units 7 Example 4: Matteo has 5 toy cars. Josiah has 2 more than Matteo. How many toy cars do Matteo and Josiah have altogether?

8 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units 8 Example 5: Jasmine had 328 gumballs. Then, she gave 132 gumballs to her friend. How many gumballs does Jasmine have now?

9 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units 9 Example 6: Jose has 4 paper clips. Harry has twice as many paper clips as Jose. How many paper clips does Harry have?

10 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units 10 Example 7: Jose has 4 paper clips. Harry has twice as many paper clips as Jose. How many paper clips do they have altogether?

11 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units 11 Example 8: William’s weight is 40 kg. He is 4 times as heavy as his youngest brother Sean. What is Sean’s weight?

12 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units 12 Example 9: Jamal has 8 more marbles than Thomas. They have 20 marbles altogether. How many marbles does Thomas have?

13 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units 13 Example 10: The total weight of a football and 10 tennis balls is 1 kg. If the weight of each tennis ball is 60 g, find the weight of the football.

14 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units 14 Example 11: Two pears and a pineapple cost $2. Two pears and three pineapples cost $4.50. Find the cost of a pineapple.

15 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units 15 Example 12: David spent 2/5 of his money on a storybook. The storybook cost $20 how much did he have at first?

16 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units 16 Example 13: Alex bought some chairs. One third of them were red and one fourth of them were blue. The remaining chairs were yellow. What fraction of the chairs were yellow?

17 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units 17 Example 14: Jim had 360 stamps. He sold 1/3 of them on Monday and ¼ of the remainder on Tuesday. How many stamps did he sell on Tuesday?

18 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units 18 Example 15: Max spent 3/5 of his money in a shop and ¼ of the remainder in another shop. What fraction of his money was left? If he had $90 left, how much did he have at first?

19 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units 19 Example 16: Henry bought 280 blue and red paper cups. He used 1/3 of the blue ones and ½ of the red ones at a party. If he had an equal number of blue cups and red cups left, how many cups did he use altogether?

20 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units 20 Example 17: A club had 600 members. 60% of them were males. When 200 new members joined the club, the percentage of male members was reduced to 50%. How many of the new members were males?

21 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units 21 Example 18: The ratio of the length of Tom’s rope to the length of Jan’s rope was 3:1. The ratio of the length of Maxwell’s rope to the length of Jan’s rope was 4:1. If Tom, Maxwell and Jan have 80 feet of rope altogether, how many feet of rope does Tom have?

22 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Key Points – Proficiency with Tape Diagrams 22 When building proficiency in tape diagraming skills start with simple accessible situations and add complexities one at a time. Develop habits of mind in students to reflect on the size of bars relative to one another. Part-whole models are more helpful when modeling situations where you are given information relative to a whole. Compare to models are best when comparing quantities.


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