1. Representing and Problem Solving with Basic Facts Unit of Study 3: Basic Facts and Relationships Global Concept Guide: 3 of 4

2. Content Development  The teacher should focus on students’ understanding of how to use models and pictures to find solutions to math problems.  This concept will focus on building arrays. An array is an arrangement of things in rows and columns, such as rectangle or square tiles or blocks. Arrays have a good real-world tie-in as they are prevalent in everyday life.  Based on the standard, the array should not exceed 5 rows or 5 columns.  Students need to understand rows are horizontal and columns are vertical. Rows represent the groups. These terms will need to be explicitly taught.  This is not the time to teach multiplication although it will be an important connection to multiplication when students get to 3 rd grade.  Students should write a number sentence (repeated addition) to match the story problem. 5+5+5= 15 or 3 groups of 5 (not 3+3+3+3+3)

3. Content Development continued When students are problem solving, ask probing questions rather than telling students what to do. Some questions you might ask are: What is the question asking you? What information is given to you? Can you draw a picture to model the problem? How do you know that your answer makes sense? What do your groups represent? Is 5+5+5 the same as 3+3+3+3+3? What efficient fact strategies can help you solve this problem? Does your picture accurately represent the story? What equation matches your problem? What happened in the problem?

4. Day 1  Essential question: How can you model problems with equal groups?  Students will need to rely on direct modeling and the various basic fact strategies to successfully solve these problems.  Sample questions you might use:  Mr. Ham Er Head had 4 fish tanks with 2 fish in each tank. How many fish did he have?  Geraldine put 3 movies on each shelf. There were 5 shelves. How many movies did she have?  Ms. Mendenhall had 3 rows of desks. There were 4 desks in each row. How many desks?  Ms. Perry put 5 cookies on each of 4 plates. How many cookies will she need?  Additional word problems with graphic organizer for recording information.word problems  Word problems that can be glued in math journals and quick pics drawn to solve. Word problems  At the end of Day 1 students will be able to solve word problems with equal groups.

5. Day 2  Essential question: How can you write an addition sentence for problems with equal groups?  Students are using the problem solving strategies from this unit of study to create a repeated addition sentence that represents the problem.  As students are solving the equal groups problems, the teacher needs to ensure through questioning that the representation matches what is occurring in the problem. (e.g. Three fish bowls with two fish in each bowl would look different than two fish bowls with three fish in each bowl, even though the total number of fish is the same).  Headline activity to represent problems. Headline  At the end of Day 2 students will be able to write an addition sentence to match a story problem with equal groups.

6. Enrich/Reteach/Intervention Reteach  Re-teach –p. R31, & R32 Make sure to use manipulatives to model the math review problems.R31R32 Circles and Stars game- Divide a piece of paper into 8 sections. First student rolls two dice. In the first section the student will draw circles for the number rolled with one die and stars in each of the circles for the number rolled with the other die. Ex. if a student rolled a 2 and a 3 he would draw two circles and draw three stars in each circle. Student writes an addition sentence to match their picture. Player 2 follows the same procedure as player 1. 3 + 3 = 6 Enrich:  Enrich- Go Deeper TE p. 163 Students contextualize addition equations.  Give students a number such as 12 and have them create as many different arrays as they can and write the number sentences to match. Student chooses 2 and write a story problem to match.  Each Orange Has Eight Slices- Use parts of this book for students to model /write number sentences.

7. Literature for your Classroom Library When using these books only numbers that meet the 2 nd grade standard of up to 5 rows and 5 columns.