2. Number Stories Presented by: Cindy Edouard

3.  Objective Objective  State Standards State Standards  Lesson Plans Lesson Plans  Lesson 1 Lesson 1  Lesson 2 Lesson 2  Lesson 3 Lesson 3  Lesson 4 Lesson 4  Lesson 5 Lesson 5  Assessments Assessments  Extension Extension  Parent Resources Parent Resources

4. We know a good story has a problem and solution. As a reader, we have to become a detective to figure out the problem, find and use important clues to help us solve the problem. Today you are going to put on your detective cap in math. THAT’S RIGHT MATH! We will be solving number stories. Turn and Talk to you to your partners and share what you think a numbers story is.

5. A number story is a story that has numbers. Just like the books we read in class, there is a problem. It is your job to find important numbers in the story to help you answer the question.

6. Jim has 5 notebooks and 3 pencils in his desk. How many items does Jim have in his desk? Remember: We are detectives, are there any clues in our story that can help us figure out how many items are in Jims’ desk?

7. What operation did you use? Which is the correct equation? 5 + 3= 5 – 3 =

8. Anticipated Strategies:  Highlight problem  Highlight important clue numbers  Use counters to represent items  Draw pictures  Use fingers  Start with the number of notebooks (5) on the 100’s chart, then count up the number of pencils(3).  Take forward hops on the number line

10. 2 books 3 books 2 + 3 = 5 Kim has read 5 books so far.

11. Solve:  Sam had 6 pennies in his piggy bank. His mother gave him 4 more. How many pennies does Sam have now?  Mona’s dog had 3 puppies. How many dogs does Mona have now?  Sarah is a 1 st grade student. She is 6 years old. Her teacher gives her 1 sticker at the end of the day. Last week, Sarah got a sticker on Monday, Tuesday, and Thursday. How many stickers did Sarah get last week? Extension: When your group is done look at the center chart to see which math activity you can work on next.

12. Frank caught 7 fish last Saturday. He had to throw 6 fish back because they were too small. How many fish did Frank bring home that day?

13. What operation did you use? Which is the correct equation? 7+6=7-6=

14. Anticipated Strategies:  Highlight problem  Highlight important clue numbers  Use counters to represent items  Draw pictures  Use fingers  Start with the number of notebooks (5) on the 100’s chart, then count up the number of pencils(3).  Take forward hops on the number line  Crossing out  Put fingers down  Start with the number of fish (7) on the 100’s chart, then count back the number of small fish (6)  Take backward hops on the number line

16. 8 books 3 books 8 -3= 5 Micheal read 5 more books than Brandon.

17. Solve:  Gina found 3 pennies on her walk home Monday morning. She lost 1 penny on the way home. How many pennies did Gina bring home?  Nick had 12 apples. He gave 2 apples to his sister and 3 apples to his friend. How many apples does Nick have left?  Jim has 10 baseball cards today. Yesterday we was given 4 cards for his birthday. How many baseball cards did Jim have before his birthday? Extension: When you groups is done look at the center chart to see which math activity you can work on next.

18. THE EDOUARD DISCOUNT STORE!!

19. The store manager will oversee the station and read the problem on the index card. The buyer will go on the shelve to grab the items. The cashier will calculate purchase and, if necessary, make change. The recorder will write the equation used to solve each problem. Then you will rotate roles until you solved all 4 problems, so everyone gets a fair chance.

20. Pencil- Markers- 2+1+1= 4 Jesse spent $4 at the store. $2 $1

21. Peter has $ 16 in his piggy bank. He takes $2 each day for school. How much money does Peter have left in his piggy bank on Friday? How do you know ?

22.  Turn and turn talk to the people in you group about the strategies you used to solve this problem. Create a poster of strategies you would like the share with the class. Be ready to share your thinking!  Gallery walk- Walk around with your group to look at the different posters. Write comments or questions that are helpful on a post-it and place it on the poster.

23. REVISING

24.  Revising Posters  Read the post-its  As a group, discuss which post-its were useful and you will think about  Use these post-it to make the changes on your poster  Do not erase! Cross out neatly, you might change your mind later.  Wait for permission to create a second draft.  Think about what each person is going to share in the Math CongressMath Congress

25. Math Congress Math Congress  This is more than a whole-group share. The math congress is a meeting in which children communicate their ideas, solutions, problems, proofs, and conjectures to each other.  The teacher plays a facilitative role allowing students to discuss their strategies and correct their our thinking by means of questions.  Students will learn to defend their ideas or challenge those of others.  Teacher will consider which ideas deserve discussion. Whether there a possible order that will serve as a scaffold to learning.

26.  In this units students will solve number stories. It is important for students to express their thought process and ideas when solving number stories.  Students will be encouraged to use a variety of solution strategies, such as: concrete, pictorial, and verbal.  Students will also use equations as a representation of solution strategies.  As an ongoing practice, students will continue to work on computation skills and deepen their understanding of money.

27.  Students will build new mathematical knowledge through problem solving.  1.PS.1 Explore, examine, and make observations about a social problem or mathematical situation  1.PS.2 Interpret information correctly, identify the problem, and generate possible solutions  Students will solve problems that arise in mathematics and in other contexts.  1.PS.3 Act out or model with manipulatives activities involving mathematical content from literature and/or story telling  1.PS.4 Formulate problems and solutions from everyday situations (e.g., counting the number of children in the class or using the calendar to teach counting)  Students will apply and adapt a variety of appropriate strategies to solve problems.  1.PS.5 Use informal counting strategies to find solutions  1.PS.6 Experience teacher-directed questioning process to understand problems  1.PS.7 Compare and discuss ideas for solving a problem with teacher and/or students to justify their thinking 1.PS.8 Use manipulatives (e.g., tiles, blocks) to model the action in problems  1.PS.9 Use drawings/pictures to model the action in problems  Students will monitor and reflect on the process of mathematical problem solving.  1.PS.10 Explain to others how a problem was solved, giving strategies and justifications

28.  Lesson 1 Lesson 1  Lesson 2 Lesson 2  Lesson 3 Lesson 3  Lesson 4 Lesson 4  Lesson 5 Lesson 5

29.  Survey Survey  Informal- While students are working independently or in groups using RSA  Formal- Unit ExamUnit Exam

30. Max Adventure Counting Fun Ice Cream Shop Money Rocks Elmo Counting Coins  Telling and solving number stories with a partner (Flip two cards from a deck. Using the numbers create a number story. Solve your partners problem).  Number Story Starters fill in the blank to complete the problem, then solve.  ACTION!!Create a numbers story with your group. Act out the story using the operation card. Rehearse and record your story on the video camera. Video’s will be uploaded on class Wiki.

31. Problem Solving Strategies