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What s My? Objective To provide opportunities to review and solve What s My? problems. epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment
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What s My? Objective To provide opportunities to review and solve What s My? problems. epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common Core State Standards Curriculum Focal Pots Interactive Teacher s Lesson Guide Teachg the Lesson Ongog Learng & Practice Differentiation Options Key Concepts and Skills Use basic facts to compute extended facts. [Operations and Computation Goal 1] Describe rules for patterns and use them to solve problems. Describe rules and patterns What s My? tables; use them to solve addition and subtraction problems. Key Activities Children discuss problems which one quantity depends on another. They illustrate this kd of relationship between pairs of numbers with a function mache and What s My? tables. They solve What s My? problems. Ongog Assessment: Informg Instruction See page 114. Ongog Assessment: Recognizg Student Achievement Use journal page Playg Fact Games Student Reference Book, pp. 78 or 310 and 311 Beat the Calculator per group: 4 each of number cards 0 9 (from the Everythg Math Deck, if available), calculator Subtraction Top-It per group: 4 each of number cards 0 10 and 1 each of number cards 11 0 (from the Everythg Math Deck, if available) Children mata and/or practice basic fact fluency. Math Boxes 3 Math Journal 1, p. 35 Children practice and mata skills through Math Box problems. Home Lk 3 Math Masters, p. 4 Children practice and mata skills through Home Lk activities. READINESS Actg Out a Function Mache cardboard box counters Children act a function mache. ENRICHMENT Creatg What s My? Tables Math Masters, p. 41 Children work together to make up their own What s My? tables. Key Vocabulary function mache put rule put What s My? Materials Math Journal 1, p. 34 Home Lk transparency of Math Masters, p. 41 (optional) Advance Preparation Teacher s Reference Manual, Grades 1 3 pp. 18, 19, Unit Addg and Subtractg Whole Numbers Gettg Started Mental Math and Reflexes Pose What s My? riddles. Ask children to say a number. Apply a secret rule and tell them the new number. For example, a child might say 48. Apply the rule Add 10 and tell the new number, 58. Contue as above until most children know the secret rule. Then you say a number and ask children to apply the rule and tell you the new number. Secret rules: Add 10; Subtract 10 Secret rules: Add 5; Subtract 5 Secret rules: Add 8; Subtract 8 Home Lk Follow-Up Go over answers as necessary. Review the idea that basic facts can be used to solve problems with larger numbers. Math Message Some bacteria double number every 0 mutes. Use this formation to complete the table. Now 0 m later Unit bacteria 1 Teachg the Lesson Math Message Follow-Up WHOLE-CLASS DISCUSSION Algebraic Thkg Draw or display a function mache and What s My? table. Ask children to image that the function mache works like this: A number (the put) is dropped to the mache. The mache changes the number accordg to a rule. A new number (the put) comes the other end. The rule for the Math Message problem is Double the number. Write the word Double the function mache. Pot the What s My? table that you have displayed. Discuss the 8 the column and the 16 the column. Expla to children that numbers the column represent the number of bacteria now. Correspondg numbers the column represent the number of bacteria 0 mutes from now. Review the answers to the Math Message problem by posg questions the followg manner: If 50 is dropped to the function mache, which number will come? 100 Enter the appropriate numbers the and columns. Repeat with the other numbers the problem. Double Lesson 3 113 Type 1 Type Type 3 Subtract 9 Add 5 Add 10 Reviewg Variations of the What s My? Re (Math Masters, p. 41) WHOLE-CLASS Date LESSON Fill the blanks. Time 1.. Subtract Add What s My? Add Student Page Add 9 Subtract 30 Subtract 15 Type 4 Type 5 Subtract Mark is 4 years younger than his sister Susie Algebraic Thkg If you made a transparency of Math Masters, page 41, you can demonstrate each type of What s My? table on the overhead. Otherwise, draw the tables on the board. In the Math Message problem, the rule and sample puts are known, and the puts must be determed. (See Type 1 the marg.) In a second type of What s My? problem, the rule and sample puts are known, but the puts must be determed. (See Type the marg.) In a third type of What s My? problem, the puts and puts are known, and the rule must be determed. (See Type 3 the marg.) In a fourth type of What s My? problem, some puts and puts are known; missg numbers and the rule must be determed. (See Type 4 the marg.) To fd the rule problems like these, children should use the pairs which both and numbers are given. Then, after the rule is discovered, children can use the rule to fill the missg and numbers. Pose problems like the fourth type to the class. In a fifth type of What s My? problem, rules are often stated as simple commands to perform a specific operation, such as Add 5. However, rules may also be stated a context Mark is 4 years younger than his sister, Susie or as the Math Message Some bacteria double number every 0 mutes. (See Type 5 the marg.) Encourage children to supply both types of rules. Completg What s My? Tables (Math Journal 1, p. 34; Math Masters, p. 41) PARTNER Algebraic Thkg Children may work partnerships or dependently to complete the journal page. Note that the last row each table is left blank. Encourage children to create difficult problems. Math Masters, page 41 may be used to provide additional practice with What s My? tables. Ongog Assessment: Informg Instruction PROBLEM SOLVING Watch for children who have difficulty fdg the missg numbers. Have them check their work by readg the number sentence formed by the number, the rule, and the number. Math Journal 1, p Unit Addg and Subtractg Whole Numbers Date Student Page Time Ongog Assessment: Recognizg Student Achievement Journal Page 34 Use journal page 34, Problems 1 and, to assess children s ability to write and use rules for functions volvg addition and subtraction. Children are makg adequate progress if they are able to complete Problems 1 and. Some children may be able to complete the remag problems volvg missg rules and numbers. Ongog Learng & Practice Playg Fact Games (Student Reference Book, pp. 78 or 310 and 311) SMALL-GROUP Have children play either Beat the Calculator (Addition) or Subtraction Top-It to mata and/or practice basic fact fluency. Review the rules for these two games the Student Reference Book (page 78 for Beat the Calculator and pages 310 and 311 for Subtraction Top-It). Contue to provide children with opportunities to play fact games regularly. LESSON 1. Put these numbers order from smallest to largest. 3,764 8,596 8,596 Math Boxes 3,199 85,096 85, Write the numbers that are 100 more and 100 less than each given number. 100 more 100 less , ,46,56,36 3,965 4,065 3, What time is it? 4:35 What time will it be 0 mutes? 4:55 How many mutes until 5:15? 40 m 3,199 3, Math Journal 1, p Fill the missg numbers. 1,07 1,073 1,074 1,075 1,08 1,083 1,084 1,085 1,094 1, You spent $7.88 at the store. You gave the cashier a $10 bill. How much change should you receive? $.1 6. Measure the le segment to the nearest 1 ch. 1 ches 1,104 1, Math Boxes 3 (Math Journal 1, p. 35) INDEPENDENT Mixed Practice Math Boxes this lesson are paired with Math Boxes Lesson -1. The skill Problem 6 previews Unit 3 content. Writg/Reasong Have children write an answer to the followg: Expla your strategy for Problem 4. Sample answer: I counted up $0.1 from $7.88 to get to $8.00. From $8.00 to $10.00 is $.00. The change is $.00 + $0.1 or $.1. Home Lk 3 (Math Masters, p. 4) INDEPENDENT PROBLEM SOLVING Name Date Time HOME LINK Family Note What s My? You can fd an explanation of function maches and What s My? tables on pages 0 04 the Student Reference Book. Ask your child to expla how they work. Help your child fill all the missg parts for these problems Please return this Home Lk to school tomorrow. Practice facts and fact extensions. Complete the What s My? problems. Make up problems of your own for the last table. 1. Subtract 7 Home Lk Master Add Home Connection Children practice facts and fact extensions the What s My? format. What s My? may not be familiar to parents, so you might want to send home the Student Reference Book. 3. Add Math Masters, p. 4 Lesson 3 115 Teachg Master 3 Differentiation Options READINESS Actg Out a Function Mache SMALL-GROUP 5 15 M Math Masters, p. 41 Algebraic Thkg To explore function maches usg a concrete model, use a cardboard box with a lid to demonstrate how a function mache works. Draw a picture of an Everyday Mathematics function mache on one side of the box. Place 15 counters side the box. To beg the demonstration, put 3 counters to the mache. Take 6 counters of the mache. Repeat with additional numbers of counters (4 and 8, 5 and 10). Then ask children how the mache is changg the number of counters each time. Children should try to state the rule the mache is usg. (In the example, the mache doubles the number.) Repeat with other rules (for example, +4, ). As children understand the process, have them serve as the rule makers. ENRICHMENT Creatg What s My? Tables (Math Masters, p. 41) ELL PARTNER M To provide further exploration of What s My? problems, have children create their own What s My? tables. Encourage them to use negative numbers, larger numbers, or rules stated a context (such as Type 5 the marg on page 114.) To support English language learners, have children read their rules. Consider havg them state their rules different ways. For example, My rule is to add. Plus is another way to say my rule. 116 Unit Addg and Subtractg Whole Numbers
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