Pearson Assessments



Second Grade3-Digit Addition Subtraction Problem SolvingSection 3: Mixed Practice & Generating Story Problems Table of ContentsTopicSuggested Number of DaysPage No.Part 1 Mixed PracticePart 2 Generating Story ProblemsGuided Practice Story Starter – Put TogetherGuided Practice Story Starter – Take AwayGuided Practice Story Starter – CompareGuided Practice Story Starter – Missing PartStudent Story Starters4 days (1/29 – 2/3)2 days (2/4 – 2/5)2289101112Additional Resources:MATH_2_A_FROSTY FUN 2014_RESMATH_2_A_WINTER TIC TAC TOE 2014_RESMATH_2_A_VALENTINE TIC TAC TOE 2014_RESMATH_2_A_AQUARIUM 2014_RESMixed Practice and Generating Story ProblemsTEKS 2.4Arecall basic facts to add and subtract within 20 withautomaticityTEKS 2.4Csolve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithmsTEKS 2.4Dgenerate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000TEKS 2.1Aapply mathematics to problems arising in everyday life, society, and the workplaceTEKS 2.1Buse a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying a solution, and evaluating the problem-solving process and reasonableness of the solutionTEKS 2.1Cselect tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problemsTEKS 2.1Dcommunicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriateTEKS 2.1Ecreate and use representations to organize, record, and communicate mathematical ideasTEKS 2.1Fanalyze mathematical relationships to connect and communicate mathematical ideasTEKS 2.1Gdisplay, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communicationVocabulary:add, addition, regroup, regrouping, ones, tens, hundreds, put together, take away, compare, missing part, combine, total, altogether, together, model drawing, unit bar, place value, subtract, subtraction, sum, differenceTeacher BackgroundIn this section, our focus will be on having students practice solving mixed addition and subtraction story problems (Part 1) and generating story problems (Part 2) from given mathematical number sentences (whole numbers within 1,000). Part 1: Mixed PracticeMaterials:student copies of 3-Digit Mixed Independent Practice Problems Set 1(MATH_2_A_2 3DIGIT MIXED PRACTICE IP 2014_RES)student copies of 3-Digit Mixed Independent Practice Problems Set 2(MATH_2_A_3 3DIGIT MIXED PRACTICE IP 2014_RES)student copies of 3-Digit Mixed Independent Practice Problems Set 3(MATH_2_A_4 3DIGIT MIXED PRACTICE IP 2014_RES)Since students have solved addition and subtraction story problems in isolation, they now have the opportunity to practice mixed problem solving. Based on student needs, the teacher may use Mixed Practice Problem Set 1 and /or Set 2 for partner or independent practice. Students should complete Problem Set 3 for independent practice. Base ten blocks should be available for students to use, if needed, for all three practice sets.Additional resources are provided in order to engage students with novel activities during the mixed practice problem sets. These activities may be paired with any of the sets.Part 2: Generating Story ProblemsMaterials:Action Posters (for addition and subtraction only)Guided Practice Story Starters (one for each pair of students)Student Story Starters Note to Teacher: Begin with number sentences that do not need regrouping in order to allow students to focus on the process of generating story problems. As students become proficient with the writing process, the teacher can include number sentences that require regrouping. Display the Guided Practice Story Starter for Put Together.3105150144145002174875142875235 + 123 = 00235 + 123 = There were 235 goldfish at the pet store.Tell students that you are writing a story problem to go with this number sentence, but you are stuck and need their help to finish it.Before we continue, let’s think about what type of problem it is? (point to the number sentence) an addition problem How do you know? the plus sign tells you to add What action takes place in an addition problem? put togetherRefer to the action posters if necessary. What numbers are we putting together? 235 and 123We know that 235 represents goldfish at the pet store. Now let’s think of something else we can put together with the goldfish.Give students a copy of the Guided Practice Story Starter - Put Together and ask them to discuss a possible ending to the story problem with a partner. They should then complete the story starter. Remind them to include a question. Ask students to share their ideas and then have the class vote for an ending. The chosen ending can now be added to the class story. 3038475990600??Display the two examples of the model drawing (shown below). Then have a discussion about which model is a better representation of their story (either one or both may be used). Complete the model drawing by labeling, adjusting (if necessary) and adding the question mark. Post the story problem and the model drawing(s) next to the Put Together action poster for future reference.752475210185(who) (what)_____ _____(who) (what)_____ _____2476500276860235235352425027686012312324860251048385gfgf3686175176530__________________ OR847725108585?235gf123(who) (what)_____ _____?235gf123(who) (what)_____ _____199466896675 ξξAsk students the following questions:How are these model drawings similar?How are they different?Why do we need a squiggle or adjustment in the second drawing, but not in the first one?1549422269875There were 235 fish at the pet store.00There were 235 fish at the pet store.Next, display the Guided Practice Story Starter for Take Away. 2895282263525001969135264795235 - 123 = 00235 - 123 = Tell students you need their help in writing another story problem for this number sentence.Look carefully, is this the same problem as before? (Allow time for discussion.)How is this problem different/same from the last one? Answers should include: It is different because we have to subtract; it is similar in that it uses the same numbers.What actions take place in a subtraction problem? (refer to the action posters) take away, compare or missing part Let’s write a take away (subtraction) problem first.When you take away, what should be happening in your story? part of the total goes awayAs before, give students time to discuss a possible way to complete the story problem with a partner. Make sure they include a question. Have students record their ending on the story starter sheet for take away and then share. The class now votes on an ending to complete the class story problem. 1764574431800235fish123?235fish123?As a class, complete the model drawing for the story problem (example is shown below). Display the story problem and the model drawing next to the Take Away action poster.Show the Guided Practice Story Starter for Compare.3052445129540002156460131445235 - 123 = 00235 - 123 = 1619250226060There were 235 fish at the pet store.00There were 235 fish at the pet store. Now I need your help in writing a compare (subtraction) problem. Let’s look at the action poster to help us. (Students should recognize that this type of problem makes comparisons to find who or what has more/less, is taller/shorter, faster/slower, etc.) Let’s think of what a compare problem might ask. It might ask us how much more a turtle weighs than a frog. What else could a compare problem ask us to find? (Allow time for discussion.)To what in the pet store can we compare the fish? (make a list from students’ responses). Students should now discuss and write the ending to the story starter with their partner. Below is an example of a compare story problem.138837379375There were 235 fish at the pet store. There were also 123 birds. How many more fish than birds did the pet store have?00There were 235 fish at the pet store. There were also 123 birds. How many more fish than birds did the pet store have?Record the ending the class chose for the story and then complete the model drawing. Since we are comparing, we need to draw 2 unit bars - one for the fish and one for what we are comparing them to (see below).33762952698740028622684726523523519755552565400367665041910?00?1309511101177fishfish25050752622552508634999231231233386173289701197548529083001121134160351_______ (what)00_______ (what)ξ ξ ξDisplay the story problem and the model drawing next to the Compare action poster.Finally, display the Guided Practice Story Starter for Missing Part.2774315788400187134518415235 - 123 = 00235 - 123 = 941917116416There were 235 fish in the tank at the pet store.0There were 235 fish in the tank at the pet store.Let’s write one more subtraction problem. Which action have we not used in our story problems? missing part Refer to the missing part poster. What action does a missing part problem need to have? (Students should recognize that with these problems, they know the total amount but part of it is missing or unknown.) We know that we have a total of 235 fish in the tank. Let’s say that 123 of these fish are goldfish. The part we don’t know is how many are not goldfish. (Illustrate this with model drawing.)971550-114300123235fishgf?not gf123235fishgf?not gf Complete the story problem using the goldfish as the part that is known, unless the students have other suggestions.104775047626There were 235 fish at the pet store. 123 of the fish are goldfish. How many are not goldfish?00There were 235 fish at the pet store. 123 of the fish are goldfish. How many are not goldfish?Display the story and the model drawing next to the Missing Part action poster.Students should now solve 2 of the problems created using the 4-step process. If students choose 2 subtraction problems, they will discover that the algorithm is the same for both, even though the action and model drawing are different. Partner PracticeThe teacher gives each pair of students an index card with a number sentence and the action that should be included in their story - put together, take away, compare, or missing part.Have students work with their partner to write a story problem that goes along with the number sentence. Students needing ideas for writing, can pick a story starter from page 11. Remind students to think about the action that has to be included in their story. (They can refer to the Action Posters and the stories the class created.) Ask them not to solve the problem or write the answer because you will be giving their problem to other students to solve. As students finish, the teacher should do a quick check of the problems for appropriateness. While the teacher is checking, students can practice solving math problems with regrouping. Once all problems have been checked, redistribute them to other students to solve. The solving of the story problems should be done on a separate sheet of paper using the 4-step process. Once students finish a problem, it can then be passed on to other students.Independent PracticeDisplay a number sentence along with its action. The student creates a math story problem to go with the number sentence. The student then solves the problem using the 4-step process.The teacher can use the student-created story problems for future warm-ups or make a class math book. Students can continue to practice generating word problems in a Math Writing Work Station. -340732-346075Guided Practice Story Starter – Put Together00Guided Practice Story Starter – Put Together3450566264987001776730290830235 + 123 = 00235 + 123 = 323850198120There were 235 goldfish at the pet store.00There were 235 goldfish at the pet store.-231009-389102Guided Practice Story Starter – Take Away- Take Away00Guided Practice Story Starter – Take Away- Take Away38815271973300219075062865235 - 123 = 00235 - 123 = 91440069850There were 235 fish at the pet store.0There were 235 fish at the pet store.-342769-452120Guided Practice Story Starter – Compare- Compare00Guided Practice Story Starter – Compare- Compare34848087493000181991074930235 - 123 = 00235 - 123 = 86677583820There were 235 fish at the pet store.0There were 235 fish at the pet store.-453259-313668Guided Practice Story Starter – Missing Part00Guided Practice Story Starter – Missing Part38985164285700218186094615235 - 123 = 00235 - 123 = 1209675116840There were 235 fish at the pet store.0There were 235 fish at the pet store.-501650-415465Student Story Starters00Student Story StartersThere were ____________ gumballs in the gumball machine. I have ____________ pennies in my piggy bank.My sister has ____________ loom bands in a box.My class collected ____________ cans for a class project.Sam counted _______________ ants on a candy bar. ____________ boys and girls went to see the movie Frozen on Sunday.There were _____________ cars parked at the mall. ................
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