| Story Problems |
Grade:
Kinder |
Content Area:
Technology |
Time Frame:
2 lessons (45 minutes) |
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Unit/Lesson Overview:
Utilizing the Van De Walle ten frame or five frame, students will manipulate the dots to represent addition and subtraction stories from the Investigations How Many in All? book.
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Student Standards (TEKS)
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explanation of a TEK, click on the TEK |
| Language Arts: |
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| Math: |
K.3(A)
K.4(A)
K.13(D) |
| Social Studies: |
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| Science: |
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| Technology: |
K1
K3
K4 |
| Technology: |
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| Additional TEKS: |
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I Can....
... manipulate my five or ten frame to represent a mathematical situation.
... determine when I should add and when I should subtract. |
Assessment(s):
Did the students accurately manipulate their five or ten frame?
Did the students determine when addition or subtraction should be utilized?: |
TAKS Objectives:
| Reading: |
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| Writing: |
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| Math: |
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| Social Studies: |
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| Science: |
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Bloom's Taxonomy
| Yes |
Knowledge |
| Yes |
Comprehension |
| Yes |
Application |
| Yes |
Analysis |
| Yes |
Synthesis |
| Yes |
Evaluation |
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Big 6 Skills
| Not Chosen |
Task
Definition |
| Not Chosen |
Info. Seeking
Strategies |
| Not Chosen |
Location and
Access |
| Not Chosen |
Use of Information |
| Not Chosen |
Synthesis |
| Not Chosen |
Evaluation |
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Supplementary Resources / Materials:
How Many in All? Investigations book, Investigation 3 (Story Problems)
File: Five_and_Ten_Frames.doc
File: Story_Problems.doc
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Internet Links:
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Accommodations:
To be determined by the teacher based on student needs |
| Procedures |
Introductory Activity (Warm-Up):
Use the files provided to do the "Quick Images" activity with the virtual five or ten frames. Use your questioning techniques to compare your images to the landmarks of five or ten (depending upon which frame you are using), i.e. for the number 6 you might elicit observations such as: 6 is 1 more than 5, 6 is 2 more than 4, 6 is 4 less than 10. |
Lesson:
This lesson is designed to be taught after students have had numerous hands-on experiences with five or ten frames. Prior to the lesson, the teacher should download the MS Word template called Five_and_Ten_Frames (File 1). Separate the template into two separate documents, one for the Five Frame and one for the Ten Frame. Save these files to the student shared directory. Please model the use of the five or ten frames in the classroom on your multimedia computer before attempting this activity in the lab. Students can work individually or with partners in the computer lab or on the wireless lab to complete the assignment.
1. Model for the students how to open the file on the student shared directory.
2. Explain that they will be manipulating their five or ten frame to represent math stories that you will present.
The math stories are contained in Story_Problems (File 2). Stories are from the Investigations book How Many in All?
Show students how to click and drag to move the yellow circles into the five or ten frame.
3. Read the math scenarios and talk with the students about how they think about their solutions. In the classroom students can act out the scenarios while one child manipulates the dots on the five or ten frame to represent the problem you are presenting.
You can have students perform multiple scenarios on the same five or ten frame, just move all the dots to the bottom at the end of each story. Or you may have children print or save their Five or Ten Frame if you do this activity in the lab.
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Reteach:
To be determined by the teacher based on the student needs
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Extension:
Have students create their own math story problems for others to solve. Create a class book or class word document that contains their problems and solutions.
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Guiding Questions:
How can we represent this story with our five (or ten) frame?
Are we combining numbers or separating numbers in this story?
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Summary Questions:
What is alike or different about the stories we heard?
How did you think about your problem?
Why did you move the dots the way you did?
Is there another question you could ask about this same story?
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Reflection:
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