Transcript
Name: ______________________________________________ Date:_____________________
Number Bonds: Introduction Task 1: Tiles, Number Bonds, and Words 1)
(tiles)
_______ and _______ make 5
5
(words)
(number bond) 2)
_______ and _______ make 5
Model each problem with tiles. Use the number bond to show each part and the whole. The parts go in the circles on the right and the whole goes in the circle on the left of the number bond. Lastly, complete the words using the fill in the blank.
IMP Activity: Number Bonds Introduction
1
S1
3)
_______ and _______ make 4
4)
_______ and _______ make ______
5)
_______ and _______ make ______
IMP Activity: Number Bonds Introduction
2
S2
Task 2: Number Bond Stories Create a story to match what you see below. Be ready to share your story aloud. 1)
Story: ___________________________________________________________ _________________________________________________________________ Number Bond and Words to Match Your Story:
_______ and _______ make ______
2)
Story: ____________________________________________________________ __________________________________________________________________ Number Bond and Words to Match Your Story:
_______ and _______ make ______
IMP Activity: Number Bonds Introduction
3
S3
For #’s 3-4, create a story to match the given number bond AND draw pictures to illustrate your story. 3)
2
Picture:
3 1
Story: : ___________________________________________________________ __________________________________________________________________ _____________________________________________________________________________
4)
2
Picture:
6 4
Story: : ___________________________________________________________ __________________________________________________________________ _____________________________________________________________________________
IMP Activity: Number Bonds Introduction
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S4
Name: ______________________________________________ Date:________________
Number Bonds: How Many Ways to Make 10 1. Begin with 10 counters and separate them into 2 groups. Record the number bond and number sentence to match.
_______ and _______ make 10.
2. As a pair, try to find ALL the possible number bonds that can be made from 10 counters. Record them below.
_______ and _______ make 10.
_______ and _______ make 10.
_______ and _______ make 10.
IMP Activity: Number Bonds How Many Ways to Make 10
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_______ and _______ make 10.
_______ and _______ make 10.
_______ and _______ make 10.
_______ and _______ make 10.
IMP Activity: Number Bonds How Many Ways to Make 10
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S6
_______ and _______ make 10.
_______ and _______ make 10.
_______ and _______ make 10.
_______ and _______ make 10.
IMP Activity: Number Bonds How Many Ways to Make 10
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Name: _______________________________________________ Date:________________
Number Bonds: Missing Addends Find the missing number. Use the pictures to help you. 1)
? 6 2
2)
1
?
5
3)
?
2 3
?
4)
10 2 ? IMP Activity: Number Bonds Missing Addends
1
S8
5)
10)
2
9
1
3 6)
11)
4
8 0
7)
8
3 12)
6
9
6
8)
3
13)
10
7
5
9)
14)
4 6
5 0 IMP Activity: Number Bonds Missing Addends
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Name: ________________________________________ Date:________________
Rekenrek: Cover-up Directions: This is a 2-player game (or teacher and a pair of students). 1) Begin by telling students you are only using the TOP row to represent 10. 2) Player one picks a card from the pile (#’s 0-9). This player then pushes this many beads across, leaves the rest behind the whiteboard and shows the other player the Rekenrek (but does NOT show the card). 3) Player two must determine how many beads (on the top row only) are “hiding” behind the whiteboard. Once he/she guesses, the white board is moved to check. 4) Make sure to record BOTH a number bond and a math sentence/equation each time. 5) Trade roles and continue playing. Version 2: Use cards numbered 0-19 and all 20 beads. To do this, player 1 can push the number from one or both rows, and player two must guess the total (on both rows) behind the whiteboard. Example: Card drawn: 8 (*This is the correct starting position for the Rekenrek.)
10 ?
?
Slide over 8 on the top or bottom row behind the cover:
10 8
2
Sample math sentence/equations: 8 + 2 = 10
OR
2 + 8 = 10
IMP Activity: Rekenrek: Cover Up
OR
10 – 8 = 2
OR
10 – 2 = 8 1
S10
1. Card Drawn: _____________
Equation:________________________
3. Card Drawn: _____________
Equation:________________________ 5. Card Drawn: _____________
Equation:________________________ IMP Activity: Rekenrek: Cover Up
2. Card Drawn: ___________
Equation:________________________
4. Card Drawn: ___________
Equation:________________________ 6. Card Drawn: ___________
Equation:________________________ 2
S11
7. Card Drawn: _____________
Equation:________________________
9. Card Drawn: _____________
Equation:________________________ 11. Card Drawn: _____________
Equation:________________________
IMP Activity: Rekenrek: Cover Up
8. Card Drawn: ___________
Equation:________________________
10. Card Drawn: ___________
Equation:________________________ 12. Card Drawn: ___________
Equation:________________________
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Name: __________________________________________
Date:________________
Rekenrek: Missing Addends Directions: This is a 2-player game (or teacher and a pair of students). 1) Select a card from the pile (cards are numbered 2-20). Record this number as the total in BOTH the number bond and the number sentence. 2) The first player (using one or both rows) pushes over any number of beads LESS than the total on the card (for example, if the card says 4, the first player can push 1, 2 or 3). Record this number as the first number in the number sentence. 3) The second player must push over the correct amount of beads so that, together, the total beads match the number on the card. 4) Record the amount of beads pushed in the blank to complete the number sentence. 5) Trade roles and continue playing. Example: Card drawn: 15
15
The first player uses using one or both rows pushes over 13 (LESS than the total on the card which was 15).
13 Equation: 13 + ________ = 15 1. Card Drawn: _____________
Equation:________________________ IMP Activity: Rekenrek: Missing Addends
2. Card Drawn: ___________
Equation:________________________ 1
S13
3. Card Drawn: _____________
Equation:________________________ 5. Card Drawn: _____________
Equation:________________________ 7. Card Drawn: _____________
Equation:________________________
IMP Activity: Rekenrek: Missing Addends
4. Card Drawn: ___________
Equation:________________________ 6. Card Drawn: ___________
Equation:________________________ 8. Card Drawn: ___________
Equation:________________________
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9. Card Drawn: _____________
Equation:________________________ 11. Card Drawn: _____________
Equation:________________________ 13. Card Drawn: _____________
Equation:________________________
IMP Activity: Rekenrek: Missing Addends
10. Card Drawn: ___________
Equation:________________________ 12. Card Drawn: ___________
Equation:________________________ 14. Card Drawn: ___________
Equation:________________________
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Name: ___________________________________________
Date:________________
How Many are Under the Cup? Activity: Divide the group into the following 3 roles: The Chooser, The Hider and The Solver. You will trade roles after each problem. ◊ The Chooser begins by picking a number less than 10. ◊ The Chooser needs to take out counters to represent this number, place the counters under an upside down cup and then record the number as the total in the number bond and in the number sentence. ◊ The Hider then takes some of the counters out from under the cup. ◊ The Hider counts how many counters are left under the cup and records this on the number bond and in the number sentence. ◊ The Solver must now figure out how many counters the Hider took out. ◊ The Solver needs to record this in the number bond and as a number sentence. ◊ Trade roles and play again. 1. Card Drawn: _____________
Equation:________________________ 3. Card Drawn: _____________
Equation:________________________ IMP Activity: How Many are Under the Cup?
2. Card Drawn: ___________
Equation:________________________ 4. Card Drawn: ___________
Equation:________________________ 1
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5. Card Drawn: _____________
Equation:________________________ 7. Card Drawn: _____________
Equation:________________________ 9. Card Drawn: _____________
Equation:________________________ IMP Activity: How Many are Under the Cup?
6. Card Drawn: ___________
Equation:________________________ 8. Card Drawn: ___________
Equation:________________________ 10. Card Drawn: ___________
Equation:________________________ 2
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Name: ________________________________________ Date:________________
Doubles Snap Race Set-up: 1. This game is for 2 players. 2. Each pair needs one 10-sided die.
Score ________________ ________________
Playing the Game: • One player rolls a die. • Both players try to determine what double the amount of the number showing on the die is. • When a player knows the double, he/she snaps their fingers. • The first player to snap will then say the double. If he/she is correct, he/she gets a point. If the fact is not correct, the other player can say the fact correctly and earn a point. • The winner records a number sentence and number bond to show the double fact. Ex. 7 + 7 = 14. • If there is a tie in snapping for the doubles, each player who can write a correct number sentence receives a point.
1. Card Drawn: _____________
Equation:________________________
IMP Activity: Doubles Snap Race
2. Card Drawn: ___________
Equation:________________________
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3. Card Drawn: _____________
Equation:________________________ 5. Card Drawn: _____________
Equation:________________________ 7. Card Drawn: _____________
Equation:________________________
IMP Activity: Doubles Snap Race
4. Card Drawn: ___________
Equation:________________________ 6. Card Drawn: ___________
Equation:________________________ 8. Card Drawn: ___________
Equation:________________________
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Name: ________________________________________ Date:________________
Double Decker Bus Puzzles Note: All scenarios are based upon 20 total seats, 10 on top and 10 on bottom. Directions: Solve each problem however you wish. Record your reasoning using number bonds and/or math sentences. Show all work below. 1) There are 2 more people on top than on the bottom. There are 6 empty seats on the bottom. How many people are on each level of the bus?
2) There are the same number of people on both the top and bottom. If 4 more people get on the bottom level, this level will be full. How many people are on each level of the bus?
3) There are twice (double) as many people on the bottom as on the top. While there are less than 10 people on each level, there are more than 10 people on the bus. How many people are on each level of the bus?
4) If 3 people get off the top level, there will be the same number of people on each level. There are an odd number of people on the bus. There are enough people on the bus to fill a whole level, but then someone would have to sit alone on the bottom. How many people are on each level of the bus?
IMP Activity: Double Decker Bus Puzzles
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S20
5) The total number of people on the bus is a 2-digit number. The ones digit is 7 more than the tens digit. There are 2 more people on the bottom level than on the top. How many people are on each level of the bus?
6) The total number of people on the bus is a 2-digit number. The sum of the digits is 5. There are 5 people on the bottom. How many people are on the top level of the bus?
Make up your own puzzle to have your partner solve. 7) _________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
IMP Activity: Double Decker Bus Puzzles
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Name: ________________________________________ Date:________________
Fishing For Rods Set-up: Each player begins with 1 set of Cuisenaire rods (1-10) in a paper bag. Playing The Game: ◊ The first player begins by selecting a rod from his/her bag and handing it to the 2nd player. ◊ The 2nd player has one minute to examine the rod, and then he/she must reach into his/her bag and, without looking, take out the rod that is 1 longer. Game Versions: Use the same rules, but change the goal of the game as follows: 1. The object of the game is to select a rod that is 1 less than the original. 2. The object of the game is to select a rod that is 2 more than the original. 3. The object of the game is to select a rod that is twice the original value (Note: The 1st selection must be limited to the rods 1-5.)
IMP Activity: Fishing for Rods
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Cuisenaire Rod Cheat Sheet
IMP Activity: Fishing for Rods
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Name: ________________________________________ Date:________________
Race to 20 Set-up: Each player will begin with one set of Cuisenaire Rods, representing the numbers 1-10. Each pair needs a 20-square game board. Playing The Game: ◊ Select which player will go first. ◊ This player will choose any one of his/her rods to place at one end of the game board. ◊ The next player will then choose one of his/her rods and lay it on the game board, touching that last player’s rod. ◊ The game ends when a player places a rod which takes up the remaining squares or when no more rods can be played. ◊ A player loses his/her turn if he/she does not have any rods that will still fit. Winning The Game: The player who fills in the final square wins. (If no one can complete the board, then the game is a tie.) Recording the Math: After each player places a rod down, write a number sentence (equation) stating what just happened.
Game Board
Number Sentences- Game 1
IMP Activity: Race to 20
Number Sentences- Game 2
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Cuisenaire Rod Cheat Sheet
IMP Activity: Race to 20
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Name: _______________________________________________ Date:________________
Build My Train Directions: Use the clues provided to build each train. Draw a picture of each train and record an addition sentence to represent the train. 1. 2. 3. 4.
Train # 1: The train is as long as a black and a brown rod put together. All the cars are the same color. There are more than 3 cars. No white rods can be used. Picture:
Number Sentence:
Train # 2: 1. This train is as long as an orange rod. 2. The shortest car is red. What possible trains can you build? 3. The are 3 cars in this train. Picture:
Number Sentence:
Train # 3: 1. The train has a dark green rod. 2. This train has only 2 cars. 3. The train is longer than a black rod, but shorter than a blue rod. Picture:
IMP Activity: Build My Train
Number Sentence:
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Train # 4: 1. The train is as long as a blue rod. 2 Exactly 2 of the rods are the same color. 3. The train has 4 cars. 4. No rod is longer than the light green rod.
Picture:
1. 2. 3. 4.
Number Sentence:
Train # 5: The train is as long as a blue and a light green rod. Half the cars are one color. Half the cars are another color. There are no yellow cars. The smallest rod has a value greater than 1. Picture:
Number Sentence:
Train # 6: 1. This train has 3 cars. 2. The longest car is brown. 3. Each car is 1 rod longer than the last car. Picture:
IMP Activity: Build My Train
Number Sentence:
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Train # 1 Train # 1
Train # 1
! The train is as long as a black and a brown rod put together.
1. All the cars are the same color.
Help Build the Train
Help Build the Train
Train # 1
Train # 1
! There are more than 3 cars.
1. No white rods can be used.
Help Build the Train
Help Build the Train
Train # 2 Train # 2 ! This train is as long as an orange rod.
Train # 2 ! The shortest car is red.
Help Build the Train Help Build the Train
Train # 2 ! The are 3 cars in this train. Help Build the Train
IMP Activity: Build My Train
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Train # 3 Train # 3
Train # 3
! The train has a dark green rod.
2. This train has only 2 cars.
Help Build the Train
Help Build the Train
Train # 3 ! The train is longer than a black rod, but shorter than a blue rod.
Help Build the Train
Train # 4 Train # 4
Train # 4
! The train is as long as a blue rod.
3. Exactly 2 of the rods are the same color.
Help Build the Train Help Build the Train
Train # 4 ! The train has 4 cars.
Help Build the Train IMP Activity: Build My Train
Train # 4 ! No rod is longer than the light green rod.
Help Build the Train 5
S29
Train # 5 Train # 5
Train # 5
! The train is as long as a blue and a light green rod.
4. Half the cars are one color. Half the cars are another color.
Help Build the Train
Help Build the Train
Train # 5
Train # 5
! There are no yellow cars.
2. The smallest rod has a value greater than 1.
Help Build the Train
Help Build the Train
Train # 6 Train # 6
Train # 6
! This train has 3 cars.
5. The longest car is brown.
Help Build the Train
Help Build the Train
Train # 6
Train # 6
! Each car is 1 rod longer than the last car.
! How Long is The Train?
Help Build the Train
IMP Activity: Build My Train
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Cuisenaire Rod Cheat Sheet
IMP Activity: Build My Train
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Name: _____________________________________________
Date:________________
Cuisenaire Trains Background Information These two trains of length 6 are really the same. Can you see why?
These two trains of length 6 are different. Explain to a neighbor why.
Every train you draw must have an equation written next to it. 6=1+2+3 When finding many trains of the same length, organize your drawings onto the grid paper provided so you know when you've found them all. Investigation #1 Find all the different possible trains made of two rods that have a total length of 4. Find all the different possible trains made of two rods that have a total length of 5. Find all the different possible trains made of two rods that have a total length of 6. Predict the number of different possible trains made of two rods that have a total length of 7. Build and write math sentences for these also. Were you correct? Predict the number of different possible trains made of two rods that have a total length of 8, 9 and 10.
IMP Activity: Cuisenaire Trains
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Investigation #2 Find all the different possible trains made of three rods that have a total length of 4. Find all the different possible trains made of three rods that have a total length of 5. Find all the different possible trains made of three rods that have a total length of 6. Predict the number of different possible trains made of three rods that have a total length of 7. Build and record number sentences for these also. Were you correct? Predict the number of different possible trains made of three rods that have a total length of 8, 9 and 10.
IMP Activity: Cuisenaire Trains
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Teacher Directions Materials: • Cuisenaire Rods (2-3 sets) per pair. (Template to cut out rods is at the end of the document if rods are not available). Objective: Students will use Cuisenaire rods to solve problems given clues about the number and type of rods and then represent the solutions with number sentences. Students will practice persevering in this problems solving lesson. Directions: This problem solving lesson can be done individually for 10 minutes or you can have students work in small groups from the beginning. Each group will need a few sets of Cuisenaire rods. Do not teach the students how to do these problems, but let them struggle and work through them. Once they have built each train, have the students draw the train and a number sentence. Circulate the room to ask guiding questions, such as , “Can you use two of the same number?” “What is two more than this rod?” Bring the class back together after about 20 minutes to have some groups share their solutions and strategies to the first 2-3 problems and then let the groups go back to work again. Version 2: Cooperative Problem Solving Cards If you prefer, this lesson can be done in teams of 4 where each student holds a single clue and they work together to solve the problem. The cooperative cards follow the directions. For this version, you will need to cut out the cards (1 set per group). Students will need a piece of paper or white board on which to record their picture and number sentence.
Train # 1 Train # 1
Train # 1
! The train is as long as a black and a brown rod put together.
1. All the cars are the same color.
Help Build the Train
Help Build the Train
IMP Activity: Cuisenaire Trains
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Cuisenaire Rod Cheat Sheet
IMP Activity: Cuisenaire Trains
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Name: ________________________________________________
Date:________________
Addition with 10 Frames Directions: For each problem below, use counters on the 10 frames to model EACH addend on it’s own separate ten frame(s). Then combine the counters to use the least number of 10 frames possible. Use a number bond to show which parts of each number combined to make the total. See the example below.
Example: 5 + 9 5
9
5 4
9 + 1 = 10 10 + 4 = 14
Total = 14
OR
9 + 1 + 4 = 14
1
In Words: 5 is the same as 4 and 1. So instead of 9 + 5, I can add 9 + 1 + 4. I know that 9 + 1 is 10 and so then I can add 10 + 4 to get a total of 14 IMP Activity: Addition with 10 Frames
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S37
a)
7
+
6
Total = _________
Number Bond and Equation(s):
b)
5
+
8
Total = _________
Number Bond & Equation(s):
IMP Activity: Addition with 10 Frames
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c)
9
+
3
Total = _________
Number Bond & Equation(s):
d)
8
+
4
Total = _________
Number Bond & Equation(s):
IMP Activity: Addition with 10 Frames
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e) 7
+
6
+
5
Total = _________
6
Total = _________
Number Bond & Equation(s):
f) 5
+
9
+
Number Bond & Equation(s):
IMP Activity: Addition with 10 Frames
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Name: ______________________________________________ Date:________________
Addition on the Rekenrek Directions: For each problem below, use the Rekenrek to model the first addend and then add the second addend. Use number bonds to show how you decomposed an addend to get the total.
Example: 8 + 4 a) Begin with your Rekenrek in the starting position:
b) Represent the first addend (8) using the top row:
Addend #1
c) Add the second addend (4) by using the rest of the beads in row #1 FIRST.
2 4 Addend #2
2
Equation(s):
8 + 2 = 10 10 + 2 = 12
OR
8 + 2 + 2 =12
In Words: 4 is the same as 2 and 2. So instead of 8 + 4, I can add 8 + 2 + 2. I know that 8 + 2 is 10 and so then I can add 10 + 2 to get a total of 12! IMP Activity: Addition on the Rekenrek
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1. 7 + 8 = ______ Equation(s):
2. 9 + 8 = ______ Equation(s):
3. 6 + 5 = ______ Equation(s):
IMP Activity: Addition on the Rekenrek
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4. 7 + 5 + 2 = ______ Equation(s):
5. 2 + 9 + 8 = ______ Equation(s):
6. 3 + 9 + 8 = _______ Equation(s):
IMP Activity: Addition on the Rekenrek
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Name: ________________________________________ Date:________________
Subtraction on the Rekenrek Directions: For each problem below, use the Rekenrek to model the first number and then subtract the second number. Use number bonds to show how you decomposed the second number to make a friendlier problem.
Example: 12 – 4 = ______ a) Begin with your Rekenrek in the starting position:
b) Represent the first number (12) using all 10 beads on the top row FIRST: First Number
c) Subtract the second number (4), beginning at the bottom row. Then determine what is left.
2 4 2 Second Number
Equation(s):
12 - 2 = 10 10 - 2 = 8
OR
12 – 2 – 2 = 10
In Words: 4 is the same as 2 and 2. So instead of 12 - 4, I can subtract 12 - 2. I know that 12 - 2 is 10 and so then I can subtract 2 from 10 to get 8 as my answer! IMP Activity: Subtraction on the Rekenrek
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1. 17 - 8 = ______ Equation(s):
2. 12 - 9 = ______ Equation(s):
3. 14 - 6 = ______ Equation(s):
IMP Activity: Subtraction on the Rekenrek
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4. 13 - 5 = ______ Equation(s):
5. 11 - 7 = ______ Equation(s):
6. 16 - 9 = _______ Equation(s):
IMP Activity: Subtraction on the Rekenrek
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Bar Modeling Grade 2 (Approach for word problems connected to number bonds and CGI problem types) Directions: Model for students how to do each example and then let them try one on their own. Students should draw and label a bar model as well as record the number bond and a number sentence (using a blank for the unknown). Add in additional problem types as students are ready. Problem Type I- Part, Part, Whole Example 1: Both parts known, Whole unknown There are 12 giraffes and 9 springboks in an exhibit at the animal park. How many animals are there in the exhibit altogether? Number Sentence: 12 + 9 = __
A Whole (Total Number of Animals)- UNKNOWN 12 giraffes
Number Bond ?
9 Springboks 12
9
Your turn: There are 14 boys and 18 girls in your class. How many students are there in your class altogether? Number Bond Number Sentence: __ + __ = __
Example 2: Whole and one part known, other part unknown The principal scooped 25 scoops of ice cream. Students could pick from vanilla or chocolate. She scooped 15 scoops of vanilla ice cream. How many scoops of chocolate ice cream did she scoop? Number Bond Whole- Total Scoops Number 25 25 Sentence: 15 + __ = 25 scoops of vanilla- 15
IMP Bar Modeling Grade 2
c- # of chocolate scoops (unknown)
15
1
?
S47
Your turn: 22 students signed up for summer camps for either basketball or soccer. 13 students picked soccer. How many students signed up for basketball? Number Bond Number Sentence: __ + __ = __
Problem Type II: Compare Example 1: Difference Unknown Ethan has 15 cars. Max has 11 cars. How many more cars does Ethan have than Max? Number Bond Ethan’s Cars Number 15 15 Sentence: 11 + __ = 15 Max’s cars- 11 D- Difference11 ? Unknown
Your Turn: There are 19 boys and 23 girls in your class. How many more girls are there than boys? Number Bond
Number Sentence: __ + __ = __
Example 2: Quantity Unknown Mrs. Petro has 18 boys in her class. Mrs. Zuidema has 5 more boys in her class than Mrs. Petro has. How many boys does Mrs. Zuidema have in her class? Number Bond 5 more boys for Mrs. Petro- 18 boys Number Mrs. Z ? Sentence: 18 + 5 = __ Z- Mrs. Zuidema’s total boys- Unknown 18 5 Your Turn: Jackson has $12. Alana has 4 more dollars than Jackson. How much money does Alana have? Number Bond Number Sentence: __ + __ = __
IMP Bar Modeling Grade 2
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Number Sentence: __ + 4 = 16
Example 3: Referent Unknown Martha has 16 cousins. She has 4 more cousins than Lupe. How many cousins does Lupe have? Number Bond Martha- 16 cousins 16 L- Lupe’s cousins- Unknown
4 more than Lupe ?
4
Your Turn: Monica has 19 pairs of platform shoes. She has 6 more pairs than Lisa. How many pairs of platform shoes does Lisa have? Number Bond Number Sentence: __ + __ = __
Additional Practice Problems With a partner, solve the problem you have been given using a bar model. Be prepared to share with the rest of the group. 1. Nicole went to the store with $15. She spent $8. How much money did she have left? 2. At the food truck, 12 chicken taco plates were sold and 7 beef taco plates were sold. How many more chicken taco plates were sold than beef taco plates? 3. Dean had 3 toy cars. His dad sent him some more toy cars. Then he had 6 toy cars. How many toy cars did Dean’s dad send him? 4. There were some animals in the mitten. 4 more animals came in. Now there are 9 animals in the mitten. How many animals were in the mitten to begin with? 5. Elsie had 12 pencils. She gave 7 to Kate. How many pencils does Elsie have left? 6. There were 10 children swinging. 7 children stopped swinging. How many were still swinging? 7. Sue has 9 ribbons for her hair. She has 2 more ribbons than Kim. How many ribbons does Kim have?
IMP Bar Modeling Grade 2
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Name: ________________________________________ Date:________________
Addition on the Hundred Chart Directions: Use the 100 chart to find each sum. Record the sums and then look for a pattern. 1. 3 + 2 = _______
7. 4 + 10 = ______
2. 13 + 2 = ________
8. 6 + 10 = _______
3. 23 + 2 = ________
9. 2 + 10 = _______
4. 33 + 2 = ________
10. 8 + 10 = _______
5. 43 + ______ = 45
11. 3 + 10 = _______
6. _____ + 2 = 55
12. 9 + 10 = _______
What number did you add in each of the problems above?
13. 5 + 10 = _______ What do you do to add 10 on the hundred chart?
What is the same about each starting number in the problems above?
What do you notice about each starting number and each sum?
What do you notice about the answers? Without using the 100 chart, what is 73 + 2? 14. 2 + 9 = ______ 15. 5 + 9 = ______ 16. 8 + 9 = ______ 17. 2 + 9 = ______ 18. 42 + 9 = ______
What do you do to add 9 to a number on the hundred chart? What do you notice about the number of ones when you add 9 to a number? Use what you noticed to add without the hundred chart: 54 + 9 = ________
19. 72 + 9 = ______ 20. 62 + 9 = _______ IMP Activity: Addition on the Hundred Chart
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S50
21. 7 + 12 = _______
27. 4 + 5 = ________
22. 4 + 12 = _______
28. 14 + 5 = _______
23. 2 + 12 = _______
29. 44 + 5 = _______
24. 35 + 12 = ______
30. 74 + 5 = _______
25. 65 + 12 = ______
31. 94 + 5 = _______
26. 76 + 12 = ______
32. 34 + 5 = ______
What strategy did you use to add 12 to a number in the hundred chart?
What is the same about each of the starting numbers?
Use what you noticed to add without the hundred chart:
In each problem above, you added 5. What is the same about each total?
47 + 12 = __________
If you know that 4 + 5 = 9, how can that help you figure out what 64 + 5 is equal to?
Look for other patterns to help you find short-cuts on the hundred chart. You can look at what happens when you add 11 to a number or add 8 to a number or anything else you would like. Give a few examples of what you tried and describe how this will help you add: __________________
_________________
_________________
_______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
IMP Activity: Addition on the Hundred Chart
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S51
IMP Activity: Addition on the Hundred Chart
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S52
Name: ________________________________________ Date:________________
Setting up the Chairs Task 1: Your class needs to set up chairs in equal rows for the class performance later in the day. You have 20 total chairs. Using tiles to represent the chairs, build and draw ALL the possible ways you can set up the 20 chairs into equal rows. Write an addition sentence to match each set-up. Example: 5 rows of 4 chairs. Addition Sentence: 4 + 4 + 4 + 4 + 4 = 20
Task 2: There will now be only 16 chairs to set up. Use the tiles to build, draw and record a number sentence for all the possible ways you can set up 16 chairs into equal rows.
Challenge: Are there any numbers of chairs for which you can NOT set up equal rows? If so, which numbers and why?
IMP Activity: Setting up the Chairs
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S53
Name: ________________________________________ Date:________________
Zero or Ten Set up: ◊ Use the cards 2-9 and Ace as a 1 in this game ◊ Play in a team of 3 Playing the game: One person will be the dealer, while the other two compete The dealer slowly lays cards face up in a row between the two players. Whenever either player sees two OR three cards that have a sum or difference of 0 or 10, he/she yells “sum”. After three cards are dealt, if no one can find a sum or difference of 10 or 0, another card is dealt. Cards continue to be dealt, slowly, one at a time, until someone yells “sum.” He/she then states which two OR three cards add up to 0 or 10 and if the other group members agree, he/she keeps those cards. The dealer continues to place cards face up slowly, until no cards are left. The winner is the player with the most cards. Example: 10 = 6 + 2 + 2
IMP Activity: Zero or Ten
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S54
Name: ________________________________________ Date:________________
Four in a Row Rules • The object of the game is to be the first team to get 4 in a row. This can be horizontal ( ), vertical ( ) or diagonal ( ) or ( ). • Each team/person selects one color of counters of one color to represent them on the game board. • The first team or player to go chooses two (2) addends from the bottom of the board and calls out the sum. The team or player will place a paperclip on each of the addends at the bottom of the page and then place their counter on the game board in the box representing the sum. If the sum shows up twice on the game board, the team or player must choose which one they want. • The next team or player now must chose one (and only one) of the paperclips to move to another addend and call out the sum. They then place their counter in the box representing the sum. • Note: Both paperclips may be placed on the same addend (e.g., 5+ 5 =10).
IMP Activity: Four in a Row
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S55
Four in a Row Game Board
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IMP Activity: Four in a Row
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S56
Name: ____________________________________________
Date:________________
Four in a Row Rules • The object of the game is to be the first team to get 4 in a row. This can be horizontal ( ), vertical ( ) or diagonal ( ) or ( ). • Each team/person selects one color of counters of one color to represent them on the game board. Select a third color to use as markers for the addends (numbers at the bottom of the page). • The first team or player to go chooses two (2) addends from the bottom of the board and calls out the sum. The team or player will place a counter on each of the addends at the bottom of the page and then place their counter (of their own team color) on the game board in the box representing the sum. If the sum shows up twice on the game board, the team or player must choose which one they want. • The next team or player now must chose one (and only one) of the counters to move to another addend and call out the sum. They then place their counter (of their own team color) in the box representing the sum. • Note: Both counters may be placed on the same addend (e.g., 5+ 5 =10).
IMP Activity: Four in a Row
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S57
Four in a Row Game Board
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Teacher Directions IMP Activity: Four in a Row
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S58
