Practice Basic Facts Unit of Study: Basic Facts and Relationships Global Concept Guide: 1 of 4

Content Development  Building basic fact fluency is essential to students’ future success in multi-digit addition and subtraction.  Forced rote memorization and frequent timed tests are INEFFECTIVE and yield poor results long term.  There should NOT be a focus on KEY WORDS. Anchor charts that have key words can build misconceptions.  Emphasis should be on the strategies students can use to fluently solve basic fact problems.  Teachers should create an anchor chart with students to record the various strategies as they are introduced.  Students need to discover that related addition and subtraction facts share the same whole and parts. Both problems have 2 parts and a whole. (See TE 141A About the Math)  When approaching problem solving, it is important to emphasize direct modeling and quick pictures as they relate to the fact strategies taught.  Direct Modeling is students’ use of manipulatives and drawings along with counting to represent directly the meaning of a story or problem. 1. Help children develop a strong understanding of the operations and of number relationships. 2. Develop efficient strategies for fact retrieval through practice. 3. Then provide drill in the use and selection of those strategies once they have been developed. VandeWalle p. 157 For more information view the Mini PDM located in the elementary math icon and attend the M.E.A.T.Y. training : “Place Value and Basic Facts”.

Learnzillion videos- Login and then use the quick code. Understanding word problems by fill-in-the-blank sentences Understanding word problems by fill-in-the-blank sentences Quick code- LZ2506 Picture models Picture models – Quick code- LZ2641 Bar models Bar models – Quick code- LZ2564 Bar models to find missing part Bar models to find missing part – Quick code- LZ3025

Day 1  Essential question: What can I do to make a word problem easier to understand?  (Problem solving should focus on making meaning of word problems through reading the problem, rereading, recording important information, using graphic organizers, acting out the problem, modeling the problem, focusing on the question, identifying missing information.)  Engage students with problems like:  Lesley had a jar of pickles. She ate some pickles.  (Use this sample problem to get students to start thinking about the story. Teacher facilitates discussion about the story, the reasonableness of an answer, whether there is an increase or decrease in the pickles, what a question might be, and what students notice or wonder. Students could show the action using manipulatives or by drawing a bar model. Students could write a sentence for a “solution” like: There are ___ pickles left. )  Jana had some pencils. Linda gave her a few more pencils.  Adam had red and blue toy cars. Some were red. How many are blue?  Lucy has 2 apples. Julie has 5 apples. How many more does Julie have than Lucy?  Sean bought a bag of jellybeans. Stephanie ate 5. There are now 7 in the bag. How many jellybeans did he buy? Teacher can go back and use the previous problems but add numbers in the story. At the end of Day 1 students should use strategies to understand the meaning of word problems.

Sample problem solving graphic organizer Sample picture/model solutions

Day 2  Essential question: How can I write a number sentence to match the story?  Have students model using manipulatives the following problems and then write an equation to match.  Sample Problem Solving Scenarios Sample Problem Solving Scenarios Teachers should focus on highlighting students who use problem solving strategies from the previous day. The focus still should be on making sense of problems but students will also create a number sentence that matches the story problem. (SMP2 decontextualize) (Teachers may want to notice fact strategies students use such as doubles, make a 10, etc.)  By the end of Day 2, students will be able to write a number sentence to match a story problem.

Sample Anchor Chart

Day 3  Essential question: How are addition and subtraction related?  Students should use manipulatives to solve.  Engage: Mr. Brown hiked 5 miles in the morning and 6 miles in the afternoon. How many miles did he hike? Mr. Brown hiked 11 miles. If he hiked 5 miles in the morning, how many miles did he hike in the afternoon? Facilitate discussion about how these two problems are related. Continue focusing on problem solving strategies but also look for strategies that students are using such as doubles, doubles plus one, fact family, part-part whole, number lines, etc. Highlighting the use of part-part whole model and number line will be helpful to emphasize the relationship and for future problem solving. Encourage students to show how they could use different strategies to solve the same problem. Additional sample questions:  Sally had seven cookies for lunch. At school, she ate some and now there are four cookies left. How many cookies did Sally eat? Questions are written to facilitate a discussion about how addition and subtraction problems are related. Teacher should highlight a student that solved with addition and another student that solved with subtraction to show the relationship. Have students write a number sentence to solve this problem using both an addition and subtraction equation. Differentiate by allowing students to solve word problems, p. 140 or have students create addition and subtraction word problems when given a number sentence.word problems Word problem worksheet- Word problem worksheet- Problems 1, 2, and 5 can be solved with addition and subtraction. It would be important to encourage students to solve both ways. Problem 1 could be solved: 12-7= ___ or 12=7 + ____. In problems 3 and 4, the story part is the same but the questions are different to encourage students to focus on the question and make sense of the problem.  Be the end of Day 3 students will be able to explain how addition and subtraction are related.

Enrich/Reteach/Intervention Reteach  (p. R23, R26, & R27) can be used in a small group with manipulatives and teacher scaffolding to support learners struggling with these concepts. Teacher should emphasize modeling and student justification.R23R26R27 Animated model from Think CentralAnimated model from Think Central – relating addition and subtraction  Triangle fact cards to help students see the relationship between addition and subtraction. Enrich  Enrich TE p.137B  8 children went to the movies. How many were girls? How many were boys?  Two children were sharing 8 slices of pieces. How might they have shared it?  Adam and Linda ate 9 cookies. Adam ate 3 more than Linda. How many did they each eat?  9 children were playing at the park. 5 more children came to the park to play. Then 2 children went home. How many children are at the park now?