1. Module 1 Lesson 17 Place Value, Rounding, and Algorithms for Addition and Subtraction
Topic f: addition and subtraction word problems
4.oa.3, 4.nbt.1, 4.nbt.2, 4.nbt.4
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2. Topic: Addition and Subtraction Word Problems
Lesson 17
Objective: Solve additive compare word problems modeled with tape diagrams.
Topic: Addition and Subtraction Word Problems
Whoooooo has ever heard the term ‘additive compare word problems’?

3. 4 6 3 2 5 Change Place Value On your white boards, write the number.
Lesson 17
5 Minutes
Millions
Hundred Thousands
Ten Thousands
Thousands
Hundreds
Tens
Ones 4 6 3 2 5
On your white boards, write the number.
Show 100 more.
Show 10,000 less.
Show 100,000 more.
Show 1 less.
Show 10 more.

4. 4 9 3 Change Place Value 400 + 90 + 3 = ________
Lesson 17
5 Minutes
Millions
Hundred Thousands
Ten Thousands
Thousands
Hundreds
Tens
Ones
= ________
On your white boards, write the number.
Show 100 more.
Show 100,000 more.
Show 1 less.
Show 10 more.

5. 7, 3 8 5 Change Place Value 7,000 + 300 + 80 + 5 = ________
Lesson 17
5 Minutes
Millions
Hundred Thousands
Ten Thousands
Thousands
Hundreds
Tens
Ones 7,
7, = ________
On your white boards, write the number.
Show 100 more.
Show 10,000 more.
Show 100,000 more.
Show 1 less.
Show 10 more.

6. 7 2 0, 0 8 5 Change Place Value 20,000 + 700,000 + 5 + 80 = ________
Lesson 17
5 Minutes
Millions
Hundred Thousands
Ten Thousands
Thousands
Hundreds
Tens
Ones ,
20, , = ________
On your white boards, write the number.
Show 100 more.
Show 10,000 less.
Show 100,000 more.
Show 1 less.
Show 10 more.

7. 6 3 0, 0 2 3 Change Place Value 30,000 + 600,000 + 3 + 20 = ________
Lesson 17
5 Minutes
Millions
Hundred Thousands
Ten Thousands
Thousands
Hundreds
Tens
Ones ,
30, , = ________
On your white boards, write the number.
Show 100 more.
Show 10,000 less.
Show 100,000 more.
Show 1 less.
Show 10 more.

8. Convert Units 9,500 m = _____ km ____ m Lesson 17 1,000 m = ____ km
5 Minutes
2 km = _____ m
1 km =
____ m
3,500 m =
____ km ___ m
1,500 m =
_____ km ____ m
7,250 m =
_____ km ____ m
2,500 m =
___ km ____ m

9. Lesson 17
Application Problem
A bakery used 12,674 kg of flour. Of that, 1,802 kg was whole wheat and 888 kg was rice flour. The rest was all-purpose flour. How much all-purpose flour did they use? Solve and check the reasonableness of your answer.
8 Minutes

10. Lesson 17
Today our Problem Set will also be our Concept Development work. We will be working through this together!

11. Concept Development
Lesson 17
35 Minutes
We will by solving problems today. Our strategy to solve word problems is:
Model the problem.
Calculate to solve and write a statement.
Assess the solution for reasonableness.

12. Concept Development cont.
Lesson 17
33 Minutes
We will make model diagrams as we solve today’s problems. I will call on some of you to model the word problems at the board. As you think about the problems, you need to ask yourself:
Can you draw something from the problem?
What can you draw?
What conclusions can you make from your drawing?

13. Solve a single-step word problem using
how much more.
Though the question is asking, “How much more?” we can see from the tape diagram that the unknown is a missing part, therefore we subtract to find the answer.
$32,587 M
$18,749
Lesson 17 S L
Sean’s school raised $32,587. Leslie’s school raised $18,749. How much more money did Sean’s school raise?
1. Model the problem.
2. Calculate to solve and write a statement.
3. Assess the solution for reasonableness.
Step 1 Work Space
Step 2 Work Space
Step 3 Work Space
Sean’s school raised _________ more than Leslie’s school.

14. Solve a single-step word problem using
The unknown is a missing part. Write a statement using the word fewer when talking about separate things. For example, I have fewer apples than you do but less juice.
Problem 2
Solve a single-step word problem using
how many fewer.
97,853 ?
388,547 S B
Lesson 17
At a parade, 97,853 people sat in bleachers. 388,547 people stood along the street. How many fewer people were in the bleachers than standing along the street?
1. Model the problem.
2. Calculate to solve and write a statement.
3. Assess the solution for reasonableness.
Step 1 Work Space
Step 2 Work Space
Step 3 Work Space

15. Solve a two-step word problem using
how much more.
2,038 kg M
Male
Female
Lesson 17
5,201 kg
A pair of hippos weighed 5,201 kg together. The female weighed 2,038 kg. How much more did the male weigh than the female?
2. Calculate to solve and write a statement.
3. Assess the solution for reasonableness.
1. Model the problem.
Step 1 Work Space
Step 2 Work Space
Step 3 Work Space

16. Solve a three-step word problem using
how much more.
A copper wire was 240 m long. After 60 m was cut off, it was double the length of a steel wire. How much longer was the copper wire than the steel wire at first?
Lesson 17
2. Calculate to solve and write a statement.
2. Assess the solution for reasonableness.
1. Model the problem.
Step 1 Work Space
Step 2 Work Space
Step 3 Work Space
Show me the copper wire first.
Show me in your model what happened to the copper wire.
Show me in your model what you know about the steel wire.
What are you comparing? Where is that difference in your model?

17. Student Debrief
How are your tape diagrams for Problem 1 and Problem 2 similar?
How did your tape diagrams vary across all problems?
How did drawing a double tape diagram instead of a single tape diagram in Problem 3 help to better visualize the problem?
What was most challenging about drawing the tape diagram from Problem 4? What helped you to find the best diagram to solve the problem?
What different ways are there to draw a tape diagram to solve comparative problems?
What does the word compare mean?
What phrases do you notice repeated through many of today’s problems that help you to see the problem as a comparative problem?
Lesson 17
7 minutes
Objective: Solve additive compare word problems modeled with tape diagrams.

18. Lesson 17
Homework!!

19. Exit Ticket
Lesson 17

20. Lesson 17

21. Lesson 17

22. Lesson 17