many (Version with (Version with (“How more?” “more”): “more”): Mice have 4 legs. Spiders Spiders have 8 legs. They version): Spiders have 8 legs. have 4 more legs than have 4 more legs than Mice have 4 legs. How mice. How many legs do mice. How many legs do many more legs do spiders have? mice have? spiders have than mice? (Version with (Version with “fewer”): “fewer”): Compare3 many Mice have 4 fewer legs Mice have 4 fewer legs (“How fewer?” version): than spiders. Spiders have than spiders. Spiders have Spiders have 8 legs. 8 legs. How many legs do 8 legs. How many legs do Mice have 4 legs. How mice have? mice have? many fewer legs do mice have than spiders? The tasks in this chart provide a variety of word problems using addition and subtraction for students to explore. It is not necessary for students to be able to solve ALL problem types in order to meet the standard for solving word problems using objects or drawings (MGSEK.OA.2) (Addition/Combining) CONSTRUCTING TASK: Building Trains Approximately 1 day and repeated through centers (adapted from found Chris Confer’s “Snap It” in Teaching Number Sense) STANDARDS FOR MATHEMATICAL CONTENT MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. MGSEK.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation. (drawings need not include an equation). For any number from 1 to 9, find the number that makes 10 when added to the MGSEK.OA.4 given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Fluently add and subtract within 5. MGSEK.OA.5 STANDARDS FOR MATHEMATICAL PRACTICE 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others.
Compare3 (“How many more?” version): Spiders have 8 legs. Mice have 4 legs. How many more legs do spiders have than mice? (“How many fewer?” version): Spiders have 8 legs. Mice have 4 legs. How many fewer legs do mice have than spiders? (Version with “more”): Mice have 4 legs. Spiders have 4 more legs than mice. How many legs do spiders have? (Version with “fewer”): Mice have 4 fewer legs than spiders. Spiders have 8 legs. How many legs do mice have? (Version with “more”): Spiders have 8 legs. They have 4 more legs than mice. How many legs do mice have? (Version with “fewer”): Mice have 4 fewer legs than spiders. Spiders have 8 legs. How many legs do mice have? The tasks in this chart provide a variety of word problems using addition and subtraction for students to explore. It is not necessary for students to be able to solve ALL problem types in order to meet the standard for solving word problems using objects or drawings (MGSEK.OA.2) CONSTRUCTING TASK: Building Trains (Addition/Combining) Approximately 1 day and repeated through centers (adapted from Chris Confer’s “Snap It” found in Teaching Number Sense) STANDARDS FOR MATHEMATICAL CONTENT MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. MGSEK.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation. (drawings need not include an equation). MGSEK.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. MGSEK.OA.5 Fluently add and subtract within 5. STANDARDS FOR MATHEMATICAL PRACTICE 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others.