S: I it in expanded form, and it was easy to see the tens and ones were the same but 500 is 200 more than 300. T: I so appreciate your many ways of seeing and solving this problem! And we all agree on the same answer, which is? S: Isaiah collected 200 more cans than Adrian. T: Yes! Please complete your drawings and add that statement to your paper. Repeat this process with Part (b) of the question. Lesson 20: 1 more and 1 less, 10 more and 10 less, and 100 more and 100 less when changing the hundreds place. 399 jars of baby food are sitting on the shelf at the market. Some jars fall off and break. 389 jars are still on the shelf. How many jars broke? Use the RDW process. (Lead students as necessary through the sequence of questions we want them to internalize.) What do you see? Can you draw something? What can you draw? What conclusions can you make from your drawing? T: Talk with your partner about different ways you can solve this problem, using what you’ve learned. S: I notice the hundreds are the same, the ones are the same, but the tens changed. So, it’s 10 less. T:Can you draw something that will help everyone understand your thinking? S: I can draw a place value chart and number disks. T: Please show us. T: Thank you, Tegan. Can someone state what Tegan said in another way? S: 389 is 10 less than 399. T: And another way? S: 399 is 10 more than 389. T: Any other thoughts? S: I counted on from 389 by 10s: 389, 399, and my partner counted back to check: 399, 389. T: So what is the answer to the question? How many jars broke? S: 10 jars broke. T: Please add that statement to your Lesson 21: Complete a pattern counting up and down. No Application Problem
S: I it in expanded form, and it was easy to see the tens and ones were the same but 500 is 200 more than 300. T: I so appreciate your many ways of seeing and solving this problem! And we all agree on the same answer, which is? S: Isaiah collected 200 more cans than Adrian. T: Yes! Please complete your drawings and add that statement to your paper. Repeat this process with Part (b) of the question. Lesson 20: 1 more and 1 less, 10 more and 10 less, and 100 more and 100 less when changing the hundreds place. 399 jars of baby food are sitting on the shelf at the market. Some jars fall off and break. 389 jars are still on the shelf. How many jars broke? Use the RDW process. (Lead students as necessary through the sequence of questions we want them to internalize.) What do you see? Can you draw something? What can you draw? What conclusions can you make from your drawing? T: Talk with your partner about different ways you can solve this problem, using what you’ve learned. S: I notice the hundreds are the same, the ones are the same, but the tens changed. So, it’s 10 less. T:Can you draw something that will help everyone understand your thinking? S: I can draw a place value chart and number disks. T: Please show us. T: Thank you, Tegan. Can someone state what Tegan said in another way? S: 389 is 10 less than 399. T: And another way? S: 399 is 10 more than 389. T: Any other thoughts? S: I counted on from 389 by 10s: 389, 399, and my partner counted back to check: 399, 389. T: So what is the answer to the question? How many jars broke? S: 10 jars broke. T: Please add that statement to your Lesson 21: Complete a pattern counting up and down. No Application Problem
second%20grade%20application%20problems%20module%203.docx