Unit 2.6: Problems with Unknowns
Big Idea: Real life situations can be represented by addition and subtraction equations with unknowns in any position. We can solve them using understanding of place value and the meaning of operations.
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Unless otherwise noted, SFUSD Math Core Curriculum is licensed under the Creative Commons Attribution 4.0 International License
Teacher-facing pages are green
Student-facing pages are white
notes for teachers are in the speaker notes
New Learning:
Re-engagement:
*Note: the priority guidance for distance learning emphasizes problems that involve sums less than or equal to 20 and/or the related differences to keep the focus on making sense of different problem types. It also suggests reducing emphasis on word problems involving money. You will see these emphases reflected in these distance learning slides.
The priority guidance for distance learning emphasizes problems that involve sums less than or equal to 20 and/or the related differences to keep the focus on making sense of different problem types. It also suggests reducing emphasis on word problems involving money.
You will see these emphases reflected in these distance learning slides. Many of the lessons have been revised to:
These changes give students time to continue to build their understanding of addition and subtraction with place value understanding, while giving access to the important ideas in this unit - making sense of different problem situations.
Note that, if your students are using the paper workbook for this unit, the problems may not match exactly and you will need to revise the slides.
Making sense of and Representing Problems |
In this unit, students continue to make sense of problems by focusing on the language of the problem. This sense-making is described in Standard for Math Practice 1: Make sense of problems and persevere in solving them. The process of creating a diagram and/or equation to represent the situation, is described in Standard for Math Practice 4: Model with mathematics. Representing the problem is primarily part of the first step - the making sense. Tape diagrams and equations help students organize the quantities, units and relationships in a situation. In this unit, students will ask:
They will then draw tape diagrams and write equations to represent the situation: Tape Diagram: Equation: Note that there are many different ways to draw tape diagrams. Many teachers and students use brackets to clarify the parts of the diagram, like this: The tape diagram is a dynamic representation of a situation, and much of the value in using it comes from the drawing of the diagram. So if students can justify their thinking, there are many different ways that are reasonable for them to draw the diagram. For more information, please see the Progression for Operations and Algebraic Thinking here. |
7 - bananas | ? - some avocados |
11 - pieces of fruit | |
7 + ? = 11 |
7 - bananas | ? - some avocados |
11 - pieces of fruit | |
Base 10 Blocks
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Decomposition
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Solving Problems |
In this unit, emphasize use of place-value strategies and the relationship between addition and subtraction. Help students see the connection between the tools they use - Base-10 Blocks, Hundred Charts, and Number Lines, and a written method, as they build toward paper and pencil fluency with addition and subtraction within 100. Students will often use a different equation to solve a problem than to represent it. In solving this problem, some students might think of it as a missing addend problem: 37 + ? = 81. Here are some strategies you might see students use as the solve the problem: Some students might think of it as a subtraction problem: 81 – 37 = ? because they know that addition and subtraction are inverse operations. Here are strategies you might see students use: |
Open Number Line
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Synchronous and Asynchronous Teaching Options:
Use a combination of Synchronous and Asynchronous approaches
| Launch | Explore | Summarize |
Synchronous (live) Whole class or small group |
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Asynchronous (time-delayed) Individual |
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Suggested Lesson Sequence: 10 Lessons to be taught over 4 weeks
Weeks 1 & 2: Jan. 5 - 15
Description: Students solve Add To–Change Unknown, Take From–Change Unknown, and Put Together / Take Apart–Addend Unknown word problems within a Folktale or Fairytale context. Students rewrite word problems represented by one operation so that they are represented by the opposite operation.
Lesson 1: Seesaw Entry Task
Ant and Grasshopper
Lesson 2: LS 1 Day 1 - Seesaw Lesson 2
Jack and the Beanstalk
Lesson 3: LS 1 Day 2- Seesaw Lesson 3
The 3 Little Pigs
Lesson 4: LS 1 - Day 3 - Seesaw Lesson 4
Lazy Bear and Clever Hare
Description: Students ask and answer their own Add To–Start Unknown and Take From– Start Unknown questions within a Folktale or Fairytale context. They solve a Put Together / Take Apart–Both Addends Unknown problems. Finally, they create and solve equations with unknowns in all places.
Lesson 5: LS 2 - Day 1 - Seesaw Lesson 5 Ruby the Mouse
Weeks 3 & 4: Jan. 18 - 29
Lesson 6: LS 2 - Day 2 Seesaw Lesson 6 - Dragon
Lesson 7: LS 2 - Day 3 Seesaw Lesson 7 - Rainbow
Lesson 8: LS 2 - Day 4 Seesaw Lesson 8 - Unknowns with Dominoes
Description: Students Compare a situation where, two quantities are compared to find How many more or How many fewer. Analyzing language, making tape diagrams, and writing equations can help us make sense of word problems.
Lesson 9: LS 3 - Day 1 Seesaw Lesson 9 - Sun & Moon
Milestone Task: District Assessment Seesaw Milestone Task
Independent Practice & Technology Resources
Videos of stories used in the lessons:
The Three Little Pigs - Video Or The Three Little Pigs - Video
Jack and the Beanstalk - Video
Check the online Resources for Fluency Practice Folder for many other resources.
Optional Routines
Daily Routine: Number of Days in School
Objective: To build one-to-one correspondence, lay the foundation for an understanding of place value, and give students a concrete sense of the magnitude of numbers up to 180 and their relationship to the passage of time.
See the Number of Days in School (Spanish) slides for a description of how to incorporate this routine into your lessons.
Daily Routine: Counting Routine
Objective: To provide students opportunities to count forward and backwards by various whole numbers and decimals, developing an understanding of patterns in counting, addition and subtraction (and later multiplication) and place value. See the Counting Routine slides for a description of how to incorporate this routine into your lessons.
Emphasis for this unit: Skip counting back from any number by 10. Skip counting from any number by tens is very important for building understanding of and fluency with two-digit addition and subtraction.
Daily Schedule
Description: In 2nd grade, students learn to tell time to the nearest 5 minutes. The Daily Schedule will help students see how the events of the day align with these times. The Daily Schedule should be proportional, so that students begin to notice that the length of time spent on an activity can be seen on the schedule.
Objective: To provide opportunities for students to develop their sense of time. This important routine has helped build students’ sense of time and clock literacy since the beginning of the year
Routine: Review the sequence of activities of the day and the time each one starts. Note that in 1st grade, students read time to the half hour.
Reading time to the nearest 5 minutes is new in 2nd grade
Routine: Data Routine
Objective: The Data Routine has both social and a math objectives:
Social
Math
See the Data Routine slides for a description of how to incorporate this routine into your lessons.
Equations with Unknowns: Students solve problems with unknowns in all positions. Since Math Talks are done without paper and pencil, it’s important to keep the numbers within 20 or, if over 20, use friendly numbers. These are suggestions. Adjust numbers for your students as needed. The purpose is to build students understanding of the idea of an unknown and the relationship between addition and subtraction, while developing mental computation skills.
Engage with Current Content
Math Talks
8 + ? = 10 8 + ? = 11 8 + ? = 12 ? + 8 = 12 | ? – 7 = 10 ? – 7 = 9 ? – 7 = 8 ? – 7 = 7 | ? – 7 = 11 ? – 6 = 11 ? – 5 = 11 ? – 4 = 11 | 18 – ? = 8 18 – ? = 9 18 – ? = 10 18 – ? = 11 | 18 – ? = 8 17 – ? = 8 16 – ? = 8 15 – ? = 8 | 5 = 20 – ? 6 = 20 – ? 7 = 20 – ? 8 = 20 – ? | 17 = ? – 3 16 = ? – 3 15 = ? – 3 14 = ? – 3 | 20 = 15 + ? 20 = 14 + ? 20 = 13 + ? 20 = ? + 12 |
8 + ? =10
8 + ? =11
8 + ? =12
? + 8 = 12
Engage with Previous Content
Which One Doesn’t Belong: Students look at four images (of numbers, coins, or shapes) and compare their attributes. These Math Talks have many different solutions. Students can argue for any of the four not belonging, but their reasoning must be justified. For more “Which One Doesn’t Belong” Math Talks, visit: http://wodb.ca/shapes.html
Display the image and ask Which one doesn’t belong? Why?
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Math Talks
Which One Doesn’t Belong?
Which One Doesn’t Belong?
Which One Doesn’t Belong?
Which One Doesn’t Belong?
Which One Doesn’t Belong?
Which One Doesn’t Belong?
Lesson 1 : Entry Task
Whole Class or Groups:Launch -
Independent work: Explore - Seesaw Entry Task - Ant and Grasshopper, Ant and Grasshopper .S. .C, Hundred Chart BLM, Open Number Lines BLM
Ant and Grasshopper: Students solve Add To and Put Together word problems with unknowns in various places.
Whole Class or Groups: Summarize: For each problem ask students:
Math Norms
25
Errors are gifts that promote discussion.
Answers are important, but they are not the math.
Talk about each other’s thinking.
Ask questions until ideas make sense.
Use multiple strategies and multiple representations.
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
LAUNCH` |
1 |
Problems with Unknowns
Adding up
Subtracting in chunks
Using a Tape Diagram
Equation
Number Line
Base 10 Blocks
11- 6 = 5, 6 + 5 =11
Notice and Wonder...
LAUNCH` |
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Ant gathered 9 seeds one day and 6 the next day. How many seeds does she have now?
?
LAUNCH |
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Ant put 15 seeds in a jar before she took a nap. Then she put some more seeds in the jar after her nap. Now she has 19 seeds in the jar. How many seeds did Ant put in the jar after her nap?
Where does the mystery number go?
?
LAUNCH |
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Grasshopper had some seeds in his jar. He put 13 more seeds in the same jar. Now there are 22 seeds in the jar. How many seeds were in the jar at the beginning?
Where does the mystery number go?
?
LAUNCH |
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Grasshopper has 22 seeds and Ant has 19 seeds. How many seeds do they have together?
Where does the mystery number go?
?
Ant gathered 9 seeds one day and 6 the next day. How many seeds does she have now?
9
6
?
9 + 6 = ?
Ant put 15 seeds in a jar before she took a nap. Then she put some more seeds in the jar after her nap. Now she has 19 seeds in the jar. How many seeds did Ant put in the jar after her nap?
15
15 + ? = 19
?
19
Grasshopper had some seeds in his jar. He put 13 more seeds in the same jar. Now there are 22 seeds in the jar. How many seeds were in the jar at the beginning?
13
? + 13 = 22
?
22
Grasshopper has 22 seeds and Ant has 19 seeds. How many seeds do they have together?
19
22
22 + 19 = ?
?
Lesson 2 : LS 1 Day 1
Whole Class or Groups:Launch:
Independent work: Seesaw Lesson 2 - Jack and the Beanstalk
Suggest that, for each problem, they ask themselves:
Jack and the Beanstalk: Students solve Add To–Change Unknown word problems.
Whole Class or Groups: Summarize: Discuss and compare how students solved the problems.Bring student’s attention to the words in the problems and how they relate to the diagrams, emphasizing especially how the words how many and some more can be the unknown. How are these tape diagrams and equations similar? How are the different?
Core Math to Emphasize: Change Unknown problems involve changes that happen over time. They can be solved using addition or subtraction.
Math Norms
42
Errors are gifts that promote discussion.
Answers are important, but they are not the math.
Talk about each other’s thinking.
Ask questions until ideas make sense.
Use multiple strategies and multiple representations.
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Ant put 15 seeds in a jar before she took a nap. Then she put some more seeds in the jar after her nap. Now she has 19 seeds in the jar. How many seeds did Ant put in the jar after her nap?
? Some seeds
15 seeds
15 + ? = 19
19 seeds
15 start
? change
19 result
LAUNCH` |
1 |
Jack stole a bag of gold coins from the giant. It had 16 gold coins inside it. The next day he stole another bag of gold coins. Altogether the two bags had 25 gold coins in them. How many gold coins were in the second bag?
LAUNCH` |
1 |
?
Jack stole a bag of gold coins from the giant. It had 16 gold coins inside it. The next day he stole another bag of gold coins. Altogether the two bags had 25 gold coins in them.
How many gold coins were in the second bag?
Jack collected a total of 30 golden eggs at the end of the day. The goose laid 7 golden eggs in the morning. Later that day she laid some more. How many golden eggs did the goose lay in the afternoon?
LAUNCH` |
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Jack collected a total of 30 golden eggs at the end of the day. The goose laid 7 golden eggs in the morning. Later that day she laid some more. How many golden eggs did the goose lay in the afternoon?
?
LAUNCH` |
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?
7
30
?
7 eggs in the morning
Jack collected a total of 30 golden eggs at the end of the day. The goose laid 7 golden eggs in the morning. Later that day she laid some more. How many golden eggs did the goose lay in the afternoon?
? Some more
7 eggs
?
30 eggs total
30 eggs
30 = 7 + ?
7 + ? = 30
How are these tape diagrams and equations similar? How are the different?
Lesson 3 : LS 1 Day 2
Whole Class or Groups:Launch:
Independent work: Seesaw Lesson 3 - The 3 Little Pigs, Hundred Chart BLM, Open Number Lines BLM Suggest that, for each problem, they ask themselves:
Whole Class or Groups:
Summarize: Discuss how today’s diagrams are similar to or different than previous days.
Core Math to Emphasize: Add To–Change Unknown Problems and Take From–Change Unknown Problems have a time element to them. The actions happen in sequence. Addition or subtraction can be used to solve these problems.
The Three Little Pigs: Students solve Take From–Change Unknown word problems. |
Math Norms
55
Errors are gifts that promote discussion.
Answers are important, but they are not the math.
Talk about each other’s thinking.
Ask questions until ideas make sense.
Use multiple strategies and multiple representations.
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
LAUNCH` |
1 |
The 3 Little Pigs
LAUNCH` |
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The first little pig built his house out of straw. He started with 26 pieces of straw. After the wolf blew his house down, he had 13 pieces of straw left.
How many pieces of straw did the wolf blow away?
LAUNCH` |
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?
The first little pig built his house out of straw. He started with 26 pieces of straw. After the wolf blew his house down, he had 13 pieces of straw left.
How many pieces of straw did the wolf blow away?
LAUNCH` |
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The second little pig built his house out of sticks. After working all day he had 14 sticks left. At the beginning of the day they had 28 sticks. How many sticks did he use?
LAUNCH` |
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?
The second little pig built his house out of sticks. After working all day he had 14 sticks left. At the beginning of the day they had 28 sticks.
How many sticks did he use?
LAUNCH` |
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The third little pig built his house out of bricks. He had 25 bricks. After building the first wall, he had 12 bricks left. How many bricks did he use for the wall?
LAUNCH` |
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?
The third little pig built his house out of bricks. He had 25 bricks. After building the first wall, he had 12 bricks left. How many bricks did he use for the wall?
What’s the same? What’s different?
The second little pig built his house out of sticks. After working all day he had 14 sticks left. At the beginning of the day they had 28 sticks.
? sticks used
14 sticks left
14 + ? = 28 or
28 = 14 + ?
28 sticks at the beginning
14 result
? change
28 start
28 - ? = 14 or
28 - 14 = ?
Insert student work here...
Lesson 4 : LS 1 Day 3
Whole Class or Groups:Launch:
Independent work: Seesaw Lesson 4 - Lazy Bear and Clever Hare, Hundred Chart BLM, Open Number Lines BLM Suggest that, for each problem, they ask themselves:
Lazy Bear and Clever Hare: Students solve Put Together / Take Apart–Addend Unknown word problems.
Whole Class or Groups:
Summarize: Discuss how today’s diagrams are similar to or different than lesson 2- compare Add To–Change Unknown problems Put Together–Addend Unknown to problems
Core Math to Emphasize:
Math Norms
69
Errors are gifts that promote discussion.
Answers are important, but they are not the math.
Talk about each other’s thinking.
Ask questions until ideas make sense.
Use multiple strategies and multiple representations.
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
LAUNCH` |
1 |
Lazy Bear and Clever Hare planted vegetables. In Fall, Bear planted 15 lettuce plants. Together, Bear and Hare planted 29 lettuce plants. How many lettuce plants did Hare plant?
LAUNCH` |
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Lazy Bear and Clever Hare planted vegetables. In Fall, Bear planted 15 lettuce plants. Together, Bear and Hare planted 29 lettuce plants.
How many lettuce plants did Hare plant?
?
LAUNCH` |
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In Winter, Lazy Bear and Clever Hare planted 26 vegetables. Twelve of them were carrots and the rest were radishes. How many were radishes?
LAUNCH` |
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In Winter, Lazy Bear and Clever Hare planted 26 vegetables. Twelve of them were carrots and the rest were radishes. How many were radishes?
?
LAUNCH` |
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In Spring, Clever Hare planted 22 corn plants. 9 of them were yellow and the rest were white.
How many were white?
LAUNCH` |
1 |
In Spring, Clever Hare planted 22 corn plants. 9 of them were yellow and the rest were white.
How many were white?
?
What’s the same? What’s different?
? Change
16 Start
12 Addend
? Addend
25 Result
26 Total
16 + ? = 25
12 + ? = 26
Insert student work here...
Lesson 5 : LS 2 Day 1
Whole Class or Groups:Launch: Watch Video of the book Ruby by Michael Emberley
Independent work: Seesaw Lesson 5 Ruby the Mouse, Hundred Chart BLM, Open Number Lines BLM Suggest that, for each problem, they ask themselves:
Ruby the Mouse: Students ask and answer their own Add To–Start Unknown questions.
Whole Class or Groups:
Summarize: Discuss how today’s diagrams are similar to or different than previous days.
Put up tape diagrams from the Lesson Series 1 Day 1 and this one to compare and contrast: Core Math to Emphasize:
Understanding the relationship between addition and subtraction can help us choose the right strategy and tools for solving problems. When we add numbers, the order in which we add them doesn’t change their sum.
Math Norms
81
Errors are gifts that promote discussion.
Answers are important, but they are not the math.
Talk about each other’s thinking.
Ask questions until ideas make sense.
Use multiple strategies and multiple representations.
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
LAUNCH` |
1 |
Ruby the Mouse had some cheese pies in her bag. Her mother gave her 12 more pies. Now she has 27 cheese pies.
LAUNCH` |
1 |
Ruby the Mouse had some cheese pies in her bag. Her mother gave her 12 more pies. Now she has 27 cheese pies.
Units | Quantities |
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LAUNCH` |
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Ruby the Mouse had some cheese pies in her bag. Her mother gave her 12 more pies. Now she has 27 cheese pies.
?
LAUNCH` |
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Ruby the Mouse had some cheese pies in her bag. Her mother gave her 12 more pies. Now she has 27 cheese pies.
How many cheese pies did Ruby have in her bag at the beginning?
LAUNCH` |
1 |
Ruby the Mouse was reading some pages in her book when she ran into a Grimy Reptile. She read 21 more pages before meeting the Hungry Cat. By the time she got into the taxi, she had read 34 pages.
LAUNCH` |
1 |
Ruby the Mouse was reading some pages in her book when she ran into a Grimy Reptile. She read 21 more pages before meeting the Hungry Cat. By the time she got into the taxi, she had read 34 pages.
Units | Quantities |
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LAUNCH` |
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Ruby the Mouse was reading some pages in her book when she ran into a Grimy Reptile. She read 21 more pages before meeting the Hungry Cat. By the time she got into the taxi, she had read 34 pages.
?
LAUNCH` |
1 |
Ruby the Mouse was reading some pages in her book when she ran into a Grimy Reptile. She read 21 more pages before meeting the Hungry Cat. By the time she got into the taxi, she had read 34 pages.
? - Start
12 - Change
27 - Total
16 + ? = 25
16 - Start
? - Change
25 - Total
? + 12 = 27
Lesson 6 : LS 2 Day 2
Whole Class or Groups:Launch: Watch Video of the book The Paper Dragon by Marguerite W. Davol
Independent work: Seesaw Lesson 6 - Dragon, Hundred Chart BLM, Open Number Lines BLM Suggest that, for each problem, they ask themselves:
Dragon: Students ask and answer their own Take From– Start Unknown questions.
Whole Class or Groups: Summarize: Focus on solution strategies
Have students help you by using a number of different strategies and compare them, bringing attention to how each uses place value understanding and/or the relationship between addition and subtraction. Core Math to Emphasize:
Understanding the inverse relationship between addition and subtraction can help us choose the right strategy and tools for solving problems. The start can be unknown in a take from situation. Start unknown situations can only be solved by counting on or addition.
Math Norms
95
Errors are gifts that promote discussion.
Answers are important, but they are not the math.
Talk about each other’s thinking.
Ask questions until ideas make sense.
Use multiple strategies and multiple representations.
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
LAUNCH` |
1 |
Dragon loved to collect lanterns. One day, he lost 11 of them. Now Dragon only has 22 lanterns left.
Units | Quantities |
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Dragon loved to collect lanterns. One day, he lost 11 of them. Now Dragon only has 22 lanterns left.
LAUNCH` |
1 |
LAUNCH` |
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Dragon loved to collect lanterns. One day, he lost 11 of them. Now Dragon only has 22 lanterns left.
?
LAUNCH` |
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Dragon loved to collect lanterns. One day, he lost 11 of them. Now Dragon only has 22 lanterns left.
How many lanterns did Dragon have to begin with?
LAUNCH` |
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One day Dragon was in a really good mood. He gave away 9 fans. Then he had 17 fans left.
LAUNCH` |
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One day Dragon was in a really good mood. He gave away 9 fans. Then he had 17 fans left.
Units | Quantities |
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LAUNCH` |
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One day Dragon was in a really good mood. He gave away 9 fans. Then he had 17 fans left.
?
LAUNCH` |
1 |
One day Dragon was in a really good mood. He gave away 9 fans. Then he had 17 fans left.
How many fans did Dragon have at first?
Dragon loved to collect lanterns. One day, he lost 11 of them. Now Dragon only has 22 lanterns left. How many lanterns did Dragon have to begin with?
11 lanterns lost
22 lanterns left
? lanterns to begin with
Dragon loved to collect lanterns. One day, he lost 11 of them. Now Dragon only has 22 lanterns left. How many lanterns did Dragon have to begin with?
Equation: ? - 11 = 22
22
One day Dragon was in a really good mood. He gave away 9 fans. Then he had 17 fans left.
How many fans did Dragon have at first?
Fans given away 9
Fans left 17
? fans he had at first
One day Dragon was in a really good mood. He gave away 9 fans. Then he had 17 fans left.
How many fans did Dragon have at first?
Equation:
17
Lesson 7 : LS 2 Day 3
Whole Class or Groups:Launch: Notice and Wonder…
Independent work: Seesaw Lesson 7 - Rainbow, The Rainbow .S. .C.
Whole Class or Groups: Summarize:
Core Math to Emphasize:
Different numbers can be combined to make the same sum. There are patterns in these combinations.
The Rainbow: Students solve a Put Together / Take Apart–Both Addends Unknown problem. |
Math Norms
112
Errors are gifts that promote discussion.
Answers are important, but they are not the math.
Talk about each other’s thinking.
Ask questions until ideas make sense.
Use multiple strategies and multiple representations.
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Notice and Wonder...
LAUNCH` |
1 |
In the beginning, the rainbow only had two colors: red and blue. It had 17 stripes.
How many were red? How many were blue?
LAUNCH` |
1 |
In the beginning, the rainbow only had two colors: red and blue. It had 17 stripes.
How many were red? How many were blue?
?
17
?
Red | Blue | Total |
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What patterns do you notice?
Lesson 8 : LS 2 Day 4
Whole Class or Groups:Launch:
Tell students that today they will be using dominoes to create and solve equations with unknowns in different places. Demonstrate how to take two dominoes and an Unknown Card to create an equation with the unknown in a variety of places (Result, Change, or Start Unknown) using addition.
Independent work: Seesaw Lesson 8 - Unknowns with Dominoes, Double Nine Dominoes BLM, Unknown Cards BLM .S. .C., Unknowns with Dominoes Recording Sheet .S. .C.
Whole Class or Groups: Summarize: Share a particularly challenging problem and have some students show the solution using a number line and a hundred chart. Help them connect their strategies to a written record of the work. Name any strategies students used.OR use the examples provided to co-create a word problem with one of their favorite Fairytale or Folktales from this unit. Core Math to Emphasize:
Understanding the relationship between addition and subtraction can help us solve problems with unknowns in all positions.
Students use dominoes and unknown cards to create equations and solve them using the hundred chart and open number line. |
Math Norms
121
Errors are gifts that promote discussion.
Answers are important, but they are not the math.
Talk about each other’s thinking.
Ask questions until ideas make sense.
Use multiple strategies and multiple representations.
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
__ __ =__
?
1
2
3
4
__ __ =__
?
1
2
3
4
__ __ =__
?
1
2
3
4
Write a Rainbow story that matches the equation.
__ - _?_ =__
Write a Rainbow story that matches the equation.
__ + _?_ =__
Lesson 9 : LS 3 Day 1
Whole Class or Groups:Launch:
Watch Video of Sesame Street - African Story about the Sun and the Moon
Independent work: Explore -Seesaw Lesson 9 - Sun & Moon, Moon and Sun .S. .C., Hundred Chart BLM, Open Number Lines BLM
Whole Class or Groups: Summarize: Have a few students share their work, focusing on work that helps surface and clarify the core math of the lesson. Options for the summary:
Compare the language in each problem and think about how one can tell where the unknown is.Focus on solution strategies. Choose one problem that students solved using a number of different strategies and compare them, bringing attention to how each uses place value understanding and/or the relationship between addition and subtraction.
Core Math to Emphasize: In a Compare situation, two quantities are compared to find How many more or How many fewer. Analyzing language, making tape diagrams, and writing equations can help us make sense of word problems.
Moon and Sun: Students solve Compare–Difference Unknown word problems. |
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Sun & Moon and Water
LAUNCH` |
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LAUNCH` |
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Sun & Moon built their new house. It was 27 feet high. When Water first visited, he rose up 15 feet. What is higher, Sun & Moon’s house, or Water? How much higher?
Units | Quantities |
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Sun & Moon built their new house. It was 27 feet high. When Water first visited, he rose up 15 feet. What is higher, Sun & Moon’s house or Water? How much higher?
LAUNCH` |
1 |
LAUNCH` |
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Sun & Moon built their new house. It was 27 feet high. When Water first visited, he rose up 15 feet. What is higher, Sun & Moon’s house or Water? How much higher?
?
The next day he visited again, Water rose up 12 more feet. What is higher now, Sun & Moon’s house, or Water? How much higher?
LAUNCH` |
1 |
Units | Quantities |
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The next day he visited again, Water rose up 12 more feet. What is higher now, Sun & Moon’s house, or Water? How much higher?
LAUNCH` |
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LAUNCH` |
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The next day he visited again, Water rose up 12 more feet. What is higher now, Sun & Moon’s house, or Water? How much higher?
?
LAUNCH` |
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The Sun & Moon had many friends, including Water and all her friends. Sun & Moon invited 24 animals and Water invited 15. How many fewer friends did Water invite?
Units | Quantities |
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The Sun & Moon had many friends, including Water and all her friends. Sun & Moon invited 24 animals and Water invited 15. How many fewer friends did Water invite?
LAUNCH` |
1 |
LAUNCH` |
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The Sun & Moon had many friends, including Water her friends. Sun & Moon invited 24 animals and Water invited 15. How many fewer friends did Water invite?
?
How many more friends did Sun & Moon invite than Water?
LAUNCH` |
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___ + ? =___
___ - ? =___
Sun & Moon built their new house. It was 27 feet high. When Water first visited, he rose up 15 feet. What is higher, Sun & Moon’s house or Water? How much higher?
The next day he visited again, Water rose up 12 more feet. What is higher now, Sun & Moon’s house, or Water? How much higher?
___ + ? =___
___ - ? =___
The Sun & Moon had many friends, including Water her friends. Sun & Moon invited 24 animals and Water invited 15. How many fewer friends did Water invite?
___ + ? = ___
___ - ? = ___
Spring District Assessment Milestone Task Overview
SFUSD uses the District Assessments to support the continuous improvement work of the district. Reading Inventory (RI) is the District Assessment for reading, and two specific Math Milestone Tasks are the District Assessments for math. Aggregate student results are summarized to inform district planning and programs. Teachers use individual results to inform instruction. An individualized Student Report is uploaded to ParentVUE for families.
Ideally, assessments will encourage students to reflect on what they have learned, rather than to focus on scores, and the District Assessment is no exception. In keeping with the Graduate Profile, students are part of a community of learners who work toward graduating as critical, collaborative thinkers using multiple resources. This assessment is intended to be administered and scored as you would any other Milestone Task, after unit instruction is complete, and not treated as a high stakes assessment. The assessment should not alienate students, shift the focus away from learning towards a grade, or lead to racialized outcomes. You may administer the task whole class, in small groups, or a combination of both; in-person, online, synchronously or asynchronously.
District Assessment Milestone Task Guidance for Teachers
Before - Teacher |
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During |
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After (See last 2 slides for more information) |
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Milestone Task: Birthday Party
Whole Class or Groups: Launch: 3 Read Protocol .C.
Independent work: Seesaw Milestone Task (Chinese, Spanish), Milestone Task Birthday Party BLM .S. .C.
Students solve Add To–Start Unknown and Put Together–Addend Unknown word problems.
Whole Class or Groups: Milestone Task Birthday Party Answer Guide Teacher
Milestone Task Birthday Party Rubric Teacher
Summarize:
Core Math to Emphasize:
LAUNCH |
1 |
What is this story about?
1st Read
Grandma wanted to have a party with all of her friends. In May, she invited all of her best friends. In June, she invited 15 more people. In the end, there were 93 people at the party.
LAUNCH |
1 |
What are the quantities in the situation?
2nd Read
Grandma wanted to have a party with all of her friends. In May, she invited all of her best friends. In June, she invited 15 more people. In the end, there were 93 people at the party.
LAUNCH |
1 |
Units | Quantities |
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Grandma wanted to have a party with all of her friends. In May, she invited all of her best friends. In June, she invited 15 more people. In the end, there were 93 people at the party.
LAUNCH |
1 |
What questions can we ask?
3rd Read
Grandma wanted to have a party with all of her friends. In May, she invited all of her best friends. In June, she invited 15 more people. In the end, there were 93 people at the party.
LAUNCH` |
1 |
Grandma wanted to have a party with all of her friends. In May, she invited all of her best friends. In June, she invited 15 more people. In the end, there were 93 people at the party.
How many people did Grandma invite in May?
?
LAUNCH` |
1 |
At the party, there were 74 desserts. 18 were cupcakes and the rest were cookies.
How many cookies were there?
?
Spring District Assessment Milestone Task Guidance
Calibration and Scoring |
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Analysis and Re-Engagement |
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Spring District Assessment Milestone Task Guidance
Score Entry Into Illuminate |
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Resources |