Unit+3+Investigation+2

=__Week 1__=

Monday - Tuesday

 * Mini-lesson:**

Learning Targets:
 * I can identify the parts and the whole in a story problem.
 * I can solve a story problem by putting together the tens and the ones.

Introduce a new story problem. Tell students you do NOT want to know the answer. Instead, you want them to visualize what is happening in the problem. "Jakob and Jaydon were playing with trains over vacation. Jakob built a train with 6 cars in it. Jaydon built a train with 8 cars in it. How many cars did they use in total?"

Ask:
 * Are there going to be more than 8 cars or less than 8 cars in total? How do you know?
 * Are we going to add or subtract? How do you know?
 * What equation(s) could we write for this problem?

"Most math problems have some parts and a whole. The parts are the smaller numbers. The whole is the total - how many you get when you put the parts together. In this problem, Jakob's cars are one part and Jaydon's cars are the other part. The whole is how many cars they have when you put both parts together: the total."

Have one or two students put the two parts on a part-part-whole mat using cubes. Draw it on the board so everyone can see. Try a few more problems as a class, asking for the parts and the whole, as well as the equations. If someone suggests subtraction equations, you can include them, but don't push them. Only use basic addition problems for these examples.

If you want, then you can do some examples at student desks with white erase boards, part part whole maps and this PowerPoint with two more examples: [|3.2PartPartWholeProjection.ppt]


 * Work time**

Work on story problems, solving with tens and ones. [|Unit 3Inv2 1.doc]

share strategies and make a class chart of ways to solve problems using tens and ones (or review existing chart)
 * Sharing**

Wednesday
Learning Targets:
 * Mini-lesson**
 * I can identify the parts and the whole in a story problem.

Give students white board and white board markers, part-part-whole mats, and cubes.

Tell them they are going to practice figuring out the parts and the whole of a number of problems.

For each problem go through these steps:


 * 1) Visualize the problem
 * 2) Determine the operation (addition or subtraction) -- have them write + or - on the white board
 * 3) Write an equation with a box or question mark for what is missing on the white board
 * 4) Fill in the part-part-whole mat with what they know and what they don't know (is the whole missing? Or a part?)
 * 5) Find the missing part and record it on the white board

Problems to read:


 * Tayo read 8 books. His sister read 6 books. How many books did they read altogether? (We know both parts and are missing the whole) 8 + 6 = ?
 * Joshley saw 12 mealworms. 7 of them crawled away. How many were left? (We know the whole and one part. The whole is the total when you put all the parts together -- it is the biggest number. We are missing one part -- the ones that didn't crawl away. They should count out the whole (12) on their part-part-whole mat and then move the ones that crawled away -- this is the part they know. Then they can find the missing part.) 12 - 7 = ? or 7 + ? = 12 ("What goes with 7 to make 12?")
 * Yobosa was playing with blocks. She built a tower with 16 blocks. 10 of them fell off. How many blocks were left on the tower? (We know the whole and one part and are missing the other part.) 16 - 10 = ? or 10 + ? = 16
 * Ymarii was climbing the stairs. She walked up 9 stairs. She stopped to rest, then climbed up 11 more stairs. How many stairs did she climb up total? (We know both parts and are missing the whole.) 9 + 11 = ?
 * Denisse wanted to catch some insects outside. She caught 15. Then 6 escaped! How many did she have left? (We know the whole and one part, and are missing the other part.) 15 - 6 = ? or 6 + ? = 15

[|PartPartWholeAdditionandSubtraction.ppt]


 * Work time**

Work on story problems, solving with tens and ones.

[|Unit 3Inv2 2.doc]

basic facts practice with a partner
 * Sharing**

Thursday - Friday

 * Mini-lesson:**

Learning Targets:
 * I can identify the parts and the whole in a story problem.
 * I can solve subtraction problems using efficient and accurate strategies.

Do the same activity as yesterday, with 5 problems (mixed addition and subtraction) for determining the operation and the parts and the whole.


 * Work time**

Work on story problems, solving with tens and ones.

[|Unit 3Inv2 2.doc]

Begin Friday's packet if students finish. [|Unit3 Inv 2 3.doc]

share strategies and make a class chart of ways to solve subtraction problems
 * Sharing**

Monday

 * Mini-lesson:**

Learning Targets:
 * I can identify the parts and the whole in a story problem.
 * I can solve story problems using efficient and accurate strategies.

Do a quick lesson on turn-around facts, based on the lesson on page 82. Give some addition facts and get the turn-around fact; give a subtraction fact and ask if you can also make a turn-around fact in the same way. Use a part-part-whole mat to show how to make turn-around facts with subtraction: by taking away the other part.

9-2=7 (the whole is 9, you take away one part, the other part is left) 9-7=2 (the whole is still 9, you take away the other part, and the first part is left)


 * Work time:**

Students solve connected story problems. (12+ 13 = 25, then 25 - 12 and 25 - 13)

[|Unit3 Inv 2 3.doc]


 * Sharing:**

Use the lesson on page 92-93 to discuss turn-around facts and part-part-whole some more. Use part-part-whole mats, colored cubes, and the number line to illustrate the relationships.


 * Minilesson**

Learning targets:
 * I can identify the parts and the whole in a story problem.
 * I can solve problems with a missing part.


 * 1) Present the problem.

The second graders had 8 milkweed bug nymphs in a habitat. Some more hatched out of their eggs. Then there were 11 nymphs in the habitat. How many hatched out of their eggs?

Go through beginning of the problem-solving process.

Visualize or act out the problem. Underline what you have to find out. (What do we know? What do we have to find out? Make a picture in your mind of the problem. Decide what you will do to solve it. + / -

Ask, “Do you think more than 11 hatched or fewer than 11? Why?”

Ask students to think about how they could solve it using cubes (using a part-part-whole mat). How could they solve it using a number line? Have them model both.

Mention: “What goes with 8 to make 11?” 8 + ? = 11

Fill in the part-part-whole mat with what they know and don't know. What is missing? The whole? Or one of the parts?

Go over how to write the equations: Ask for all 4 equations!

Present a second problem, this time with removal: The second graders had 11 milkweed bug nymphs in a habitat. Some of them died. Then there were 8 milkweed bugs left. How many died? Go through the same process as above.
 * 1) Fill in the part-part-whole mat with what they know and what they don't know (is the whole missing? Or a part?)
 * 2) Find the missing part and record it on the white board


 * Work time**

solve missing part problems

Missing Part Problems
 * [|Unit3Inv2.doc]
 * [|Unit3Inv2more.doc]
 * [|missingpartprobs.doc]
 * [|missingpartprobs2.doc]


 * Sharing**

Share some strategies (see p. 101)

Wednesday

 * Minilesson**

Learning targets:
 * I can identify the parts and the whole in a story problem.
 * I can solve problems with a missing part.
 * I can write 4 equations for a missing part problem.


 * Work Time**

Continue missing part problems from yesterday.


 * Sharing**

Basic facts practice

Thursday

 * Mini lesson**

Learning targets:
 * I can identify the parts and the whole in a story problem.
 * I can solve problems with a missing part.
 * I can write 4 equations for a missing part problem.

Watch part-part-whole powerpoint. [|partpartwhole.ppt]

Worksheet to practice fact families: [|partpartwholepractice.doc]

Teach Cover Up, using part-part-whole mats, in 2 groups. Cover Up worksheet: [|coverupworksheet.doc]

Stronger kids use maximum of 20 counters. They need to use the same total for at least 3 turns, then they can use a different total.

Struggling kids use 7 counters to start.


 * Work time**

Continue missing part problems / play Cover Up.

More connected problems: [|Unit3 Inv 2 5.doc] (Easier version comes after the harder version.)

End with some connected problems (addition, subtraction, and missing part)
 * Sharing**

Friday

 * Mini-lesson**

Learning targets:
 * I can identify the parts and the whole in a story problem.
 * I can solve problems with a missing part.
 * I can write 4 equations for a missing part problem.

=Week 3=

Wednesday

 * Mini-lesson**

Learning Targets:


 * I can solve story problems with a missing part.
 * I can find the missing part of a fact family.
 * I can write 4 equations for a fact family.

As a group, solve 3 related problems on the rug, acting them out, identifying the parts and the whole, writing the equations. Go over underlining the parts in red, the whole in blue, and the question in green.


 * 1) There were 7 kids on the rug. 8 more came to join them. How many were on the rug? (7+8=15)
 * 2) The 15 kids were reading on the rug. The teacher needed to work with 8 of them. How many were left on the rug? (15-8=7)
 * 3) There were 7 kids left on the rug. A new group came to join them. Then there were 15 students on the rug. How many came to join them? (15-7=8)


 * Work Time:**

Centers:
 * Cover up
 * Story Problems


 * Sharing:**

Share strategies for solving a subtraction problem from one of the day's worksheets. Use the discussion on page 112 (Investigation 2)

Thursday

 * Mini-lesson**

Learning Targets:


 * I can solve story problems with a missing part.
 * I can find the missing part of a fact family.
 * I can write 4 equations for a fact family.

As a group, solve 3 related problems on the rug, acting them out, identifying the parts and the whole, writing the equations (like yesterday)


 * Work Time:**

Centers:
 * Cover up
 * Story Problems

Missing part challenge problems (for advanced students)
 * [|missingpartchallenge.doc]
 * [|missingpartchallenge2.doc]

Save the last 20 minutes for an assessment on missing part problems. Assessment: [|missingpartassessment.doc]

Other stuff
Investigation 2:
 * Think Addition lesson for advanced students (substitute for Inv. 2.3) [|Think Addition lesson.doc]
 * worksheet: [|Thinkadditionpractice.doc]
 * [|Thinkadditionpractice2.doc]