Table of Contents - Teacher Created Materials · 2010-10-07 · Materials • readers • • 2. 3. 5. e • Mathematics: • and ÷ ÷ = + = + ÷ ÷ = + = + ÷ + =

© Teacher Created Materials #11341 (i2938)—Mathematics Readers, Nivel 2 3

Table of ContentsIntroduction

Research on Mathematics and Literacy . . . . 5

How to Use This Product . . . . . . . . . . . . . . . 12

Organization of the Readers . . . . . . . . . . 12

Components of the Product . . . . . . . . . . 15

Assessment Strategies . . . . . . . . . . . . . . . 17

Reading Levels Chart . . . . . . . . . . . . . . . . 18

NCTM Correlations . . . . . . . . . . . . . . . . . 19

Level 2 Pacing Plan . . . . . . . . . . . . . . . . . . 20

Program Scope and Sequence . . . . . . . . . . . 22

Mathematics Chart . . . . . . . . . . . . . . . . . . 22

Nonfiction Literacy Chart . . . . . . . . . . . . 24

Reader Summaries . . . . . . . . . . . . . . . . . . . . . 25

Using the Readers

Unit 1: Two-Digit Addition . . . . . . . . . . .33–56

El mundo de los transportes Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . 36

Student Reproducibles . . . . . . . . . . . . . . . 39

Nuestro viaje a la ciudad Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . 41


Focused Mathematics Lesson

Pre-test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . 47


Using the Problem-Solving Transparencies

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 52


Unit 2: Two-Digit Subtraction . . . . . . . .57–80

Nuestra reunión familiar Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . 60


Nuestro almuerzo de cosechas Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . 65



Pre-test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . 71



Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . 76


Unit 3: Introducing Division . . . . . . . .81–104

Preparémonos para acampar Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . 84


¿Qué hay en el desván? Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . 89



Pre-test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . 95



Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 100

Student Reproducibles . . . . . . . . . . . . . . 102

Unit 4: Patterns . . . . . . . . . . . . . . . . . . 105–128

Nuestro jardín en la ciudad Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 108


Nuestro jardín en la escuela Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 113



Pre-test. . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . 119



Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 124


#11341 (i2938)—Mathematics Readers, Nivel 2 © Teacher Created Materials4

Table of Contents (cont.)

Unit 5: 2-D Shapes . . . . . . . . . . . . . . . 129–152

Viajemos en tren Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 132


Viajemos en avión Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 137



Pre-test. . . . . . . . . . . . . . . . . . . . . . . . . . . . 142

Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . 143



Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 148


Unit 6: 3-D Shapes . . . . . . . . . . . . . . . 153–176

Construyamos un patio de juegos Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 156


El fuerte Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 161



Pre-test. . . . . . . . . . . . . . . . . . . . . . . . . . . . 166

Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . 167



Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 172


Unit 7: Standard Measurement . . . . 177–200

Mercados del mundo Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 180


El mercado de productos agrícolas Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 185



Pre-test. . . . . . . . . . . . . . . . . . . . . . . . . . . . 190

Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . 191



Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 196


Unit 8: Graphs . . . . . . . . . . . . . . . . . . . 201–224

Reducir, reutilizar, reciclar Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 204


Limpiemos nuestra escuela Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 209



Pre-test. . . . . . . . . . . . . . . . . . . . . . . . . . . . 214

Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . 215



Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 220


Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . 225

Culminating Activity . . . . . . . . . . . . . . . . . . 233

Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . 243

Appendix A: References Cited . . . . . . . . . . 244

Appendix B: Interactive Mathematics Activities CD . . . . . . . . . . . . . . . . . . . . . . . . . 246

Appendix C: Glossary . . . . . . . . . . . . . . . . . . 249

Appendix D: Answer Key . . . . . . . . . . . . . . 251

Appendix E: Contents of Teacher Resource CD . . . . . . . . . . . . . . . . . . 263

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Introduction

Research on Mathematics and Literacy

Meeting Needs in Today’s Classrooms

More than ever before, there is a need to boost students’ understanding of mathematics in all grade levels. “We must expect all of our students to learn mathematics well beyond what we previously expected. We need all students to be more profi cient than in the past, and we need many more students to pursue careers based on mathematics and science” (Seeley 2005). Th ere is also great need for more eff ective instruction in reading comprehension using nonfi ction texts. In a study published in 2000 by Michigan State University education researcher Nell Duke, it was reported that fi rst graders were exposed to an average of 3.6 minutes of informational text per day. Students in low socioeconomic groups were exposed to less than two minutes of informational text per day (Collier 2006). Today’s world is focused on information. Th e advent of the Internet has put countless informational resources at our fi ngertips. Students will be ill equipped in the real world unless they are exposed to informational texts in schools. Nonfi ction texts are also prevalent on high-stakes tests. “Reading nonfi ction materials would increase students’ depth of knowledge in the content areas, and probably help students score higher on the standardized tests that are of such concern to teachers and administrators” (Ivey and Broaddus 2000).

Current research by the National Council of Teachers of English shows that students have diffi culty learning when subjects are taught in isolation (NCTE 1993). “When language skills are embedded in meaningful contexts, they are easier and more enjoyable for children to learn. In the same way, numbers and their operations, when embedded in meaningful real-world contexts, give children the opportunity to make sense of mathematics and to gain mathematical power” (NCTM 2000).

Mathematics Readers is a mathematics-based reading program. It combines eff ective instruction in nonfi ction reading-comprehension strategies with standards-based mathematical content. Although literacy continues to be the primary focus in today’s schools, it is essential that teachers do not decrease instructional time spent in other crucial content areas. Th is program effi ciently integrates instruction in mathematics and reading comprehension with a collection of engaging readers that focuses on mathematical concepts. Nonfi ction writing assignments are also provided as extensions to what is being taught in the mathematics and reading lessons. Each reader is written around real-life situations that are applicable to the students. Th e readers include captivating photographs, interesting facts and captions, engaging questions, problem-solving scenarios, and leveled text. Nonfi ction features, such as tables of contents, glossaries, and indices, are also included. All of the readers are organized by mathematical content strands to give the students a base of vocabulary and understanding on which to build more comprehension.

Th e teacher’s guide off ers lesson plans and teaching suggestions for both the reading and mathematics components. As a result, the teachers are able to engage students, address diff erent learning styles, and develop student understanding that leads to higher-level thinking. Th is program will support teachers’ eff ective mathematics instruction while boosting general reading skills.

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El mundo de los transportes and Nuestro viaje a la ciudad (cont.)

Materials

• chart paper and marker

Introduction to Mathematics

Vocabulary

1. Write the following two-digit addition number sentence on chart paper: 15 + 25 = ?

2. Explain to students that in this lesson, they will learn about adición (addition). Tell students that this is the process of joining two or more numbers together to make one number called a suma (sum).

3. Point out that both 15 and 25 are two-digit numbers. This means they

have two numerals, 0 through 9.

4. Tell students that finding the total (total), or the sum of two or more amounts, can be done using a variety of strategies. Remind students that throughout this unit they will be thinking about different ways to resolver (solve), or find a solution for an equation.

5. Explain to students that some of the word problems in the addition readers will involve money. Students may need to find the total costo (cost), or price of something. Often, addition problems include the word en total (altogether), which means that students must add everything that is included together.

6. Give students a chance to “quiz” each other by writing a few two-digit addition number sentences for their partners to solve.

Vocabulary

• adición—uniendo dos o más números

• costo—el precio de algo

• dígito—cualquiera de los 10 números, del 0 al 9

• en total—cuando todo está incluido

• resolver—elaborar la solución a un problema de matemáticas

• suma—el total resultando cuando dos o más números se suman

• total—la suma de dos o más cantidades

Differentiation

Model for below-grade-level students how to use manuipulatives to solve two-digit addition problems. As a group, write at least two two-digit addition problems to solve.

Two-Digit Addition Teacher Resources

Introduction

How to Use This Product (cont.)

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OO B J E C T I V E SO B J E C T I V E S



Timeline for the Unit

Mathematics Language Arts

Day 1

Complete the Introduction to Mathematics Vocabulary and the Before Reading activities. (30 min.)

Complete the Before Reading activities. (30 min.)

Day 2Begin the During Reading activities. Assign the student activity sheet. (30 min.)

Begin the During Reading activities. (60 min.)

Day 3Finish the During Reading activities. Complete the After Reading activities. (45 min.)

Finish the During Reading activities. Complete the After Reading activities. (45 min.)

Day 4Complete the Focused Mathematics Lesson. (60 min.)

Have students reread the readers or do the extension activities.

Day 5Complete the lessons using the Problem-Solving Transparencies. (45 min.)

Reread, if necessary, or complete the extension activities.

El mundo de los transportes and Nuestro viaje a la ciudad

• Mathematics: Students add whole numbers.

• Nonfiction reading: Students use reading skills and strategies to understand a variety of informational texts.

• Nonfiction writing: Students use descriptive words to convey basic ideas.

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Learning Objectives




Materials

• El mundo de los transportes readers

• copies of student reproducibles (pages 39–40; page039.pdf; page040.pdf)


• El mundo de los transportes electronic version (mundo.pdf) (optional)

Using the Readers

Before Reading

1. Complete the Introduction to Mathematics Vocabulary activity (page 34) with the class. Then, divide your students into ability-based reading groups. This book is written for students at or above a second-grade reading level.

2. Reading Activity—Distribute El mundo de los transportes readers to students. Have students look through the readers, noting the pictures and graphs. Have students make predictions about the reader and share their predictions in pairs.

3. Mathematics Activity—Tell students that this reader is about two-digit addition. Ask them to think about ways traveling or transportation might involve addition. What kinds of predictions can they make about the way that math will be used in this reader, based on the pictures they notice as well as their own background knowledge? Write their ideas on chart paper.

4. Writing Activity—Have students study the picture on the cover. What words would they use to describe what they see? Have students brainstorm descriptive words for this scene. Make a master list on chart paper. Discuss how this new vocabulary may apply to the more general topic of transportation.

Rann Roberts

La suma

El mundo de los transportes

El mund

o d

e los tra

nspo

rtes

Ro

berts

El mundo de los transportes ReaderTwo-Digit Addition Teacher Resources


• This chart provides information to help you organize your scheduling of the unit. It estimates how long each part of each lesson will take to complete with your class.

Objectives

• Listed here are the mathematics, reading, and writing objectives for the lesson plans. Each pair of readers has the same objectives so that students are focused on learning the same skills and concepts.

Introduction to Mathematics Vocabulary

• Each set of lessons has an introductory activity for the mathematics vocabulary. This activity introduces the key mathematics words for the unit and is completed as a whole class.

Using the Readers

• This section begins the actual lesson plan for working with the students as they read the readers. This is the first page of the lesson plan. In total, there are three sections: Before Reading, During Reading, and After Reading. Many of the activities and questions can be used in any order that you would like. You do not need to follow the step-by-step directions to be successful with these activities.

Components of the Product

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Introduction

How to Use This Product (cont.)

E x p l o r e m o s l a s m a t e m á t i c a sE x p l o r e m o s l a s m a t e m á t i c a s


Nombre __________________________________

Two-Digit Addition Student Reproducibles

Exploremos las matemáticas—El mundo de los transportes

Instrucciones: Contesta las preguntas.

Tipo de vehículo Velocidad

helicóptero grande 150 millas por hora

hidroavión 140 millas por hora

avión a reacción Cessna 400 millas por hora

a. ¿Cuántas millas puede recorrer un helicóptero grande en 1 hora? ______

b. ¿Cuántas millas puede recorrer un helicóptero grande en 2 horas? _____

c. ¿Cuántas millas puede recorrer un hidroavión en 2 horas? _______________

d. ¿Cuántas millas puede recorrer un avión a reacción Cessna en 2 horas? _____________


En la siguiente tabla se observa el tiempo que tarda un tren en llegar a 5 estaciones. Observa la información. Luego contesta las preguntas.

Parada TiempoEstación principal a Ciudad centro 13 minutos

Ciudad centro a Vista norte 11 minutos

Vista norte a Parque 20 minutos

Parque a Zoológico de la ciudad 21 minutos

Zoológico de la ciudad a Lago del oso 14 minutos

a. ¿Cuántos minutos tarda en llegar de Estación principal a Ciudad centro? ______________

b. ¿Cuántos minutos tarda en llegar de Estación principal a Vista norte? _________________

c. ¿Cuántos minutos tarda en llegar de Vista norte aZoológico de la ciudad? _________

d. ¿Cuántos minutos tarda en llegar de Parque a Lago del oso? _____

Student Reproducibles

• There are many student guided practice pages throughout the unit. These pages can be completed individually as seatwork, in small groups as centers, or as homework.

• Every reader has a page like this one, which relates directly back to the Exploremos las matemáticas boxes in the reader. Students may want to refer back to the reader to get further information so they can solve the problems.


• As students finish with the reader, move into the whole-class mathematics lesson. The lessons focus on key mathematical skills and concepts. These activities can be completed during mathematics time in support of what you have done during your reading block.


• Each lesson has a problem-solving overhead transparency. These transparencies can be used in small group lessons or for whole-class activities. The real-life problems on the transparencies support the mathematical concepts of the readers.

• There are a total of sixteen transparencies. Eight of the transparencies match the problem-solving activities in the readers. The other eight were created to support this integration of mathematical skills and problem-solving strategies.

Components of the Product (cont.)

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Using the Problem-Solving Transparencies:

Two-Digit Addition

Materials

• El mundo de los transportes and Nuestro viaje a la ciudad readers

• Colecciones de transportes overhead transparency (transportes1.pdf)

• Diversión durante las vacaciones overhead transparency (vacaciones1.pdf)

• copies of Práctica de la suma activity sheet (page 54; page054.pdf)

• copies of Sumar los boletos activity sheet (page 55; page055.pdf)

Colecciones de transportes

Summary

Three friends decide to trade toys. The totals of each kind of toy are listed in a chart. In this problem, students must use their addition skills to find totals of the toys and answer questions about the toy exchange.

Problem-Solving Steps

1. Ask the students if they have ever made a trade with friends. Allow them to share some of the things they trade with others and how they know if they are making a sensible trade or not.

2. Display the Colecciones de transportes transparency. Explain to the students that three friends want to trade cards that they have gathered. Tell the students that they are going to use the numbers that are given to find the totals of different kinds of toys.

3. Direct the students to read the problem silently while you read it aloud.

4. Explain to the students that they must use addition to answer the questions using the chart provided. Have them work in groups to answer the ¡Resuélvelo! questions. Students should record their answers for the ¡Resuélvelo! questions on their Práctica de la suma activity sheets (page 54).

5. Discuss the sheet with the class once every group has had an opportunity to solve all of the problems. Have them share the answers they have. Answers can be found on page 252.


Differentiation

For below-grade-level students, an in-depth version of the problem-solving transparency is provided (transportes2.pdf) on the Teacher Resource CD. This version includes step-by-step directions for solving the problem.

#11341 (i2936)—Mathematics Readers © Teacher Created Materials

Two-Digit Addition Problem-Solving Transparency


NombreAutomóviles

a escala

Trenesa escala

Avionesa escala

Marco 45 11 20

Juan 21 10 32

Chris 33 14 13

Marco, Juan y Chris son amigos. Les gusta coleccionar diferentes tipos de vehículos de transporte, y cada uno tiene su colección de automóviles, trenes y aviones a escala. Deciden encontrarse este sábado en la casa de Juan para jugar e intercambiar vehículos. Usa la siguiente tabla para contestar las preguntas.

¡ R e s u é l v e l o !¡ R e s u é l v e l o !

a. ¿Cuántos automóviles a escala tienen en total?

b. ¿Cuántos trenes a escala tienen en total?

c. ¿Cuántos aviones a escala tienen en total?

d. ¿Qué tipo de vehículo prefieren? ¿Cómo lo sabes?

e. ¿Cuál es el tipo de vehículo que menos les gusta? ¿Cómo lo sabes?

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© Teacher Created Materials #10816 (i2672)—Mathematics Readers, Level 2 47


Focused Mathematics Lesson: Two-Digit Addition

Learning Objective


Materials

• copies of Prueba preliminar de la suma de dos dígitos(page 46; page046.pdf)


• copies of ¿Cuántos de cada uno?(page 50; page050.pdf)

• copies of Escribir problemas de planteo (page 51; page051.pdf)

Assessment

• This mathematics lesson has a pre-test (page 46; page046.pdf) of the mathematical objective. Use the pre-test to determine the skills on which your students need to focus the most. This pre-test can be administered at any time prior to the teaching of this lesson so that results can be used to differentiate instruction. Also included is a Prueba de diagnóstico (pages 225–232; page225.pdf) to assess student learning.

Reader Warm-Up

• Distribute copies of the El mundo de los transportes and Nuestro viaje a la ciudad readers. Ask students to review the word problems that are included in both readers. Have students think about whether a two-digit addition number sentence is approached in a different way with two or three addends. Talk about the different ways that addition is represented in these readers.

Vocabulary








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OO B J E C T I V E SO B J E C T I V E S




Mathematics Language Arts

Day 1

Complete the Introduction to Mathematics Vocabulary and the Before Reading activities. (30 min.)

Complete the Before Reading activities. (30 min.)

Day 2Begin the During Reading activities. Assign the student activity sheet. (30 min.)

Begin the During Reading activities. (60 min.)

Day 3Finish the During Reading activities. Complete the After Reading activities. (45 min.)

Finish the During Reading activities. Complete the After Reading activities. (45 min.)

Day 4Complete the Focused Mathematics Lesson. (60 min.)

Have students reread the readers or do the extension activities.

Day 5Complete the lessons using the Problem-Solving Transparencies. (45 min.)

Reread, if necessary, or complete the extension activities.

El mundo de los transportes and Nuestro viaje a la ciudad




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El mundo de los transportes and Nuestro viaje a la ciudad (cont.)

Materials


Introduction to Mathematics

Vocabulary

1. Write the following two-digit addition number sentence on chart paper: 15 + 25 = ?

2. Explain to students that in this lesson, they will learn about adición (addition). Tell students that this is the process of joining two or more numbers together to make one number called a suma (sum).

3. Point out that both 15 and 25 are two-digit numbers. This means they

have two numerals, 0 through 9.

4. Tell students that finding the total (total), or the sum of two or more amounts, can be done using a variety of strategies. Remind students that throughout this unit they will be thinking about different ways to resolver (solve), or find a solution for an equation.

5. Explain to students that some of the word problems in the addition readers will involve money. Students may need to find the total costo (cost), or price of something. Often, addition problems include the word en total (altogether), which means that students must add everything that is included together.

6. Give students a chance to “quiz” each other by writing a few two-digit addition number sentences for their partners to solve.

Vocabulary








Differentiation

Model for below-grade-level students how to use manipulatives to solve two-digit addition problems. As a group, write at least two two-digit addition problems to solve.


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Learning Objectives




Materials

• El mundo de los transportes readers

• copies of student reproducibles (pages 39–40; page039.pdf; page040.pdf)


• El mundo de los transportes electronic version (mundo.pdf) (optional)

Using the Readers

Before Reading

1. Complete the Introduction to Mathematics Vocabulary activity (page 34) with the class. Then, divide your students into ability-based reading groups. This book is written for students at or above a second-grade reading level.

2. Reading Activity—Distribute El mundo de los transportes readers to students. Have students look through the readers, noting the pictures and graphs. Have students make predictions about the reader and share their predictions in pairs.

3. Mathematics Activity—Tell students that this reader is about two-digit addition. Ask them to think about ways traveling or transportation might involve addition. What kinds of predictions can they make about the way that math will be used in this reader, based on the pictures they notice as well as their own background knowledge? Write their ideas on chart paper.

4. Writing Activity—Have students study the picture on the cover. What words would they use to describe what they see? Have students brainstorm descriptive words for this scene. Make a master list on chart paper. Discuss how this new vocabulary may apply to the more general topic of transportation.

Rann Roberts

La suma

El mundo de los transportes

El mund

o d

e los tra

nspo

rtes

Ro

berts

El mundo de los transportes ReaderTwo-Digit Addition Teacher Resources



Nombre __________________________________


Exploremos las matemáticas—El mundo de los transportes


Tipo de vehículo Velocidad

helicóptero grande 150 millas por hora

hidroavión 140 millas por hora

avión a reacción Cessna 400 millas por hora

a. ¿Cuántas millas puede recorrer un helicóptero grande en 1 hora? ______

b. ¿Cuántas millas puede recorrer un helicóptero grande en 2 horas? _____

c. ¿Cuántas millas puede recorrer un hidroavión en 2 horas? _______________

d. ¿Cuántas millas puede recorrer un avión a reacción Cessna en 2 horas? _____________


En la siguiente tabla se observa el tiempo que tarda un tren en llegar a 5 estaciones. Observa la información. Luego contesta las preguntas.

Parada TiempoEstación principal a Ciudad centro 13 minutos

Ciudad centro a Vista norte 11 minutos

Vista norte a Parque 20 minutos

Parque a Zoológico de la ciudad 21 minutos

Zoológico de la ciudad a Lago del oso 14 minutos

a. ¿Cuántos minutos tarda en llegar de Estación principal a Ciudad centro? ______________

b. ¿Cuántos minutos tarda en llegar de Estación principal a Vista norte? _________________

c. ¿Cuántos minutos tarda en llegar de Vista norte aZoológico de la ciudad? _________

d. ¿Cuántos minutos tarda en llegar de Parque a Lago del oso? _____

a =

2x

+ 4

a =

2x

+ 4



Focused Mathematics Lesson: Two-Digit Addition

Learning Objective


Materials

• copies of Prueba preliminar de la suma de dos dígitos(page 46; page046.pdf)


• copies of ¿Cuántos de cada uno?(page 50; page050.pdf)

• copies of Escribir problemas de planteo (page 51; page051.pdf)

Assessment

• This mathematics lesson has a pre-test (page 46; page046.pdf) of the mathematical objective. Use the pre-test to determine the skills on which your students need to focus the most. This pre-test can be administered at any time prior to the teaching of this lesson so that results can be used to differentiate instruction. Also included is a Prueba de diagnóstico (pages 225–232; page225.pdf) to assess student learning.

Reader Warm-Up

• Distribute copies of the El mundo de los transportes and Nuestro viaje a la ciudad readers. Ask students to review the word problems that are included in both readers. Have students think about whether a two-digit addition number sentence is approached in a different way with two or three addends. Talk about the different ways that addition is represented in these readers.

Vocabulary








÷

÷


Using the Problem-Solving Transparencies:

Two-Digit Addition

Materials


• Colecciones de transportes overhead transparency (transportes1.pdf)

• Diversión durante las vacaciones overhead transparency (vacaciones1.pdf)

• copies of Práctica de la suma activity sheet (page 54; page054.pdf)

• copies of Sumar los boletos activity sheet (page 55; page055.pdf)


Summary

Three friends decide to trade toys. The totals of each kind of toy are listed in a chart. In this problem, students must use their addition skills to find totals of the toys and answer questions about the toy exchange.

Problem-Solving Steps

1. Ask the students if they have ever made a trade with friends. Allow them to share some of the things they trade with others and how they know if they are making a sensible trade or not.

2. Display the Colecciones de transportes transparency. Explain to the students that three friends want to trade cards that they have gathered. Tell the students that they are going to use the numbers that are given to find the totals of different kinds of toys.

3. Direct the students to read the problem silently while you read it aloud.

4. Explain to the students that they must use addition to answer the questions using the chart provided. Have them work in groups to answer the ¡Resuélvelo! questions. Students should record their answers for the ¡Resuélvelo! questions on their Práctica de la suma activity sheets (page 54).

5. Discuss the sheet with the class once every group has had an opportunity to solve all of the problems. Have them share the answers they have. Answers can be found on page 252.


Differentiation

For below-grade-level students, an in-depth version of the problem-solving transparency is provided (transportes2.pdf) on the Teacher Resource CD. This version includes step-by-step directions for solving the problem.


Nombre __________________________________


¡Piénsalo!

1. ¿Cuándo fue la última vez que intercambiaste algo con amigos? ¿Cómo decidiste qué y cuánto intercambiar?

_______________________________________________________________________________

_______________________________________________________________________________

¡Resuélvelo!

Nombre Automóviles a escala Trenes a escala Aviones a escala

Marco 45 11 20Juan 21 10 32Chris 33 14 13

2. Resuelve los problemas de la actividad, Colecciones de transportes.

a. ¿Cuántos automóviles a escala tienen en total? ________

b. ¿Cuántos trenes a escala tienen en total? ________

c. ¿Cuántos aviones a escala tienen en total? ________

d. ¿Qué tipo de vehículo prefieren? ¿Cómo lo sabes?

_______________________________________________________________________________

e. ¿Cuál es el tipo de vehículo que menos les gusta? ¿Cómo lo sabes?

_______________________________________________________________________________

¡Descríbelo!

3. Escribe una oración para explicar lo que hiciste para solucionar el problema.

_______________________________________________________________________________

¡Extiéndelo!

4. ¿Usaste la misma estrategia para sumar números cada vez? ¿Por qué?

_______________________________________________________________________________

Práctica de la suma


Documents

Table of Contents - Teacher Created Materials · 2010-10-07 · Materials • readers • • 2. 3. 5. e • Mathematics: • and ÷ ÷ = + = + ÷ ÷ = + = + ÷ + =