Reflection: Problem-based Approaches Terry's Taco Shack: What Does "How Many More" Mean? - Section 1: Problem of the Day

 

When I taught this lesson the first time, I simply allowed students to figure out the best strategy to solve this problem.  This worked for many students but I still had students who did not conceptually understand what a comparison question is asking--many of them simply added the two numbers together instead of setting up an appropriate number sentence.  This year, I allowed students to struggle with the problem for a bit, and then modeled using cubes so that students could see clearly what it means to compare two amounts.  By setting out cubes and literally comparing the two amounts, I was able to push students to understand that there was "extra".  Students then saw that they could count the extra cubes to determine how many more tacos were sold on Tuesday than on Thursday. 

 This tactic worked well and I saw many of the students in group A (who were struggling the most with this concept) use cubes in a similar way to me when they did their guided practice and independent work.  In the future, I will continue to model this process so that students can clearly understand what it means to compare two amounts. 

  The role of direct modeling in inquiry based instruction
  Problem-based Approaches: The role of direct modeling in inquiry based instruction
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Terry's Taco Shack: What Does "How Many More" Mean?

Unit 4: Tables
Lesson 3 of 4

Objective: SWBAT solve comparison problems using addition or subtraction strategies.

Big Idea: Students oftentimes struggle with comparison problems since there is no "action" in the problem (i.e: nothing is getting taken away or added). In this lesson, students practice strategies for solving comparison problems.

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2 teachers like this lesson
Subject(s):
Math, Data collection / Organization / Display, addition, subtraction, tables, comparison
  50 minutes
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