##
* *Reflection: Developing a Conceptual Understanding
How do I solve a change unknown word problem? - Section 2: Introduction to New Material

Many students struggle with story problems because they can't visualize what is happening in the problem. When introducing new kinds of story problems, I oftentimes ask students to model the problem using manipulatives or a picture to represent the problem. When students represent the problem with manipulatives or a drawing, they can more effectively visualize what is happening the problem and can use the model to help them build a relevant number sentence.

*Drawing Pictures to Explain a Story Problem*

*Developing a Conceptual Understanding: Drawing Pictures to Explain a Story Problem*

# How do I solve a change unknown word problem?

Lesson 9 of 13

## Objective: SWBAT develop number sentences for change unknown word problems?

#### Hook

*10 min*

I post a problem of the day:

**Jill is building with blocks. She has 24 blocks in her building. Jack comes along and takes some blocks from Jill. Jill now has 13 blocks. How many blocks did Jack take?**

*In order to understand this problem, we are going to act it out using our cubes.*

*How many did Jack take?*

**Turn and talk: What number sentence can we write for this problem?**

Students might suggest 24 - ______ = 13 since that is how we modeled the story problem, but 24 - 13 = ______ and 13 + ______ = 24 would also appropriate and may make more sense for some students.

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#### Introduction to New Material

*10 min*

*Now, we are going to practice a similar problem of the day. On your white boards, solve this problem: *

**Denaro has 17 pieces of candy. Kyla takes some of his candy. Now Denaro has 9 pieces of candy. How many pieces of candy did Kyla take?**

I allow students 2 minutes to draw a picture to represent the problem and then have them share that picture with their teammates. Then, I allow them 3-4 minutes to write a number sentence and solve. I observe what strategies they use.

When finished, I have students share their strategies. As students share their strategies, I ask the following guiding questions:

1) Why did you choose to subtract? Why did you choose to add?

2) How does this number sentence represent your picture?

3) How does your number sentence match the story problem?

I write the strategies on an anchor chart entitled “Our Strategies for Change Unknown Word Problems.”

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#### Guided Practice

*10 min*

*Now you are going to work in partners * *on some practice problems. You can use cubes to help represent each the problem. *

As students work, I check for understanding and ask guiding questions to groups:

*1) Why did you choose to subtract? Why did you choose to add?*

*2) How does this number sentence represent your picture?*

*3) How does your number sentence match the story problem?*

When finished, I have students come back together and go over the problem, checking to determine student understanding and any misconceptions.

*expand content*

#### Independent Practice

*15 min*

Independent Practice is differentiated based on student reliance on concrete materials and facility manipulating numbers within certain ranges:

**Group A (Intervention)**

Students will work on change unknown problems with numbers 10-20. This group will also be encouraged to use cubes to solve their problems.

**Group B (Right on track!)**

Students will work on change unknown problems with numbers 10-50. This group will be allowed to use cubes to solve their problems but will be encouraged to think more abstractly and draw pictures or simply write an appropriate number sentence and solve.

**Group C (Extension) **

Students will work on change unknown problems with numbers 10-100. This group will be not use cubes--they will be encouraged to think abstractly and draw a picture to represent the problem or to simply write an appropriate number sentence and solve.

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#### Closing

*5 min*

*Today we worked on change unknown problems. Can anyone share one of our strategies that we learned today?*

I have students review strategies for the whole group, discussing how these strategies work to solve change unknown word problems.

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- LESSON 1: What is One Hundred More? What is One Hundred Less?
- LESSON 2: Adding Three-Digit Numbers Without Regrouping
- LESSON 3: Adding Three-Digit Numbers with Regrouping
- LESSON 4: Adding Four Three-Digit Numbers
- LESSON 5: Our Strategies for Result Unknown Problems
- LESSON 6: Two-Step Word Problems (Result Unknown)
- LESSON 7: Solving Result Unknown Problems with Three-digit Numbers.
- LESSON 8: Introduction to Change Unknown Problems
- LESSON 9: How do I solve a change unknown word problem?
- LESSON 10: Acting out Change Unknown Problems
- LESSON 11: Change Unknown Word Problems
- LESSON 12: Change Unknown Word Problems with Number Lines
- LESSON 13: Subtracting Across Zeros