Reflection: Modeling Taking Apart the Problem - Section 2: Teaching The Lesson


When I showed students the towers to compare 2 numbers, I was not clear enough about what the two towers represented. Some students did not realize that I was using the towers to represent the data on the graphs. Other students still did not see that if one tower was tall, and another smaller, the distance from the short tower to the tall tower would be the difference of the two numbers.

When I do this part again, I would point to the number and ask a child to build the first number using the blocks. I would then point to the second number and ask another child to build this number. I would then ask the students to put their two towers next to one another. I would ask a child what the towers mean (the different types of bugs). Now I would ask which is larger? How much larger? We would count the blocks in the taller tower that are above those on the smaller tower. I would then say this is the difference between the two numbers. 

This is something I need to demonstrate again and also to allow students to practice with me. This will help them conceptualize what difference means when it appears in mathematical problems.

  I Need To Be More Specific
  Modeling: I Need To Be More Specific
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Taking Apart the Problem

Unit 2: Adding and Subtracting the Basics
Lesson 6 of 18

Objective: SWBAT Students will be able to solve problems by taking them apart and determining whether the answer will be larger or smaller.

Big Idea: The Common Core standards encourage students to solve problems by being able to take problems apart and determining important information.

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