##
* *Reflection: Problem-based Approaches
A Grinchy Christmas - Section 4: Independent Practice

I added a word box to the top of the writing section of the independent practice. This word box served as a checklist for students as they explained their thinking. It can be very difficult for little ones to know exactly what to write after they just did a bunch of things to solve a problem! These words prove a very helpful scaffold to getting them to explain their thinking precisely (aligned to the CCSS MP6, Attend to precision). Otherwise, you might get meandering thoughts from students that don't get a deep level of explanation!

Here is an example of a student response (using all of these words):

First, my strategy was I started at 14 on my number line because there were 14 presents in the house. Next, I jumped back 3 because the Grinch stole 3 of them. Last, I landed at 11. When the Grinch changed, I started at 11, and added 5 because he gave 5 toys back. My tool was the number line.

*The Word Box*

*Problem-based Approaches: The Word Box*

# A Grinchy Christmas

Lesson 11 of 12

## Objective: SWBAT solve 2 part story problems with different equations.

#### Setting Up the Learning

*5 min*

Before teaching this lesson, I read How the Grinch Stole Christmas with my students. If you haven't read it yet, you'll need a little longer before you start the math lesson to read this story aloud. **See attached video:Why use the Grinch? Connecting to Lit Standards for why I connected this lesson to the Grinch!**

**Review**

We read about the Grinch and we saw he changed. At first he stole Christmas presents from the Who's. But after he learns the real meaning of Christmas, he brings some back. We have story problems today that show us how the Grinch changed.

**Connect**

Story problems do not always have one action. Sometimes one action happens and then something else happens right after, just like in the Grinch!

**Objective:**

Your thinking job is: How can I solve story problems where 2 actions happen?

*This objective pushes MP1, Make sense of problems and persevere in solving them. Students learn how to handle a problem where 2 actions take place!*

*expand content*

#### Opening Discussion

*15 min*

The first problem I'll present to students has low numbers so students can experiment with solving 2 part story problems without dealing with complex numbers.

Present problem:

There were 10 presents in the Who houses. The Grinch stole 5 of them. How many presents are still in the Who houses?

- Solve the problem on the rug. Then share with a partner how you solved it.
- I'll quickly share out how a few students solved, then have students help me write a matching number sentence.
- In that story problem, had Grinch learned the real meaning of Christmas yet? No! He hasn't changed yet.

Now the Grinch brings 6 presents to the Who houses. How many presents do the Whos have now?

Guiding Questions:

- Focus on character change: What happened to the Grinch?
- What number tells us how many presents were in the Who houses? Is it in the problem? No! It is the answer to the first problem.
- What symbol represents the second problem? + or -?

*expand content*

#### Student Work Time and Share

*20 min*

I'll have students solve the second part of the problem at their desks. After 7 minutes of work time, I'll have students bring their work to the rug and share it with a partner.

I'll choose just one strategy to share because I want to focus more on how students worked through the problem, less on how they actually solved it.

Guiding Questions:

- How did they write the number sentence? Why did they write it that way?
- What does the first number in the number sentence tell us?
- Why did we use a + here but a - in the first problem?

Partner talk: How was your strategy the same or different from your teammate?

*expand content*

#### Independent Practice

*15 min*

Students solve a 2 part story problem at their desks. Students also have a writing portion on the second page. There is a word bank there for students to help them with explaining their thinking. This is aligned with the CCSS emphasis on writing across the curriculum.

The numbers in the story problems are differentiated for students.

**Group A: Intervention**

Students use numbers under 15, cubes provided

**Group B: Right on Track**

Students use numbers under 30

**Group C: Extension**

Students use numbers under 100

**See attached pdf for the independent worksheet. The numbers are left out of the story problems so teachers can write in numbers that are most appropriate for their students. **

#### Resources

*expand content*

#### Closing

*10 min*

Students share their work with a partner before closing out for the day. To celebrate our learning, we will sing and listen to The Grinch Song on youtube!

*expand content*

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- UNIT 1: Creating a Culture of Math
- UNIT 2: Count to 100 Every Day!
- UNIT 3: 10: A First Grader's Best Friend
- UNIT 4: Charting and Analyzing Data
- UNIT 5: Inch by Inch, Paperclip by Paperclip
- UNIT 6: Properties of Addition and Subtraction
- UNIT 7: Shapes and Blocks
- UNIT 8: Understanding Equality
- UNIT 9: Adding and Subtracting: Base Ten
- UNIT 10: Solving 3 Addend Problems
- UNIT 11: Missing Parts: Unknowns in All Positions
- UNIT 12: Parts of a Whole
- UNIT 13: Tick Tock, Tick Tock
- UNIT 14: Time is Money: Hitting all the MD Standards
- UNIT 15: Base 10 Bonanza
- UNIT 16: What the WHAT?! Teaching Challenging Story Problems

- LESSON 1: Peas and Carrots...Carrots and Peas
- LESSON 2: Crayon Box Combinations
- LESSON 3: Wave a Magic Wand
- LESSON 4: Mathematical Symbols
- LESSON 5: Making the Minus Make Sense
- LESSON 6: Mixing It Up
- LESSON 7: There were 15 zombies...
- LESSON 8: Flip Flop
- LESSON 9: Opposites Attract
- LESSON 10: Thanksgiving Fact Family
- LESSON 11: A Grinchy Christmas
- LESSON 12: Toymaking with the Elves