lOMoAR cPSD| 6861666
D187 Task 3 - Partial-Sums Addition Strategies
for 2nd Grade with Complete Solution | Passed |
100% Correct | WGU
Introduction:
Standards and Objectives
Topic: Partial-Sums Addition
Standard(s): 2.CA.1 Solve real-world problems involving addition and subtraction within 100
in situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all parts of the addition or subtraction problem (e.g., by using drawings and
equations with a symbol for the unknown number to represent the problem). Use estimation
to decide whether answers are reasonable in addition problems. (E)
Objective(s): (explicitly stated) Students will be able to solve real-world word problems
involving addition and subtraction within 100, applying strategies such as drawing diagrams
and writing equations with unknowns in all parts of the problem. They will use the concepts of
adding to, taking from, putting together, taking apart, and comparing to determine solutions,
and apply estimation to evaluate whether their answers are reasonable.
Student friendly I can statements:
1. "I can solve addition and subtraction word problems within 100."
2. "I can use drawings to help me solve math problems."
3. "I can write equations to represent math problems with unknown numbers."
4. "I can estimate to check if my answers are reasonable."
5. "I can solve problems where numbers are missing or unknown."
Sub-objective(s): (sequenced from basic to complex)
Understand and Identify Problem Types
Solve Addition and Subtraction Problems
Use Estimation for Reasonable Answers
Use Mental Math Strategies
Work on Multi-Step Problems
Assessment
, lOMoAR cPSD| 6861666
Evidence of Mastery: (measurable outcomes, include a variety of opportunities to check for
understanding both formal and informal)
Students will be able to complete a differentiated exit ticket.
An informal assessment will be asking guiding questions to gauge understanding and a
thumb up thumb down informal assessment
Lesson Pacing and Structure/Activities and Materials
Instructional Materials:
Lesson 6.8 Math PowerPoint slides
Students Math workbook
Exit ticket
White boards and markers
Key Vocabulary:
Partial Sum
Addend
Sum
Opening/Anticipatory Set: (state objectives, connect to previous learning, and make relevant
to real life or personal experiences)
I will begin the lesson by going over the objective with students and explaining what partial
sum means. We will then go into lesson warm question
Instructional Input Teacher Will: Student Will:
and Modeling I will model slides 1 and 2 up at Students will silently follow along
(I do) the board for the students. I will while sitting in rug spots.
model how to complete the
problem and answer students’ Students will answer reflection
questions. questions and give an answer for
the informal assessment
Encourage reflection: After
modeling, ask students, "Why did
we break the number into parts?
How does that help us add more
easily?"
(Informal assessment)
I will ask students to give me a
thumb up, middle or down to
see how they feel about the
content thus far
D187 Task 3 - Partial-Sums Addition Strategies
for 2nd Grade with Complete Solution | Passed |
100% Correct | WGU
Introduction:
Standards and Objectives
Topic: Partial-Sums Addition
Standard(s): 2.CA.1 Solve real-world problems involving addition and subtraction within 100
in situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all parts of the addition or subtraction problem (e.g., by using drawings and
equations with a symbol for the unknown number to represent the problem). Use estimation
to decide whether answers are reasonable in addition problems. (E)
Objective(s): (explicitly stated) Students will be able to solve real-world word problems
involving addition and subtraction within 100, applying strategies such as drawing diagrams
and writing equations with unknowns in all parts of the problem. They will use the concepts of
adding to, taking from, putting together, taking apart, and comparing to determine solutions,
and apply estimation to evaluate whether their answers are reasonable.
Student friendly I can statements:
1. "I can solve addition and subtraction word problems within 100."
2. "I can use drawings to help me solve math problems."
3. "I can write equations to represent math problems with unknown numbers."
4. "I can estimate to check if my answers are reasonable."
5. "I can solve problems where numbers are missing or unknown."
Sub-objective(s): (sequenced from basic to complex)
Understand and Identify Problem Types
Solve Addition and Subtraction Problems
Use Estimation for Reasonable Answers
Use Mental Math Strategies
Work on Multi-Step Problems
Assessment
, lOMoAR cPSD| 6861666
Evidence of Mastery: (measurable outcomes, include a variety of opportunities to check for
understanding both formal and informal)
Students will be able to complete a differentiated exit ticket.
An informal assessment will be asking guiding questions to gauge understanding and a
thumb up thumb down informal assessment
Lesson Pacing and Structure/Activities and Materials
Instructional Materials:
Lesson 6.8 Math PowerPoint slides
Students Math workbook
Exit ticket
White boards and markers
Key Vocabulary:
Partial Sum
Addend
Sum
Opening/Anticipatory Set: (state objectives, connect to previous learning, and make relevant
to real life or personal experiences)
I will begin the lesson by going over the objective with students and explaining what partial
sum means. We will then go into lesson warm question
Instructional Input Teacher Will: Student Will:
and Modeling I will model slides 1 and 2 up at Students will silently follow along
(I do) the board for the students. I will while sitting in rug spots.
model how to complete the
problem and answer students’ Students will answer reflection
questions. questions and give an answer for
the informal assessment
Encourage reflection: After
modeling, ask students, "Why did
we break the number into parts?
How does that help us add more
easily?"
(Informal assessment)
I will ask students to give me a
thumb up, middle or down to
see how they feel about the
content thus far
