Alright, I'm practicing for quiz two. Although, I should be practicing for quiz one. But whatever. I'll get there hopefully. Haha! :) I'm trying.
So for today's problem:
James had 5 clay animals. During art, he made 9 more clay animals. How many clay animals does James have now? (JRU 5,9)
Direct Modeling:
A student counts out 5 blocks. Then, they count out 9 more blocks and puts the two groups together. The student will then count all the blocks together for a total of 14 blocks.
Counting:
The student counts up from 5 using their fingers, starts at 6 until they have 9 fingers up, which totals to 14.
Meh... that one was weak.
Derived Fact:
Is this one right?? I couldn't hear what was said in class. :D
10+5=15-1=14=9+5
I don't know how to write it out. Sorry...
Next attempt!
Abubu had 12 stickers. He lost 4 of them. How many does he have now?
Direct Modeling:
The student will count out 12 blocks. Out of those 12 blocks, remove 4 blocks. Count the remaining blocks for a total of 8 blocks.
Counting: (eeekkkk.)
Put 12 into your head, and count down from there using fingers. 12 (in head), 11 [1], 10 [2], 9 [3], and the answer is 8 [4].
I don't know how else to write this problem! The counting ones are tough stuff.
Derived Fact:
Um, for this one can you do 10-4 is 6, add to more for 12 and the answer is 8????
My head hurts.
The derived fact is not mathematically correct. You could go with "Student knows that 10 plus 5 is fifteen, but it's nine instead of 10, so 15 minus 1 is 14."
ReplyDeleteSRU: Counting Strat is actually ok.
Derived fact is close.