Family Ages Investigation: Subtraction on an Open Number Line

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Hal's Hallway

148 Followers

Grade Levels

2nd - 7th, Homeschool

Subjects

Math, Basic Operations, Numbers

Resource Type

Activities, Cultural Activities, Lesson

Standards

CCSS2.OA.A.1

CCSS2.OA.B.2

CCSSMP1

CCSSMP2

CCSSMP3

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Pages

11 pages

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Description

This digital download includes a unit on subtraction (5 lessons) based upon the educational resource by Catherine Twomey Fostnot - Ages and Timelines: Subtraction on the Open Number line.

Children interview their family members and compare age differences. Timelines are introduced as a context for using the open number line - a helpful model used as a tool to explore and represent strategies for addition and subtraction. This unit will focus on the open number line as a model for subtraction.

This unit begins with the reading of the story: El Bisabuelo Gregorio. A story of Carlos, an eight-year-old boy who is fascinated by his great-grandfather's thick, beautiful silver hair. His great-grandfather lives in Puerto Rico and Carlos is preparing to meet him for the first time. Having only seen photos of him as a much younger man, Carlos wonders how old his great-grandfather is and how many years it will take before he might have hair like that, too. As Carlos begins to investigate these questions, his whole family becomes involved in exploring age differences and figuring out how old they each were when Carlos was born. When Carlos shares his investigation with his teacher, the whole school gets involved in the project.

This story context sets the stage for a series of investigations in this unit. Children interview their family members and compare age differences. Timelines are introduced as a context for using the open number line - a helpful model used as a tool to explore and represent strategies for addition and subtraction.

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Total Pages

11 pages

Answer Key

Does not apply

Teaching Duration

1 month

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Standards

to see state-specific standards (only available in the US).

CCSS2.OA.A.1

Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

CCSS2.OA.B.2

Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSSMP2

Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

CCSSMP3

Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

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