Centipede's+100+Shoes

** June 14th, 2011 ** ** Tracey Noel ** ** Source: //Centipede’s 100 Shoes// by Tony Ross ** ** Materials: ** ** Strand: Number ** ** General Outcome: Number Sense ** ** Grade 2 ** ** Specific Outcome: ** 9. Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with answers to 100 and the corresponding subtraction by: 9. Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1-, 2- and 3-digit numerals), concretely, pictorially and symbolically, by: [C, CN, ME, PS, R, V]  ** Mathematical Processes: ** ** Communication: ** Students will communicate their understanding by solving story problems using addition and subtraction with the aid of manipulatives and personal strategies. The students will communicate with the teacher and their partners and discuss what strategies they used to solve the story problems. ** Problem Solving: ** The students will be able to use previously learned mathematical strategies and skills to solve their story problems. They will examine the problems and identify all the important information and recognize what the problem is asking to find out. Story problems allow students to apply what they've learned in math class to real-world situations. Word and story problems build higher-order thinking, critical problem-solving, and reasoning skills that benefit students once they are experiencing life in the real world. ** Questions for the students prior to reading the story: ** Read the story //Centipede’s 100 shoes.// Make sure to stop at the part where Centipede discovers he has 58 shoes left over. Question the students. This is a very rich task because the story problems are accessible and extendable, promotes discussion and communications, encourages the “What if?” questions and learners become critical thinkers. The task involves learners in testing, proving, and explaining. John A Van de Walle said that “story problems are the most important type of lessons to develop specific strategies” Students place the story problem card on the left side of the think board. Use the manipulatives and the markers and apply their own personal strategies to solve the story problems. Communicate with partners what personal strategies they used and whether they found it difficult or easy with the aid of manipulatives. Centipede’s 100 Shoes Addition and Subtraction of Numbers with Answers to    1000. Manipulatives and Pictorial Board Needed. Concrete Exploration He gave away 455 shoes to his friend spider. How many shoes does he have left? || The centipede put 500 shoes on his left feet. He then put on 500 more shoes on his right feet. How many shoes did he put on? || Some shoes were too tight. 213 shoes were a perfect fit. How many shoes were too tight?
 * Sharing Your Resources **
 * Story Problem Think Board (large laminated boards)
 * Story Problem (Index Cards)
 * Manipulatives suitable for addition and subtracting
 * Dry Erase Markers
 * using personal strategies for adding and subtracting with and without the support of manipulatives
 * creating and solving problems that involve addition and subtraction
 * using the associative property of addition (grouping a set of numbers in different ways does not affect the sum) [C, CN, ME, PS, R, V]
 * Grade 3 **
 * Specific Outcome: **
 * using personal strategies for adding and subtracting with and without the support of manipulatives
 * creating and solving problems in context that involve addition and subtraction of numbers.
 * Begin with questioning the students if they know what a “Centipede” is?
 * What does the word “CENT” mean?
 * How many legs does a centipede have?
 * Has anyone ever seen a centipede?
 * Why do you think he is left with 58 shoes?
 * How many feet does he have?
 * Did he buy too many shoes?
 * This activity is a great way for the teacher to gather diagnostic information about the student’s readiness for the planned lesson.
 * Centipede bought 800 shoes.
 * The centipede had 346 shoes.

|| Centipede sold 634 shoes before he took a break. He then sold some more shoes after his break. He sold 851 shoes altogether. <span style="font-family: 'Arial Black','sans-serif';">How many shoes did he sell after his break? || <span style="font-family: 'Arial Black','sans-serif';">After he laced up all the shoes on his feet, he had 200 shoes left over. How many feet does the Centipede have? || <span style="font-family: 'Arial Black','sans-serif';">The centipede took off 675 shoes before he went to bed. He then took off some more shoes. <span style="font-family: 'Arial Black','sans-serif';">He took off 1000 shoes altogether. <span style="font-family: 'Arial Black','sans-serif';">How many shoes did he take off before going to bed? || <span style="font-family: 'Cooper Black','serif'; font-size: 32px;">Story Problem Think Board <span style="font-family: 'Cooper Black','serif'; font-size: 27px;">Personal Strategies  || **Model the problem using any materials you have.** **Take a deep breath and relax.** **Talk about the problem with your group.** **Think about other problems you solved like this one.** **Highlight important parts of the problem.** **Draw a picture of the problem.** **Write down everything you know from the problem.**
 * <span style="font-family: 'Arial Black','sans-serif';">Centipede bought 934 shoes.
 * <span style="font-family: 'Cooper Black','serif'; font-size: 27px;">Place Story Card Here  ||  <span style="font-family: 'Cooper Black','serif'; font-size: 27px;">Use Manipulative and
 * If you are stuck:**
 * If you are stuck:**
 * This Think Board will be done on large paper and laminated. All of the helpful hints will be typed on every think board as well as the strategies thought at the time. This will be the student’s first task in solving the story problems using their own personal strategies. In addition, it is very beneficial for hands –on learning to immerse the students with concrete exploration. ||