Page 65 - TG_G1_CH6_CHRIS

STEP BY STEP
TIME TO LEARN
Steps for problem solving
1 Read and understand Underline what you know.
Guide children to apply the strategy shown in the student’s page to solve any the problem. Circle what you need to find.
story problem. 2 Make a plan. How can you solve the problem?
Solve the problem by:
3 Carry out the plan. Drawing a picture.
1. Read aloud the problem: Read the problem to children. Direct children to Making a table.
circle 25 balloons and 35 children and underline how many more balloons 4 Check. Does your answer make sense?
Is the math correct?
needed.
10 frogs join them. STEP I have 25 balloons, but there are 35 children. How many
BY
STEP more balloons do I need?
2. Make a plan: Discuss with children the easiest way to decide how many more
balloons are needed. 1 Read and 25 balloons
understand the 35 children
3. Carry out the plan: Let children use hundred chart to subtract. problem. How many more balloons do I need?
Draw a part from the 100 chart.
Color the number of balloons on the 100 chart.
4. Check: Discuss with children if their answer is reasonable or not. 2 Make a plan. Color the number of children then count how
many steps you moved downward.
Another example: 11 12 13 14 15 16 6
3
1
2
5
4
After solving the Step-By-Step practice, write this problem on the board and 3 Carry out the plan. 21 22 23 24 25 26
read it aloud: Maher bought 12 eggs. Hala bought 20 eggs. How many more 31 32 33 34 35 36 10 balloons
41 42 43 44 45 46
eggs did Hala buy compared to Maher? 8 eggs 4 Check. Count the difference again.
Direct children to circle important information to solve the problem and
underline what’s required to find. Children are free to use different comparing 307
strategies.
PR A C TI C E

Ask children to finalize the practice exercises independently. Walk around the
class and monitor children’s progress. Read problems to children, then ask T I C P R A C T I C E
them what information they know and what information they need to find P R A C E
Read and
out. Tell children that they can draw to help them solve the problem. Exercise 1 Deborah is 40 years old. Margaret understand.
1 requires children to compare between two numbers. Exercises 2, 4, and 5 is 90 years old. How much younger Make a plan.
is Deborah than Margaret?
asses subtracting using different strategies. Exercise 3 assesses adding through Carry out the plan.
different strategies. 90 - 40 = 50 years younger Check.
I got it 2 Juan has 30¢. He spends 10¢ on stickers.
How much does he have left?
If the child needs help solving exercises, assist with the use of 30 - 10 = 20 ¢
manipulatives. Assign it to Reteach Practice Book for additional
support. 3 I had 16 cherries. My mom gave me 10
more. How many cherries do I have in all?
I got it 16 +10 = 26 cherries
50%
If child correctly solves the exercises independently using 4 In 10 years, I will be 17 years old. How
manipulatives, assign the Practice Book for independent old am I now?
study. Help children solve the exercises independently using 17 - 10 = 7 years old
manipulatives
75% 5 Robert has 20 toy cars. His brother takes 10 of
them. How many toy cars does Robert have left?
I got it 20 - 10 = 10 toy cars
If child solves the exercises independently without the use of 308
manipulatives, assign the Enriched Practice Book for advanced
independent study.

100%
MULTIPLE INTELLIGENCE ACTIVITY

Use the Multiple Intelligence Activity for this lesson to enrich and
engage the different learning styles of each child.
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