THINKING BLOCKS Addition/Subtraction Word Problems Lesson

Teacher

Richelle Colucci-Nunn

Grade Level

2nd

I. Content and Standards:

2.5.2.A: Develop a plan to analyze a problem, identify the information needed to solve the problem,
carry out the plan, check whether an answer makes sense, and explain how the problem was solved in
grade appropriate contexts.
II. Prerequisites:
Mental strategies: Flip-flop facts (commutative property), doubles, doubles +/- 1, combinations to make
10
III. Instructional Objective:
Given part-whole model, change model, and comparison model problem types, SWBAT apply a thinking
blocks strategy to analyze the problem and identify the information needed to solve the problem.
IV. Instructional Procedures:
Before
Whole Class (on circle rug)
1. Activate prior knowledge; review what students know about word problems and how to solve them.
2. Ask students to share what they think is hard about word problems (What kind of equation it is? How to
calculate with two-digit numbers?)
3. Ask essential questions:
Why do I need to know how to solve number problems?
How will this help me in my life?
4. Tell students to think about these questions during the lesson because they will be asked to share their
thoughts at the end.
During
Whole Class
1. Introduce Thinking Blocks website on smartboard.
Ask students if any of the models remind them of a strategy they currently use (number line).
Tell students that they are going to learn a different way to figure out how to solve word problems
because sometimes it helps to have pictures or models to solve problems.
2. Review problem types on screen:
Part-whole model (2 parts)
Part-whole model (3 parts)
Change Model (2 steps)
Comparison Model (1 step)
Comparison Model (2 steps)
Comparison Model (3 quantities)
3. Model solving the first part-whole model problem on the smartboard, using answers provided by the
students. Explain features of the program that will be helpful to students:
Undo just undoes the last drawing
Erase erases all drawings
C = clear on number pad to clear all digits entered on the number pad
4. Have student volunteers model one more problem for the group.

Independent Practice
5. Set up independent practice:
Explain that students will assigned to different table groups for the practice part of the lesson.
Explain that students will be using numbers 1 50 (default selection) working at their own pace,
through each problem type.
Once they get 5 right in a problem type, they should let me know so I can introduce the next
problem type or provide them with challenges.
6. Have students, one group at a time, get laptops and take them to their assigned table.
7. Assist students as needed with logging in and getting to the Thinking Blocks website.
8. Observe students as they work and be available for questions.
9. Monitor for readiness to move on to the next problem type.
If some students get finished more quickly than others in their table group, direct them to keep
going, or for a challenge, change the numbers used in the problem to the 1 300 option.
Once all students in that table group have correctly answered at least 5 of the assigned problem
type, introduce the next problem type at their table group.
After
Whole Class (on circle rug)
1. Ask students to share their thoughts on this strategy. Did they find it easier or harder than the other
strategies they use? What did they like/not like about it?
2. Revisit essential questions.
Why do I need to know how to solve number problems?
How will this help me in my life?
3. If necessary, prompt for examples
If I have 11 stickers on my good helper chart and I need 50 to get a prize, how many more
stickers do I need?
Saving to buy a toy
V. Materials and Equipment:

Smartboard
Laptops for every student
Thinking Blocks interactive word problems website:
http://www.mathplayground.com/tb_addition/thinking_blocks_addition_subtraction.html

VI. Assessment/Evaluation:
Formative:
Teacher observation of student interaction during computer practice
Summative:
Results of word problem tests
VII. Accommodations or Modifications needed for students with disabilities or ESOL:

Students with learning disabilities can stay on first problem type and work with a partner if necessary.
(Note: Website provides feedback when incorrect answers are provided, and guides students to right
answers. If they get a problem right only with significant help, it is not counted as a right answer and
additional practice opportunities are provided.)
Visual demonstration of computer practice for ELLs and students with hearing impairments.

VIII. Technology:

Smartboard to make it easier for students in whole group to observe and participate in modeling

Interactive website to provide individualized feedback as students work through different problem types.

IX. Self-Assessment

Were the students able to follow my directions with little or no confusion?

Did all students successfully solve at least 3 word problems on their own?

Part-whole Model (2 parts)

Part-whole Model (3 parts)

Change Model (2 steps)

Comparison Model (1 step)

Comparison Model (2 steps)

Comparison Model (3 quantities)