Module 5: Addition and Subtraction Within 1,000 with Word Problems to 100
This module has 20 lessons. It starts to refer to Number Disks as "Place Value Disks" here. Definitely prep the sentence frames on 5.A.6 ahead of time. There's an image below of one way it can be done with the Addition and Subtraction sentence frames on two separate charts.
**The Problem Sets in google docs have been updated for this module as of 12/11/14. They should match the workbooks now. Before, they were based on the teacher's guides we received that are not current. The discrepancies are likely very minor, but just the same all module problem sets will be updated in google drive.
5.2 - The students may struggle making the transition from concrete to abstract in this lesson. We worked with the number disks to add and subtract multiples of hundred throughout the whole lesson. If I had to do it again, I would have the students write the algorithm down AND show the number with the number disks. Many didn't see the connection or couldn't make the jump. The Problem Set was all about the algorithms with no visual support which wasn't the focus of the lesson.
5.4 - We started using the arrow way to subtract multiples of 100. It was a big jump for kids who don't have good number sense. For those kids who can't chunk a number like 400, you might suggest or show them how to break the larger number, for example 432, into a number bond with more than two parts- 100, 100, 100, 100, 10, 10, 10, 2.
5.6 - In this lesson, they mention how to check your work by using addition. You may want to start encouraging this practice in Mod. 4 so you don't have to really focus on it much in Module 5.
5.8 and 5.9 - Students pick their preferred way they want to solve the problems. You could theoretically skip these lessons or combine.
5.10 and 5.11- You could combine or skip. The focus is on rewriting problems vertically and using a chip diagram drawing to show your work to solve the problem.
5.13, 5.14, 5.15 - The focus in these lessons is on "checking your work with addition". It also attempts to encourage students to look at the problem before choosing a strategy. Sometimes their favorite isn't the most "efficient" strategy to use. You could probably skip lessons 14 and 15.
5.16 and 5.17 - In this lesson students subtract from multiples of 100. It's a good lesson to do especially when they show their work with chip diagrams.
5.18 - This is a cool lesson for kids who don't like "unbundling"! Problem 1 in the Concept Development is: 300-159. They teach students how to use "compensation" which is a fancy word for "tape diagrams". You need to subtract one from 300 to make it 299. Then you subtract one from 159 to make it 158. Your new equation is: 299-158. The answer is 141. You eliminate the need to "borrow".
5.19 and 5.20 - You could probably combine these two lessons or skip! 5.19 is review and giving the students the chance to pick a strategy they prefer. 5.20 is review and for the Problem Set they do problems and then find someone who did the problem differently.
Pacing Tips:
Skip 5.9-5.12, 5.14, 5.15, 5.19 and 5.20
This module has 20 lessons. It starts to refer to Number Disks as "Place Value Disks" here. Definitely prep the sentence frames on 5.A.6 ahead of time. There's an image below of one way it can be done with the Addition and Subtraction sentence frames on two separate charts.
**The Problem Sets in google docs have been updated for this module as of 12/11/14. They should match the workbooks now. Before, they were based on the teacher's guides we received that are not current. The discrepancies are likely very minor, but just the same all module problem sets will be updated in google drive.
5.2 - The students may struggle making the transition from concrete to abstract in this lesson. We worked with the number disks to add and subtract multiples of hundred throughout the whole lesson. If I had to do it again, I would have the students write the algorithm down AND show the number with the number disks. Many didn't see the connection or couldn't make the jump. The Problem Set was all about the algorithms with no visual support which wasn't the focus of the lesson.
5.4 - We started using the arrow way to subtract multiples of 100. It was a big jump for kids who don't have good number sense. For those kids who can't chunk a number like 400, you might suggest or show them how to break the larger number, for example 432, into a number bond with more than two parts- 100, 100, 100, 100, 10, 10, 10, 2.
5.6 - In this lesson, they mention how to check your work by using addition. You may want to start encouraging this practice in Mod. 4 so you don't have to really focus on it much in Module 5.
5.8 and 5.9 - Students pick their preferred way they want to solve the problems. You could theoretically skip these lessons or combine.
5.10 and 5.11- You could combine or skip. The focus is on rewriting problems vertically and using a chip diagram drawing to show your work to solve the problem.
5.13, 5.14, 5.15 - The focus in these lessons is on "checking your work with addition". It also attempts to encourage students to look at the problem before choosing a strategy. Sometimes their favorite isn't the most "efficient" strategy to use. You could probably skip lessons 14 and 15.
5.16 and 5.17 - In this lesson students subtract from multiples of 100. It's a good lesson to do especially when they show their work with chip diagrams.
5.18 - This is a cool lesson for kids who don't like "unbundling"! Problem 1 in the Concept Development is: 300-159. They teach students how to use "compensation" which is a fancy word for "tape diagrams". You need to subtract one from 300 to make it 299. Then you subtract one from 159 to make it 158. Your new equation is: 299-158. The answer is 141. You eliminate the need to "borrow".
5.19 and 5.20 - You could probably combine these two lessons or skip! 5.19 is review and giving the students the chance to pick a strategy they prefer. 5.20 is review and for the Problem Set they do problems and then find someone who did the problem differently.
Pacing Tips:
Skip 5.9-5.12, 5.14, 5.15, 5.19 and 5.20