Lesson Plan : Story Problems

Teacher Name:

 Solving story problems with counters (manipulatives).
 Students will be beginning to understand basic addition and subtraction by listening to story problem, deciding whether members of the set should increase by adding more, or whether members of the set should decrease by taking some away.
 Students will be able to listen to the problem and deciding whether more manipulatives need to be added or whether some of the manipulatives must be taken away to solve the problem. They will be able to model the problem and explain how they got the result.
 Students will solve story problems and share solutions with the class. They will use manipulatives to find the correct answer to the story problem given. They will then explain how they solved the problem.
 Counters (teddy bears, chips, buttons, etc.), paper plates.
 Today, we will pretend that our counters are actually birds (or whatever you wish to use in your story)! We will listen to a story about our birds and use the counters to act out the story.
 Begin by telling the students a story problem with numbers. Example: 'There were three birds in the nest. Two more birds flew over to join them in the nest? How many birds are in the nest now?' Using a paper plate and counting chips, the students are shown how to act out each segment of the story problem as it is reread. After the story is acted out, an explanation is given as to how the results were obtained.
 Students are given paper plates (providing their own confined space for their problem solving) and several counting chips (or other manipulative). They are asked to listen to the story first before they try to act it out. They are told a story problem. The story is repeated slowly and time is allowed for them to act out the story with their manipulatives. Students will explain their results to the class if they would like to do so.
 Some groups will consist of students who need to be challenged more than others. They will be given story problems that contain higher numbers, requiring them to count higher sets of members. Those who have difficulty will be allowed additional time and lower numbers in their sets.
Checking For Understanding:
 When checking for understanding, we will assess the children in their small groups, asking them to explain their results, retelling the story and acting it out.
 When we listen to a story problem with numbers, we can pretend that most anything is the object in the story. We can use beans or pennies to represent the things in our stories. Sometimes when we solve story problems, we have to add more things to the set to act out the story. Sometimes we have to take things away. Solving story problems is fun when we listen to the story and act out the story!
 The children should enjoy the activity; They should be excited about pretending and about using manipulatives to represent the objects in our story. Attention is given to how well they listen and how well they comprehend the concept of sets becoming larger by adding more members or becoming smaller by taking some members away.

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