Math Photography PowerPointErin House

What’s all the racket about?

Problem 1:We started with 5 drums and 13 Wood Guiro’s. We broke 1 drum and lost 3 Wood Guiro’s. How many

instruments do we have left?

Hint…

• How many drums and Wood Guiro’s are left.

• How many altogether?

Answer

• Drums: 5-1= 4

• Wood Guiro: 10-3=10

• Now add the drums and Wood Guiro together: 4+10= 14

*We have 14 instruments left!

Problem 2:There are 21 students in the class. Do we have enough instruments for everyone to

have 1 instrument if we have 8 bells, 7 triangles, and 7 maracas?

Hint…

• How do we figure out how many instruments we have?

• Is the number of instruments the same or bigger than 21?

Answer

• 8 bells, 7 triangles, and 7 maracas

• 8+7+7= 22 instruments

• 22 is bigger than 21

Yes, we have enough instruments for everyone in the class.

Problem 3: I have 4 groups of 5 different instruments. How many total instruments do we have?

Hint…

• Count by 5’s four times.

Answer

5 + 5 + 5 + 5 = 20

We have 20 instruments total.

Problem 4, #1:I have 8 instruments, and I want to split them between 2 students. How many instruments will each student have?

Hint…

Student 1 Student 2

Answer

8 instruments split into 2 groups, gives you 4 in each group.

Problem 4, #2:I have 16 instruments, and I want to split

them between 2 students, how many instruments will each student have?

Hint…

Answer

• 16 instruments split into 2 groups, gives you 8 in each group

Problem 4, #3:I have 21 instruments, and I want to split them up between 3 students. How many

instruments will each student have?

Hint…

Answer

• 21 instruments split into 3 groups, gives you 7 instruments in each group

What is your favorite instrument?

• Graph the results as a class.

Triangle, Bell, Wood Guiro, Boom Whacker, Maraca, or Drum

1st Grade Standards• MKN1. Students will connect numerals to the quantities they represent. a. Count a number of objects up to 30. b. Produce models for number words through ten. c. Write numerals through 20 to label sets. e. Compare two or more sets of objects (1-10) and identify which set is equal to, more than, or less than the other. g. Use informal strategies to share objects equally (divide) between two to three people or sets. • MKN2. Students will use representations to model addition and subtraction. a. Use counting strategies to find out how many items are in two sets when they are combined, separated, or

compared. b. Build number combinations up to 10 (e.g., 4 and 1, 2 and 3, 3 and 2, 4 and 1 for five) and for doubles to 10 (3 and

3 for six). c. Use objects, pictures, numbers, or words to create, solve and explain story problems (combining, separating, or

comparing) for two numbers that are each less than 10. • MKD1. Students will pose information questions, collect data, organize, and display results using

objects, pictures, and picture graphs. • MKP5. Students will represent mathematics in multiple ways. a. Create and use representations to organize, record, and communicate mathematical ideas. b. Select, apply, and translate among mathematical representations to solve problems. • M1N1. Students will estimate, model, compare, order, and represent whole numbers up to 100. a. Represent numbers up to 100 using a variety of models, diagrams, and number sentences. Represent numbers

larger than 10 in terms of tens and ones using manipulative and pictures. b. Correctly count and represent the number of objects in a set using numerals. c. Compare small sets using the terms greater than, less than, and equal to.

1st Grade Standards Continued• M1N3. Students will add and subtract numbers less than 100, as well as

understand and use the inverse relationship between addition and subtraction. d. Understand a variety of situations to which subtraction may apply: taking away from a set,

comparing two sets, and determining how many more or how many less. e. Understand addition and subtraction number combinations using strategies such as

counting on, counting back, doubles and making tens. f. Know the single-digit addition facts to 18 and corresponding subtraction facts with

understanding and fluency. (Use strategies such as relating to facts already known, applying the commutative property, and grouping facts into families.)

h. Solve and create word problems involving addition and subtraction to 100 without regrouping. Use words, pictures and concrete models to interpret story problems and reflect the combining of sets as addition and taking away or comparing elements of sets as subtraction.

• M1N4. Students will count collections of up to 100 objects by dividing them into equal parts and represent the results using words, pictures, or diagrams. a. Use informal strategies to share objects equally between two to five people. • M1D1. Students will create simple tables and graphs and interpret them. a. Interpret tally marks, picture graphs, and bar graphs. b. Pose questions, collect, sort, organize and record data using objects, pictures, tally

marks, picture graphs, and bar graphs.

Assessment

Formative Assessment: Checklist

Student: Problem 1: Subtraction

Problem 2: Addition

Problem 3:Multiplication

Problem 4:Division (# 1,2, or 3)