Guide 100 Word Problems: 1st Grade Workbook For Ages 6 - 7

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I've listened to your requests and suggestions, so I hope you're able to use these in your classroom! These schedule cards provide a great visual for keeping track of the day! Unfortunately, this free resource will not be updated to include. Fun Stuff , Printables. Stupendous Story Elements. Grab this 34 page FREE packet to use when teaching story elements character, setting, problem and solution in your classroom. Kindergarten , 1 st , 2 nd , 3 rd , 4 th. Worksheets , Graphic Organizers. Reading Responses. Balanced Literacy , Writing , Reading Strategies. What you do is measure and count by the lines on top of the protractor.

Will and Pat designed their work as a pamphlet. They titled it The Protractor Manual see Figure 1. They wrote: There are 2 things a Protractor does for you.

It makes new angles. To measure an angle you put the rough side of the protractor down then put the vertex of the angle in the little hole in the middle, shown on pages 3 and 4 and if the angle is acute you use the numbers on the bottom on the right but if it is acute but it is pointing to the left you use the left side and the top shown on pages 3 and 4. To make angles you use the bottom part of the Protractor shown on pages 3 and 4 to make any angle you disire. Money is a useful model for helping students make sense of tenths and hundredths, but students often have difficulty extending their knowledge to make sense of thousandths and ten thousandths.

The Lobster Problem presents students with a problem-solving experience that helps them learn about extending decimals beyond hundredths and provides them practice with identifying decimals that come in between other numbers.

Comparison word problems: roly-polies - Addition and subtraction - 1st grade - Khan Academy

How much do you think the lobster weighs? Fifty-seven—hundredths comes right after fiftysix—hundredths. How much could the lobster weigh? How much could the lobster weigh then?

I changed the question again, this time using a context that was more familiar. How much money could Matthew have? He could have two sixty-one, two sixty-two, all the way up to two seventy. And he could have even more combinations between two eighty and two ninety. The students seemed clear about this, so I presented another version of the lobster question. Decide if there could indeed be measurements between two and five-tenths pounds and three pounds and, if so, discuss the possible weights of the lobster.

Many students felt that the lobster could weigh anywhere between 2. Make sure you both agree on the numbers you come up with, know how to say them, and are able to explain your thinking. Many students were able to make the assumption that they could add another decimal place behind the last number as they had done when the lobster weighed more than 2. However, they were having difficulty reading the possible solutions. The students did so easily. I repeated this for the second number, and again the students were able to do this.

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We read the number aloud, and then I asked the students for solutions to the question about the in-between weights. As students called out answers, I wrote them on the board. Most agreed that the least the lobster could weigh was 2.