BDM2 Task 3

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Western Governors University *

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BDM2

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Mathematics

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Feb 20, 2024

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docx

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6

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HANNAH BROOKS WESTERN GOVERNORS UNIVERSITY Masters of Arts, Mathematics Education (K-6) BDM2 TASK 3 UNDERSTANDING AND TEACHING EQUATIONS AND INEQUALITIES
A. Study the equations and inequalities content standards for your state and do the following: 1. List three content standards from your state that apply to equations and inequalities for grades K–6. The three selected standards must represent three different grade levels. i. MGSE1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. ii. MGSE2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems by using drawings and equations with a symbol for the unknown number to represent the problem. Problems include contexts that involve adding to, taking from, putting together/taking apart (part/part/whole) and comparing with unknowns in all positions. iii. MGSE3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities,‡ e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 2. Write a sample problem for each of the three standards to illustrate the evolution of student understanding. i. Colby bought 20 Valentine’s Day cards to give to his class. After he gave them out to his class, he had 6 left over. How many Valentine’s Day cards did Colby give out? Draw a model to show your thinking. ii. On Monday, Mrs. Brooks gave her students 38 skittles. On Tuesday, she gave her students 42 M&M’s. How many pieces of candy did Mrs. Brooks give her students? Draw a model to show your thinking. iii. Carson went to an apple orchard to pick apples. By the end of the day, he had 3 baskets of apples with 9 apples in basket. How many apples did Carson pick? Draw a model to show your thinking. 3. Provide a solution for each problem that demonstrates each step or explains the thinking process involved in determining the solution. i. The student will first a model to represent the 20 cards. The student will circle 6 of those to represent what is left over. Then, the student will count the group of remaining cards. The student will count that Colby gave his class 14 cards.
ii. The student will identify that the problem is asking them to add the candy from Monday and Tuesday. The student will add the addends using an open number line. The student will start with the 38 skittles and break apart the 42 M&M’s to make the jumps more easily. The student will make a jump of 2 to make a friendly number, then make jumps of 10 until they add up to 40. After making the jumps of 42, the student will land on 80. The student will identify that adding 38 and 42 will equal 80. iii. The student will understand that the task is to find out how many apples Carson picked. The student will identify that there are 3 baskets with 9 apples in each basket. The student will draw a model to represent the task by drawing 3 circles to represent the baskets and 9 dots in each circle to represent the apples. The student will use repeated addition to find the answer. 4. Discuss how the chosen standards and problems build student understanding of equations and inequalities across the three K–6 grade levels selected previously. a. For the first grade standard, students are beginning to read word problems and understand what the problem is asking them to do. Students are asked to solve a
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