Module 1 Lesson 17Place Value, Rounding, and Algorithms for Addition and

SubtractionTopic f: addition and subtraction word problems

4.oa.3, 4.nbt.1, 4.nbt.2, 4.nbt.4

This PowerPoint was developed by Beth Wagenaar and Katie E. Perkins.The material on which it is based is the intellectual property of Engage NY.

Topic: Addition and Subtraction Word Problems

•Objective: Solve additive compare word problems modeled with tape diagrams.

Whoooooo has

ever heard th

e

term ‘additive

compare word

problems’?

Lesson 17

Change Place Value 5 Minutes

Millions Hundred Thousands

Ten Thousands

Thousands Hundreds Tens Ones

4 6 3 2 6 5• On your white boards, write the

number.• Show 100 more.• Show 10,000 less.• Show 100,000 more.• Show 1 less.• Show 10 more.

Lesson 17

Change Place Value 5 Minutes

Millions Hundred Thousands

Ten Thousands

Thousands Hundreds Tens Ones

• Show 100 more.• Show 100,000 more.• Show 1 less.• Show 10 more.

• 400 + 90 + 3 = ________• On your white boards, write the

number.

4 9 3

Lesson 17

Change Place Value 5 Minutes

Millions Hundred Thousands

Ten Thousands

Thousands Hundreds Tens Ones

• Show 100 more.• Show 10,000 more.• Show 100,000 more.• Show 1 less.• Show 10 more.

• 7,000 + 300 + 80 + 5 = ________• On your white boards, write the

number.

7, 3 8 5

Lesson 17

Change Place Value 5 Minutes

Millions Hundred Thousands

Ten Thousands

Thousands Hundreds Tens Ones

• Show 100 more.• Show 10,000 less.• Show 100,000 more.• Show 1 less.• Show 10 more.

• 20,000 + 700,000 + 5 + 80 = ________

• On your white boards, write the number.

7 2 0, 0 8 5

Lesson 17

Change Place Value 5 Minutes

Millions Hundred Thousands

Ten Thousands

Thousands Hundreds Tens Ones

• Show 100 more.• Show 10,000 less.• Show 100,000 more.• Show 1 less.• Show 10 more.

• 30,000 + 600,000 + 3 + 20 = ________

• On your white boards, write the number.

6 3 0, 0 2 3

Lesson 17

Convert Units5 Minutes

1,500 m = _____ km ____ m

1 km = ____ m

3,500 m = ____ km ___ m

2,500 m = ___ km ____ m

2 km = _____ m

1,000 m = ____ km9,500 m =

_____ km ____ m

7,250 m = _____ km ____ m

Lesson 17

Application ProblemA bakery used 12,674 kg of flour. Of

that, 1,802 kg was whole wheat and 888 kg was rice flour. The rest was all-purpose flour. How much all-purpose

flour did they use? Solve and check the reasonableness of your answer.

8 Minutes

Lesson 17

Today our Problem Set will also be our Concept Development work. We will be working through

this together!

Lesson 17

Concept Development 35 Minutes

We will by solving problems today. Our strategy to solve word problems is:1. Model the problem.2. Calculate to solve and write a

statement.3. Assess the solution for

reasonableness.

Lesson 17

Concept Development cont.

33 Minutes

We will make model diagrams as we solve today’s problems. I will call on some of you to model the word problems at the board. As you think about the problems, you need to ask yourself:• Can you draw something from the problem?• What can you draw?• What conclusions can you make from your drawing?

Lesson 17

Problem 1Solve a single-step word problem using

how much more.

Sean’s school raised $32,587. Leslie’s school raised $18,749. How much more money did Sean’s school raise?

1. Model the problem.

$32,587

M$18,749

2. Calculate to solve and write a statement.

3. Assess the solution for reasonableness.

Step 1 Work Space Step 2 Work Space Step 3 Work Space

Sean’s school raised _________ more than Leslie’s school.

Though the question is asking, “How much more?” we can see

from the tape diagram that the

unknown is a missing part, therefore we subtract to find the

answer.

S

L

Lesson 17

Problem 2Solve a single-step word problem using

how many fewer.

At a parade, 97,853 people sat in bleachers. 388,547 people stood along the street. How many fewer people were in the bleachers than standing along the street?

1. Model the problem. 2. Calculate to solve and write a statement.

3. Assess the solution for reasonableness.

Step 1 Work Space Step 2 Work Space Step 3 Work Space

The unknown is a missing part. Write a statement using the

word fewer when talking about separate things. For example, I

have fewer apples than you do but less

juice.

97,853 ?

388,547S

B

Lesson 17

Problem 3Solve a two-step word problem using

how much more.

A pair of hippos weighed 5,201 kg together. The female weighed 2,038 kg. How much more did the male weigh than the female?

1. Model the problem. 2. Calculate to solve and write a statement.

3. Assess the solution for reasonableness.

Step 1 Work Space Step 2 Work Space Step 3 Work Space

2,038 kg

M

Male

Female5,201 kg

Lesson 17

Student Debrief

7 minutes

• How are your tape diagrams for Problem 1 and Problem 2 similar?

• How did your tape diagrams vary across all problems?

• How did drawing a double tape diagram instead of a single tape diagram in Problem 3 help to better visualize the problem?

• What was most challenging about drawing the tape diagram from Problem 4? What helped you to find the best diagram to solve the problem?

• What different ways are there to draw a tape diagram to solve comparative problems?

• What does the word compare mean? • What phrases do you notice repeated through

many of today’s problems that help you to see the problem as a comparative problem?

Objective: Solve additive

compare word problems

modeled with tape diagrams.

Lesson 17

Home

work!!

Lesson 17

Exit TicketLesson 17

Lesson 17

Lesson 17

Lesson 17