Module 1 Lesson 18Place 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: Topic: Addition and Subtraction Word Problems

•Objective: Solve multi-step word problems modeled with tape diagrams and assess the reasonableness of answers using rounding

Lesson 18

Number

Patterns

5 Minutes

40,10050,10060,100?

• What is the value of the digit that is changing?

• Count with me saying the digit I am point to.

• On your boards, write what number would come after 60,100.70,100

Lesson 18

Number

Patterns

5 Minutes

82,03072,03062,030?

• What is the value of the digit that is changing?

• Count with me saying the digit I am point to.

• On your boards, write what number would come after 62,030.52,030

Lesson 18

Number

Patterns

5 Minutes

215,003216,003217,003?

• What is the value of the digit that is changing?

• Count with me saying the digit I am point to.

• On your boards, write what number would come after 217,003.218,003

Lesson 18

Number

Patterns

5 Minutes

943,612943,512943,412?

• What is the value of the digit that is changing?

• Count with me saying the digit I am point to.

• On your boards, write what number would come after 943,412.943,312

Lesson 18

Number

Patterns

5 Minutes

372,435382,435392,435?

• What is the value of the digit that is changing?

• Count with me saying the digit I am point to.

• On your boards, write what number would come after 392,435.402,435

Lesson 18

Convert Units5 Minutes

200m 400m 600m 800m 1km 1,200m 1,400m 1,600m 1,800m 2km

Count by 200 meters, starting at 200 meters. When you get to 1000 meters, say 1 kilometer.

This time, count by 200 meters starting at 200 meters, but pull out the kilometer.

200m 400m 600m 800m 1km 1km 200m

1km 400m

1km 600m

1km 800m 2km

1,300 m = _____ km _____ m On your boards, fill in the blanks.

Lesson 18

Convert Units5 Minutes

1,003m 1,203 m 1,403 m 1,603 m 1,803 m 2,003 m 2,203 m 2,403 m 2,603 m 2,803 m

Count by 200 meters, starting at 1,003 meters.

This time, count by 200 meters starting at 1,003 meters, but pull out the kilometers.

2,203 m = _____ km _____ m On your boards, fill in the blanks.

1 km 3m

1 km 203 m

1 km403 m

1 km603 m

1 km803 m

2 km3 m

2 km203 m

2 km403 m

2 km603 m

2 km803 m

Lesson 18

Convert Units5 Minutes

1,750 m 1,950 m 2,150 m 2,350 m 2,550 m 2,750 m 2,950 m 3,150 m 3,350 m 3,550 m

Count by 200 meters, starting at 1,750 meters.

This time, count by 200 meters starting at 1,750 meters, but pull out the kilometers.

3,150 m = _____ km _____ m On your boards, fill in the blanks.

1 km 750 m

1 km 950 m

2 km150 m

2 km350 m

2 km550 m

2 km750 m

2 km950 m

3 km150 m

3 km350 m

3 km550 m

Lesson 18

Convert Units5 Minutes

3,450 m 3,650 m 3,850 m 4,050 m 4,250 m 4,450 m 4,650 m 4,850 m 5,050 m 5,250 m

Count by 200 meters, starting at 3,450 meters.

This time, count by 200 meters starting at 3,450 meters, but pull out the kilometers.

4,050 m = _____ km _____ m On your boards, fill in the blanks.

3 km 450 m

3 km 650 m

3 km850 m

4 km50 m

4 km250 m

4 km450 m

4 km650 m

4 km850 m

5 km 50 m

5 km250 m

Lesson 18

Convert Units5 Minutes

7,030 m 7,230 m 7,430 m 7,630 m 7,830 m 8,030 m 8,230 m 8,430 m 8,630 m 8,830 m

Count by 200 meters, starting at 7,030 meters.

This time, count by 200 meters starting at 7,030 meters, but pull out the kilometers.

8,230 m = _____ km _____ m On your boards, fill in the blanks.

7 km 30 m

7 km 230 m

7 km430 m

7 km630 m

7 km830 m

8 km30 m

8 km230 m

8 km430 m

8 km 630 m

8 km830 m

Lesson 18

Application Problem5 Minutes

In all, 30,436 people went skiing in February and January. 16,009 went skiing in February. How many fewer people went skiing in February than in January?

Lesson 18

Problem Set

Your problem set today will be done together during the Concept Development

portion of class.

Lesson 18

Concept Development 33 Minutes

We will be solving problems again 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 18

Concept Development cont.

33 Minutes

We will use the same process as yesterday 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 18

Problem 1Solve a multi-step word problem, requiring addition and subtraction, using a tape diagram, checking the

reasonableness of the answer using estimation.

In one year, a factory used 11,650 meters of cotton, 4,950 fewer meters of silk than cotton, and 3,500 fewer meters of wool than silk. How many meters in all were used of the three fabrics?

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

How can you know if your answer is a reasonable

answer?

11,650 m

?

W

S

C

3,500

4,950

Lesson 18

Lesson 18

Problem 2Solve an additive multi-step word problem using a tape diagram, checking the reasonableness of the answer

using estimation.

An ice cream shop sold 12,789 chocolate and 9,324 cookie dough cones. They sold 1,078 more peanut butter cones than cookie dough cones and 999 more vanilla cones than chocolate cones. What was the total number of ice cream cones sold?

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

12,789

9,324?

PB

CD

C

9,324 1078

12,789 999 V

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----

----

--

----

----

--

Lesson 18

Lesson 18

Problem 3Solve a multi-step word problem, requiring addition

and subtraction, modeled with a tape diagram, checking the reasonableness of the answer using

estimation. In the first week of June, a restaurant sold 10,345 omelets. The second week, they sold 1,096 fewer omelets than the first week. The third week, they sold 2 thousand more than the first week. The fourth week, they sold 2 thousand fewer than the first week. How many omelets did they sell in all in June?

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

10,345

?

3

2

1

10,345 2,000

4

----

----

----

----

----

----

2,000

1,096

1. Model the problem.

The restaurant sold ____________ omelets in June.

Lesson 18

Lesson 18

Student Debrief

12 minutes

• How are the problems alike? How are they different?

• How was your solution the same and different from those that were demonstrated?

• Why is there more than one right way to solve, for example, Problem 3?

• Did you see other solutions that surprised you or made you see the problem differently?

• In Problem 1, was the part unknown or the total unknown? What about in Problems 2 and 3?

• Why is it helpful to assess for reasonableness after solving?

• How were the tape diagrams helpful to us in estimating to test for reasonableness? Why is that?

Lesson Objective: Solve multi-step word

problems modeled with tape diagrams

and assess the reasonableness of

answers using rounding.

Lesson 18

Exit TicketLesson 18

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work!!

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Lesson 18

Lesson 18