Megan Sexton- Work Blog #2

The purpose of the learning task is to see the students understanding of comparing three numbers and how to solve for an outcome. This specific activity falls under the common core standard, 2.OA.1- use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. The big idea is to have students learn the methods of addition and subtraction through the use of comparing in word problems. This task is more high-level as it requires students to carefully read the problem and figure out how to use addition or subtraction to solve it and show their work. The students have been excelling in not as tough comparing problems such as these and from their mathematical knowledge, they should be able to solve these problems with little help.

One way the student could approach the problems is through the use of subtraction. Let's take number 4, "Fish B is ___ inches shorter than Fish D." You know that Fish B is the shorter fish so put Fish B's length in the shorter box. Then put fish D's length in the longer box. Now to find the difference, subtract the two lengths. Another way is to set up the problem the same but use addition. Count from the shorter fish, fish B, up to 24 and how ever much you counted is the difference.

I anticipated the students to solve the problems as how I gave the two ways above. Their teacher told them to use addition or subtraction to solve their problems. Some errors I anticipated to come across was placing the wrong fish length in the wrong box or the numbers given in the incorrect box.

Steps taken by this student in problem number 6. Problem asks, "Fish L is 30 inches longer than___."

1. He understood that the number given in the problem, 30, was already the difference. So he put 30 into the blank labeled difference.
2. With some help he figured out to put fish L's length in the longer box seeing as the problem says Fish L is longer and left the short box empty.
3. He then looked at the fishes lengths on the other page and subtracted 30 from 72 and found Fish K is the shorter fish with length 42.

On hypothesis I have about this students mathematical understanding is he understood not to put the number given in the problem in any box but rather read the problem carefully and figured out what box or blank it goes in. Another hypothesis is the student understands how to use addition and subtraction in these comparing math problems.

To advance this students thinking I could compare three fish instead of just two. Another way I could advance his thinking is use more complex numbers instead of a bunch of numbers that have zero in their one's place, so it is more difficult.