Texas Instruments TI15TK Teacher Guide - Page 42

Student Activity, What's The Problem?

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What's the Problem?(Continued) Collecting and Organizing Data As an ongoing activity, have students work in pairs and use the What's The Problem? Student Activity sheet to create problem-solving cards. Have one partner create an addition, subtraction, multiplication, or division number sentence, using the "?" and record it in the top box and on the calculator. If possible, the other partner creates a situation and question to go with the number sentence and records it in the bottom box. The two boxes can be glued or taped to opposite sides of an index card. Have students work together with the calculator to explore how many whole number solutions the equation has and test what the solutions are. Provide ideas for exploration by asking questions such as: • What actions could be happening in your story to go with addition (subtraction, multiplication, or division)? • How could you use these counters to act out this number sentence? • What could this number in the number sentence represent in your story? • What could the question mark in the number sentence represent in your story? • Can you make a story for a number sentence that begins with a question mark? Analyzing Data and Drawing Conclusions To focus students' thinking on the relationships between their stories and the numbers and operations in their number sentences, ask questions such as: • How would using a different number here change your story? • How would using a greater than or less than symbol instead of an equal sign in the number sentence change your story? • How would using a different operation in your number sentence change your story? © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 35

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© 2000 T
EXAS
I
NSTRUMENTS
I
NCORPORATED
TI-15: A Guide for Teachers
35
What’s the Problem?
(Continued)
Collecting and Organizing Data
As an ongoing activity, have students work in pairs
and use the
What’s The Problem?
Student Activity
sheet to create problem-solving cards. Have one
partner create an addition, subtraction,
multiplication, or division number sentence, using
the “?” and record it in the top box and on the
calculator. If possible, the other partner creates a
situation and question to go with the number
sentence and records it in the bottom box. The two
boxes can be glued or taped to opposite sides of an
index card.
Have students work together with the calculator to
explore how many whole number solutions the
equation has and test what the solutions are. Provide
ideas for exploration by asking questions such as:
•
What actions could be happening in your story
to go with addition (subtraction,
multiplication, or division)?
•
How could you use these counters to act out this
number sentence?
•
What could this number in the number sentence
represent in your story?
•
What could the question mark in the number
sentence represent in your story?
•
Can you make a story for a number sentence
that begins with a question mark?
Analyzing Data and Drawing Conclusions
To focus students’ thinking on the relationships
between their stories and the numbers and
operations in their number sentences, ask questions
such as:
•
How would using a different number here
change your story?
•
How would using a greater than or less than
symbol instead of an equal sign in the number
sentence change your story?
•
How would using a different operation in your
number sentence change your story?