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Problem Solving

The document provides guidance on teaching kindergarten students about problem solving involving addition and subtraction within 10. It lists three expectations: (1) students should model joining to represent addition and separating to represent subtraction; (2) students should solve word problems using objects and drawings to find sums up to 10 and differences within 10; and (3) students should explain strategies used to solve addition and subtraction problems within 10 using spoken words, models, and number sentences. The document also notes the primary focal areas in kindergarten are understanding counting, addition as joining, subtraction as separating, and comparing objects by attributes.

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96 views10 pages

Problem Solving

The document provides guidance on teaching kindergarten students about problem solving involving addition and subtraction within 10. It lists three expectations: (1) students should model joining to represent addition and separating to represent subtraction; (2) students should solve word problems using objects and drawings to find sums up to 10 and differences within 10; and (3) students should explain strategies used to solve addition and subtraction problems within 10 using spoken words, models, and number sentences. The document also notes the primary focal areas in kindergarten are understanding counting, addition as joining, subtraction as separating, and comparing objects by attributes.

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api-444551468
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Problem Solving

Lauren Wil iams


Texas Essential Knowledge and Skil s
• Number and operations. The student applies mathematical process standards to develop an understanding of addition and
subtraction situations in order to solve problems. The student is expected to:
• (A) model the action of joining to represent addition and the action of separating to represent subtraction;
• (B) solve word problems using objects and drawings to find sums up to 10 and differences within 10; and
• (C) explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete
and pictorial models, and number sentences.
• The primary focal areas in Kindergarten are understanding counting and cardinality, understanding addition as joining and
subtraction as separating, and comparing objects by measurable attributes.
• (B) Students use meanings of numbers to create strategies for solving problems and responding to practical situations
involving addition and subtraction.
Problem
• A rubber ball rebounds to half the height it drops. If the ball is dropped from a rooftop 18 m above
the ground, what is the total distance traveled by the time it hits the ground the third time?
a. 31.5 m
b. 40.5 m
c. 45 m
d. 63 m
How to work out the problem
• The house is 18 m tall.

18 m
How to work out the problem
• The rubber ball rebounds half the height it drops. So since it is dropping from 18 m and it
rebounds half it wil only go up 9 m
• 18/2 = 9 m
9m
How to work out the problem
• The ball hits the ground another time. To hit a total of 3 times! Since the last height of the ball was
9 m you wil divide that by half to get 4.5 m
• 9/2 = 4.5 m 18 m
4.5 m
How to work out the problem
• The problem wants to know the total distance traveled by the ball.

9 m
54. m

Make sure you remember the ball bouncing up!


How to work out the problem
• Now you are going to add all the distance the ball traveled together!

18 + 9 + 9 + 4.5 + 4.5 = ?
How to work out the problem
• The answer that you should get is c. 45 m

18 + 9 + 9 + 4.5 + 4.5 = 45 m

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