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2nd Grade Task: Mural Paper

Standards & Objectives

Essential and guiding questions:

Can you write the problem as a subtraction problem?
Can you explain how to start with 65 and count backwards to find the answer?
What would we count backwards to?
Can you write the problem as an addition problem?
How much paper would Mrs. Johnston have started with if she had ended with 80 feet?
Can you write the problem as an addition problem?
How much paper would Mrs. Johnston have started with if she had ended with 80 feet?
What does the 85 stand for in the problem?
Should the length you end up with be larger than the length Mrs. Johnston ended with?
If 65 feet is the length you end with, is the beginning length shorter or longer than 65?
If the beginning length is shorter than 65 feet, what can you do with the 20 feet and the 65 feet to get a length shorter than 65 feet?

Activity/Task Variations

Blooms taxonomy level:

Understanding

Differentiation suggestions:

If students can't get started. . .

What is the question asking us to do?
Who can give me an idea of how to start our model?
What is the goal of our problem?
Can we organize the details to help us draw a picture?

Extension suggestions:

If students finish early. . .

Tell me what you found.
What problems did you have during your work?
What if Mrs. Johnston had 73 feet of paper instead of 65 feet?
How will that change the problem?
What if Mrs. Johnston started with 34 feet of paper, how much more would she need to have 65 feet total?

Originator:

Tennessee Department of Education