# Always start with your standards.
Honestly, the best part about the Common Core standards is that they are actually very informative and specific. In addition, a word problem can address multiple standards depending on the wording and the units.
I looked through the second grade standards and selected 3-4 standards that can be addressed with one word problem.
(Table 2: Equal Groups Problem)
*James is sorting the coins that he found in a jar. So far he found ____ nickels. How much money does he have?*
#### Represent and solve problems involving addition and subtraction.
CCSS.MATH.CONTENT.2.OA.A.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.1
CCSS.MATH.CONTENT.2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
CCSS.MATH.CONTENT.2.NBT.A.2
Count within 1000; skip-count by 5s, 10s, and 100s.
Students can solve this problem using tally marks, repeated addition, or multiplication. The students can draw a model of the problem i.e., circles representing the coins or tally marks. They can write equations that match how they counted to find the total i.e., 5 + 5 + 5 or 3 x 5.
To differentiate nickels can be changed to pennies, dimes, quarters or 100 dollar bills.
To increase the rigor a second step can be added to the problem.
*James is sorting the coins he found in the jar. So far he found ___ nickels.*
__ of the nickels are damaged and cannot be used. How much money does James have now?
To increase the rigor even more, differentiate the instruction, and connect multiple mathematical representations, students can be asked to use an alternative model to represent the problem(s).
CCSS.MATH.CONTENT.2.MD.B.6
Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram.
*James is sorting the coins that he found in a jar. So far he found ____ nickels. How much money does he have?*
Represent how James might have counted the amount of money he found using a number.
or
CCSS.MATH.CONTENT.2.MD.D.10
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1 using information presented in a bar graph.
**James found ___ nickels in a jar. His sister Meghan found ___ nickels. Create a graph to represent how much they each found. Write an equation to compare the difference.**
In the above problem students would have the opportunity to skip count by 5’s, practice creating graphs, compare quantities, and write equations using missing addends (0.15 + ___ = 0.30) or subtraction (0.30 – 0.15 = ___).
I will stay with this line of problems for multiple days so that students have multiple opportunities two work with a number of different monetary units, practice getting better at number lines, equations, and graph. I expect their to be mistakes that can be corrected with practice, familiarity with money will improve, the accuracy of graphs will get better with time, and flexibility with equations will improve. |