For example, the basic problem can sound like this:
Tom is reading a book. He has read ........ pages. He has ....... pages left.
How many pages are in Tom's book?
The student can choose which pair of numbers to use.
23 and 64 ( this would require knowledge of basic facts and place value)
57 and 39 ( this problem expects to understand the idea of regrouping)
234 and 182 ( this problem becomes a bit harder because of regrouping and larger numbers)
When a student has chosen the pair of numbers they have to solve the problem.
Tom is reading a book. He has read 57 pages. He has 39 pages left. How many pages are in Tom's book?
It is possible to solve this problem mentally, in a written form or with the help of base ten blocks.
Sometimes some students get discouraged when they see others using larger numbers or solving problems faster. Also there may be frustration when understanding doesn't come fast enough.
I quite often say something like this to encourage the kids: "This is something you don't know yet, but will learn. We just started to learn about it and you have made progress already. Remember when you couldn't ....., but now you can..... It's because you practiced. You will build on what you know, practice as much as needed, and you will learn. I will help you."
The word "yet" and stressing the importance of practice motivates them to try again and again.
Sometimes some students already have more knowledge and skills to begin with and don't need very much practice to become confident in using new skills.
Then it's possible to challenge them with asking for alternative possibilities to solve problems, ask what if.. questions, add steps to word problems, or let them create problems.
We will continue practicing basic facts, computation and solving word problems on regular basis.
This practice doesn't have to take up all the lesson time, so we can start exploring geometry concepts as well.
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