Adding to Solve Problems - A Mathematical Journey Using Science and Language Arts - TIMS Curriculum from the University of Illinois at Chicago

Sep 28, 2026

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Unit material titled “Adding to Solve Problems” explains how to use parts-and-wholes knowledge to connect addition to real-world situations. It emphasizes writing addition number sentences and developing everyday math language for addition, highlighting problem-solving strategies with a focus on “counting on.” The content includes teacher implementation notes, symbols and lesson components, student activities and labs, home practice guidance, calculator use as a learning tool, and a structured look-ahead with lesson descriptions and materials.

LanguageEnglish

CategoryExam

FormatPDF

Pages32

Reading Time1 h 21 min

AccessFree to download

Adding toSolve Problems

Key to Symbols

Letter Home

Look Ahead

Lesson 1: Exploring Even and Odd Numbers

Lesson 2: The Pet Shop

Lesson 3: Parts and Wholes

Lesson 4: Counting On to Add Connections

TERCQA 107M2971997URG V.1pt.4tR S①U[Ce GJFoeGrade1 # Adding toSolve Problems A Mathematical Journey Using Science and Language Arts A TIMS⑧Curriculum from theUniversity of Illinois at Chicago # Key to Symbols These symbols indicatein which componentsstudent materials arelocated. ISBN 0-7872-0839-6 SGURG These symbols indicate additional inpDabon to ensure successfulimplementation of the lesson.UNIVERSITY “TIMS Tips”are practical suggestions thatcan help teachers implement eachlesson effectively. "Journal Prompts,"another language artsconnection,may also be used for assessment.nt. Copyright ◎1997 by Kendal/Hunt Publishing Company All rights reserved.No part of this publication may be reproduced,stored in a retrieval system,or transmitted,in any form or by any means,electronic,mechanical,photocopying,recording,or otherwise,without the priorwritten permission of the copyright owner.Permission is granted to the purchaser to reproduce each blacklinemaster in quantities suitable for non-commercial classroom use. This material is based on work supported by the National Science Foundation under grant No.MDR 9050226and the University of linois at Chicago.Any opinions,findings,and conclusions or recommendations expressedin this publication are those of the author(s)and do not necessarily reflect the views of the granting agencies. HaHammond,Indiana 463331e59℃ontent Note”provides specificTHE L地RckgrTound information. “At a Glance”is a brief outline of theactivities in each lesson. Adventure Book:A colleetion ofillustrated stories that deal with mathand science concepts relating tounit content. Discovery Assignment Book:Containspages students write on both in class andat home plus parent notes. Student Guide:Contains studentactivities,labs and games for eachlesson. Unit Resource Guide:Provides the teacherwith lesson guides,lesson plans,materialslists,discussion prompts,and reproduciblemasters to complete each unit. # Letter Home Adding to Solve Problems Date:_______________ Dear Family Member: Your child will use knowledge of parts and wholes to make the connection between real-world situations and addition.This unit empha- sizes writing addition number sentences Happy Helpers Club (e.g.,4+2=6)and developing everyday math language associated with addition. We CAN do! Children use several strategies for solving addition problems.We emphasize one par- How much money wil each student have after receiving 3 more cents? ticular strategy,called counting on.For. example,if a child has thirteen beans and is given three more,a strategy for finding the total number of beans would be to ⑧⑧⑧ ⑧喂⑧ count all sixteen beans,starting from one. 18+3=_______ This works fine for small quantitles,but is 13+3=__ cumbersome when larger numbers are involved.Counting on is a more mature Counting on with money strategy whereby a child begins with thirteen and then “counts on”the three new beans(“13..14,15,16”).Research shows that the use of strategies will resuit in better understanding of the math facts and a better Copyright ② 1997 by Kendal/Hunt Publishing Company attitude towards mathematics. You can provide opportunities for your child to practice addition at home by creating addition stories for your child to solve.For example,while at the grocery store,you might say,"There are eighteen apples in this bag.I will put three more apples in the bag.How many apples will have in all?”Your child might also make up problems for you to solve. Your child will also be introduced to a calculator.The calculator will not be used to replace children's command of the basic facts or other ways of doing computation.It will be used as a tool that will enhance and promote learning.If your child solves a problem at home using a calculator,ask him or her to explain which keys were pressed Thank you.Your continued efforts at home make a difference. TE/c

FAQs

What is the main goal of the unit “Adding to Solve Problems”?

The unit connects addition to real-world situations using parts-and-wholes knowledge, while strengthening writing of addition number sentences and everyday math language for addition.

What addition strategy does the unit emphasize?

The unit emphasizes the “counting on” strategy, where students start from a first addend and then count on the remaining addends.

How should families support practice at home?

Families can create addition stories for children to solve (e.g., apples in a bag) and encourage children to explain the keys used if a calculator is used to support learning.

Sep 28, 2026

Uploaded by McGucket