I enjoyed doing this worksheet, and underlined the number(spelled out). I think by underlining it would help the students identify the numbers, easier. I wouldn't of course do it for them, but we could go through it together. Anyway, there were blank spaces to the right, that the students could write a subtraction equation for each word problem. So for example #1 you can see Ms Rodriguez had a nine pack of chips, and her son and his friends ate four. So we would know to underline 9 and 4, and then write out the equation as 9-4. I don't know if this is too much, but I wrote in on the first problem some integers I used to subtract to arrive at the answer. So, I had 9 integers(positive) to subtract from 4 integers(positive) and the number of integers I am left with are 5.
The link I got the worksheet from is: www.education.com and again the level was third grade math. Below is the worksheet.
Thanks
Hey, Kassandra! I think it is cool for children to figure out from the word problem what is going first and what should be subtracted. I wonder are these problems in Lower-level Demands framework or in higher-Level Demands? I am trying to analyze it and I think that despite of computation that should be done correctly, students still need to understand HOW to write a subtraction equation for each word problem, they have to be able to read the problem and think about what number would be subtracted in terms of subtrahend, minuend, difference. Thus, it does require students to analyze the tasks, require cognitive efforts, so I think it is Higher-Level demands.
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Tatiana.
Nice work.
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