Pirate Math Word-Problem Solving Intervention Program at Second

Lynn S. Fuchs, Sarah R. Powell, Robin F. Schumacher, Pamela M. Seethaler, & Doug Fuchs

Vanderbilt University

PIRATE MATH

This research was supported by Award Number R01HD059179 from the Eunice Kennedy Shriver National Institute of Child Health & Human

Development to Vanderbilt University. The content is solely the responsibility of the authors and does not necessarily represent the offical views of the

Eunice Kennedy Shriver National Institute of Child Health & Human Development of the National Institutes of Health.

WORD-PROBLEM SOLVING INTERVENTION

AT SECOND GRADE

Secondary Prevention

Dear Educator,

Thank you for your interest in the Pirate Math Word-Problem Solving Intervention Program

at Second Grade. This Pirate Math small group tutoring program was developed at and is

sole sourced by Vanderbilt University. We are pleased to offer you this excerpt to review.

These pages from the Pirate Math tutoring intervention manual are provided as a courtesy

to allow you to preview a representative sampling of the Pirate Math Tutoring Program at

Grade. This excerpt includes the following:

1. Table of Contents

2. Introduction

3. Lesson 5 – Total problems

4. Lesson 17 - Difference problems

5. Lesson 29 – Change problems

6. Supplemental Materials

a. Attendance Log

b. PM Worksheets for days 5, 17, and 29

c. Pirate Problems for days 5, 17 and 29

d. Teacher Posters

e. Treasure Maps

Please take note that this excerpt is protected by Federal Law Title 17 of the United States

Code. The reproduction, distribution, and display of any part of the contents of this material

is prohibited.

If you would like to place an order for Pirate Math Word-Problem Solving Intervention

Program at Second grade, please call 615-343-4782 for an order form or visit our website

at http://vkc.mc.vanderbilt.edu/pals. You may also visit our secure on-line portal at

http://vkc.mc.vanderbilt.edu/palsorder/catpick?pay=1 to make a purchase with your credit

card.

Thank you for your interest in Pirate Math.

Lynn Davies

Program Manager

Vanderbilt University

110 Magnolia Circle, Suite 418

Nashville, TN 37203

DO NOT REPRODUCE WITHOUT THE WRITTEN

CONSENT OF THE AUTHORS

Pirate Math is defined as a literary work and as such the

reproduction, distribution, and display of Pirate Math

materials (manually or electronically) is protected by Federal

Law, Title 17 of the United States Code. The reproduction,

distribution, and display of the any part of the contents of

this manual is strictly limited to activities intended for use

with students in a single classroom by the instructor for

whom the manual was purchased. The legal penalties of

violating any of the copyright owners’ exclusive rights

granted by the Federal Copyright Act include, but are not

limited to, a fine of up to $150,000 and/or imprisonment. The

legal action for any known acts of copyright infringement.

Pirate Math

Word-Problem Solving

Program at Second Grade

TUTOR MANUAL

Small-Group Instruction

Lynn S. Fuchs, Sarah R. Powell,

Robin F. Schumacher, Pamela M. Seethaler,

& Doug Fuchs

This research was suported by Award Number RO1HD059179 from the Eunice Kennedy

Shriver National Institute of Child Health & Human Development to Vanderbilt University.

The content is solely the responsibility of the authors and does not necessarily represent

the ocal views of the Eunice Kennedy Shriver National Institute of Child Health & Human

Development of the National Institutes of Health.

For more information, please contact:

Lynn S. Fuchs, Ph.D.

lynn.fuchs@vanderbilt.edu

Sarah R. Powell, Ph.D.

powell.r[email protected]om

For ordering, please contact:

pals@vanderbilt.edu

A special thank you to the second-grade teachers of

Metro-Nashville Public Schools who graciously allowed our

research to take place in their classrooms. Also, we thank the

many Research Assistants at Vanderbilt University who helped

implement studies testing the ecacy of Pirate Math.

Thank you to Sarah Marrin for assisting

with the development of Pirate Math content

and to Sally Fluhler for editing the materials.

Table of Contents

Introduction

Introduction ................................................................................................................................................................5

In This Manual ............................................................................................................................................................6

Implementation ......................................................................................................................................................... 7

Schedule ...................................................................................................................................................................... 8

Tutor Materials ............................................................................................................................................................9

Student Materials ................................................................................................................................................... 11

Lesson Guides

Lesson 1 ..................................................................................................................................................................... 15

Lesson 2 ..................................................................................................................................................................... 25

Lesson 3 ..................................................................................................................................................................... 35

Lesson 4 ..................................................................................................................................................................... 45

Lesson 5 .................................................................................................................................................................... 67

Lesson 6 ..................................................................................................................................................................... 81

Lesson 7 ..................................................................................................................................................................... 99

Lesson 8 ...................................................................................................................................................................119

Lesson 9 ...................................................................................................................................................................141

Lesson 10 ................................................................................................................................................................. 159

Lesson 11 ................................................................................................................................................................167

Lesson 12 ................................................................................................................................................................. 175

Lesson 13 ................................................................................................................................................................. 183

Lesson 14 ................................................................................................................................................................. 191

Lesson 15 ................................................................................................................................................................. 215

Lesson 16 ................................................................................................................................................................. 237

Lesson 17 ................................................................................................................................................................263

Lesson 18 ................................................................................................................................................................. 275

Lesson 19 ................................................................................................................................................................. 297

Lesson 20 ................................................................................................................................................................. 325

Lesson 21 ................................................................................................................................................................. 349

Lesson 22 ................................................................................................................................................................. 359

Lesson 23 ................................................................................................................................................................369

Lesson 24 ................................................................................................................................................................. 379

Lesson 25 ................................................................................................................................................................. 389

Lesson 26 ................................................................................................................................................................. 399

Lesson 27 ................................................................................................................................................................. 409

Lesson 28 ................................................................................................................................................................. 431

Lesson 29 ................................................................................................................................................................455

Lesson 30 ................................................................................................................................................................. 465

Lesson 31 ................................................................................................................................................................. 477

Lesson 32 ................................................................................................................................................................. 495

Lesson 33 ................................................................................................................................................................. 505

Lesson 34 ................................................................................................................................................................. 515

Lesson 35 ................................................................................................................................................................. 525

Lesson 36 ................................................................................................................................................................. 535

Lesson 37 ................................................................................................................................................................. 545

Lesson 38 ................................................................................................................................................................. 553

Lesson 39 ................................................................................................................................................................. 561

Activity Guides

Find X! ....................................................................................................................................................................... 573

Pirate Problems .....................................................................................................................................................581

Find X Flash Cards ................................................................................................................................................583

RUN!...........................................................................................................................................................................587

Total ..........................................................................................................................................................................595

Total Game ..............................................................................................................................................................599

Dierence Game ................................................................................................................................................... 603

Dierence ................................................................................................................................................................ 607

Sorting Game .........................................................................................................................................................615

Change ..................................................................................................................................................................... 619

More Sentence Game .........................................................................................................................................623

Introduction - 5

Introduction

Welcome to Pirate Math! Pirate Math comprises whole-class (Tier

1 or primary prevention) and small-group (Tier 2 or secondary

prevention) levels of word-problem instruction for use with students

at the second-grade instructional level. The focus of Pirate Math is

single-digit and double-digit word problems of three types: Total

problems (where parts are combined to result in a total), Dierence problems

(where quantities are compared to result in a dierence), and Change problems

(where an event happens to change a starting amount, which results in an ending

amount).

This manual and supplemental materials packet contains the tutor lessons and

student materials necessary to implement Pirate Math Small-Group Intervention.

This tutoring program is designed for students at-risk for diculty with the Pirate

Math Whole-Class Instruction program. A separate manual contains the teacher

lessons and student materials for conducting Pirate Math Whole-Class Instruction,

which is designed for not-at-risk as well as at-risk students.

Scientic evaluations of Pirate Math indicate that not-at-risk and at-risk second-

grade students make greater progress on word problems when they receive Pirate

Math compared to students who do not participate in Pirate Math. For examples of

studies, see:

Fuchs, L. S., Powell, S. R., Cirino, P. T., Schumacher, R. F., Marrin, S., Hamlett, C. L., … Changas, P. C.

(2014). Does calculation or word-problem instruction provide a stronger route to pre-

algebraic knowledge? Journal of Educational Psychology, 106, 990-1006.

doi:10.1037/a0036793

Powell, S. R., Fuchs, L. S., Cirino, P. T., Fuchs, D., Compton, D. L., & Changas, P. C. (in press). Eects of

a multitier support system on calculation, word problem, and pre algebraic learning

among at-risk learners. Exceptional Children. doi:10.1177/0014402914563702

6 - Introduction

The Pirate Math Small-Group Intervention program is presented in

two sets: (1) Tutor Manual and (2) Supplemental Materials Packet.

This Tutor Manual contains the following:

Introduction

• Basic information about implementing Pirate Math

• Schedule for implementation

• List of materials and how to copy materials

Lesson Guides 1-39

• Tutor lessons

Activity Guides

• Guides to core lesson components (tutors are referred to Activity Guides in the

lessons)

The Supplemental Materials Packet contains the following:

Student Worksheets

• Copy 1 sheet (front-to-back) for each student

Pirate Problems

• Copy 1 half-sheet (front-to-back) for each student

Posters/Cards

• Copy 1 poster for each teacher

• Copy 1 card for each student

Treasure Maps

• Copy 1 for each student

• Replenish throughout tutoring

Mats and Games

• Copy as necessary

Flash Cards

• Copy 1 set for group

In This Manual

Introduction - 7

Pirate Math Small-Group Intervention is conducted three times

each week for 13 school weeks. Each session lasts 30 minutes.

Pirate Math Small-Group Intervention should occur concurrent with

Pirate Math Whole-Class Intervention.

During each session, the tutor teaches a lesson to the students. Tutors could be

mathematics specialists, special education teachers, or anyone capable of delivery

of the intervention.

Daily Activities

Tutor Lesson (20 minutes)

• Tutor teaches a lesson to the small group.

• Lesson may include a game.

• Lesson includes instruction on solving word problems.

Sorting Game (5 minutes)

• Occurs Days 13-39.

• Tutor asks students to sort 10 word problems by problem type.

• Tutor reviews incorrectly sorted cards.

Pirate Problems (5 minutes)

• Each student works individually on a Pirate Problems sheet.

• Students solve for X for 2 minutes and solve a word problem for 2 minutes.

• When students nish, the tutor checks each student’s work and reviews

incorrectly answered problems.

Implementation

8 - Introduction

TUTOR LESSON

1 Review nding X

2 Finding X

3 Finding X

4 Find X Flash Cards; Review Total problems (T as X); Total Game

5 Find X Flash Cards; Total problems (T as X); Total Game

6 Find X Flash Cards; Total problems (T as X); Total Game

7 Find X Flash Cards; Total problems (T as X); Total Game

8 Find X Flash Cards; Total problems (P1 and P2 as X); Total Game

9 Find X Flash Cards; Total problems; Total Game

10 Find X Flash Cards; Total problems; Total Game

11 Find X Flash Cards; Total problems; Total Game

12 Find X Flash Cards; Total problems; Total Game

13 Find X Flash Cards; Total problems; Total Game

14 Dierence Game; Review Dierence problems (D as X); Sorting Game

15 Dierence Game; Dierence problems (D as X); Sorting Game

16 Dierence Game; Dierence problems (D as X); Sorting Game

17 Dierence Game; Dierence problems (D as X); Sorting Game

18 Dierence Game; Dierence problems (B and s as X); Sorting Game

19 Dierence Game; Dierence problems; Sorting Game

20 Dierence Game; Dierence problems; Sorting Game

21 Dierence Game; Dierence problems; Sorting Game

22 Dierence Game; Dierence problems; Sorting Game

23 Dierence Game; Review problems; Sorting Game

24 Dierence Game; Review problems; Sorting Game

25 Dierence Game; Review problems; Sorting Game

26 Dierence Game; Review problems; Sorting Game

27 Find X Flash Cards; Change problems (E as X); Sorting Game

28 Dierence Game; Change problems (E as X); Sorting Game

29 Find X Flash Cards; Change problems (E as X); Sorting Game

30 More Sentence Game; Review problems; Sorting Game

31 Find X Flash Cards; Change problems (ST as X); Sorting Game

32 More Sentence Game; Change problems (ST as X); Sorting Game

33 Find X Flash Cards; Change problems (C as X); Sorting Game

34 More Sentence Game; Change problems; Sorting Game

35 Find X Flash Cards; Change problems; Sorting Game

36 More Sentence Game; Change problems; Sorting Game

37 Find X Flash Cards; Review problems; Sorting Game

38 More Sentence Game; Review problems; Sorting Game

39 Dierence Game; Review problems; Sorting Game

Schedule

Introduction - 9

During each lesson, the tutor uses a lesson guide to lead the

lesson. The Lesson Guides are in this Tutor Manual. The guides are

presented in order from Lesson 1 to Lesson 39. These guides should

be reviewed before delivery of the lesson. The guides should not be

read verbatim.

This Lesson Guide is from Lesson 28. The rst page

provides a list of activities and necessary materials.

The tutor’s dialogue is presented in bold.

Many Lessons refer to an Activity Guide. The Activity

Guides are located in this Tutor Manual, after the

lesson guides. The Activity Guides provide a shortcut

to information about each activity that occurs during a

lesson.

Activity Guide: Change - 611

Activity Guide:

Change

(Student), what’s Step 1?

Write ST + C = E or ST – C = E.

Good. We need to write ST + C = E or ST – C = E. In this problem, do we write a

plus or minus sign?

Student.

Good. Go ahead and write the Change equation now.

Monitor that students write ST +C = E or ST – C = E.

(Student), what does Step 2 say?

What’s ST?

Yes. Step 2 says: “What’s ST?” (Point.) We decide the starting amount.

Sometimes the problem tells us the start amount. Other times, the start

amount is X. Look at the problem. What’s the Start amount?

If ST is a number:

Right. This problem tells us the start amount is __. We check o __ in the

problem and write it under ST. Do that now.

Monitor that student checks o __ in the problem/graph and writes it under ST.

If ST is missing:

Yes. This problem doesn’t tell us the start amount. That’s what’s missing. We

have to  nd ST. Where should we mark X?

Underneath ST.

Good. Do that now.

Monitor that student writes X under ST.

Tutor Materials

10 - Introduction

During some lessons, tutor may show Posters. These

posters are located in the Supplemental Materials.

Any Games, Mats, or Flash Cards are also located in

the Supplemental Materials.

During each lesson, students have the opportunity to

earn points by following directions, being on task,

and answering questions correctly. The tutor tracks

points on the Attendance Log. The logs are located

in the Supplemental Materials.

RUN!

1. Read the problem.

2. Underline the labels.

3. Name the problem type.

otal,

i erence, or

hange

Sorting Mat

Pirate Math Tutoring

Attendance Log

Student

Notes

DAY 1 Date_______________________

During introduction

5 minutes

8 minutes

Student worksheet:

- Student wrote "X=5" for Problem A.

Student worksheet:

- Student wrote "X=3" for Problem D.

Student worksheet:

- Student wrote "X=3" for Problem F.

Pirate Problems:

Solved at least 3 correct algebraic equations.

Length of tutoring session, rounded to nearest minute. (Write "A" if

absent.)

DAY 2 Date ______________________

3 minutes

4 minutes

9 minutes

Student worksheet:

- Student wrote "X = 7" for Problem E.

Student worksheet:

- Student wrote "X = 8" for Problem F.

Student worksheet:

- Student wrote "X = 6" for Problem I.

Pirate Problems:

Solved at least 3 correct algebraic equations.

Length of tutoring session, rounded to nearest minute. (Write

"A" if absent.)

Notes

Introduction - 11

Here are sample materials used during each lesson.

Each student has a copy of the Worksheet. The

Worksheet is a full-sheet copied front-to-back.

Students write their work on their paper.

The nal activity each day is Pirate Problems. Pirate

Problems is a half-sheet copied front-to-back. Each

student writes their work on their own paper.

Each student graphs their daily score from the

Attendance Log on a Pirate Math Treasure Map.

When a student lls their map, the student selects a

small prize from a treasure box. (The treasure box is

not included with this manual. Teachers should create

a treasure box with prizes such as pencils, stickers,

candy, etc.)

Pirate Math Worksheet Day 28

A. Last week, Erika played in 1 basketball game. Then, her coach asked her to play in 3 more

basketball games. How many basketball games has Erika played in now?

B. Alan had 3 video games. Then, he got 2 more video games and 1 soccer ball for his

birthday. How many video games does Alan have now?

Name:______________________ Pirate Problems - Day 28

2 + 7 = X

X = ___

X − 4 = 3

X = ___

2 + X = 8

X = ___

X + 4 = 8

X = ___

10 − X = 9

X = ___

10 − 4 = X

X = ___

10 − X = 6

X = ___

8 − 5 = X

X = ___

Name:______________________ Pirate Problems - Day 28

2 + 7 = X

X = ___

X − 4 = 3

X = ___

2 + X = 8

X = ___

X + 4 = 8

X = ___

10 − X = 9

X = ___

10 − 4 = X

X = ___

10 − X = 6

X = ___

X + 3 = 6

X = ___

8 − 5 = X

X = ___

X + 3 = 6

X = ___

Pirate Problems - Day 28

Carrie had $5. Then her aunt gave her another $4 for her birthday. How

much money does she have now?

Pirate Problems - Day 28

Carrie had $5. Then her aunt gave her another $4 for her birthday. How

much money does she have now?

Pirate Math

Treasure Map

Name:

__________

Student Materials

12 - Introduction

Students use Cards during Pirate Math. Cards are located in the Supplemental

Materials.

The Find X! Card helps students solve for an unknown.

The RUN! Card provides prompts

for solving a word problem.

In a Total problem, parts (P1 and P2) are put together into a

total (T).

In a Dierence problem, where two

amounts are compared - a bigger

amount (B) and a smaller amount (s) -

for a dierence (D).

In a Change

problem, there is a

starting amount

(ST) that increases

or decreases - a

change (C) - into

an end amount

(E).

Find X!

Is X at the end?

Solve it!

2 + 3 = X

5 – 2 = X

Is it X – ?

Add

X – 2 = 3

Otherwise:

Subtract

X + 2 = 5

3 + X = 5

5 – X = 3

RUN!

1. Read the problem.

2. Underline the labels.

3. Name the problem type.

otal,

i erence, or

hange

TOTAL

1. Write P1 + P2 = T

2. What’s T?

3. What’s P1 and P2?

4. Write the signs.

5. Find X!

P1 + P2 = T

DIFFERENCE

1. Write B – s = D.

2. What’s the compare sentence?

• Does it give D or a number?

3. What’s B and s?

4. Write the signs.

5. Find X!

B – s = D

CHANGE

1. Write ST + C = E or ST – C = E

2. What’s ST?

3. What’s C?

4. What’s E?

5. Write the signs.

6. Find X!

ST + C = E

ST – C = E

Lesson

Guides

1-39

Pirate Math Day 5 - 67

Lesson 5

TUTOR LESSON dy script.

Let’s get started on Pirate Math. Remember, when we work on math problems

together, you can earn checkmarks for being on task and doing math

problems correctly.

(Set timer, without student noticing, using the guide on the Attendance Log to

determine the amount of time. Award checks as appropriate. Repeat.)

FIND X FLASH CARDS dy script.

Follow Activity Guide: Find X Flash Cards

MATERIALS dy script.

Posters:

Find X! Poster RUN! Poster

Total Poster

Materials:

Timers (2) Treasure Chest

Dry Erase Marker Pencils

Dry Erase Board Colored Pencils

Total Mat Find X Flash Cards

Worksheets:

Attendance Log Total Game Worksheet

Treasure Maps Pirate Problems 5

PM Worksheet 5

Equation Worksheet

Today’s Activities:

1. Find X Flash Cards

2. Lesson

Total

3. Total Game

4. Pirate Problems

68 - Pirate Math Day 5

PIRATE MATH LESSON

Today, we’ll work more on Total problems. Let’s review. (Student), tell me what

a Total problem is?

Student.

In a Total problem two parts are put together to make a Total. All Total

problems have the same Total equation. (Student), what’s the Total equation?

P1 + P2 = T.

Good. The Total equation is Part 1 plus Part 2 equals Total. We remember this

as P1 plus P2 equals T.

Now, cover your Pirate Math Worksheet with this paper.

Hand out Equation Worksheet.

On these blanks (point), write the Total equation from memory 3 times. Ready?

Go.

Monitor student while he/she writes the Total equation 3 times from memory.

Good work. Now let’s get started on our Pirate Math Worksheet.

Hand out PM Worksheet 5.

As tutor models Total problems, have student work the problems on his/her own

worksheets.

Look at Problem A (point). (Problem A: Jamie has 1 cat. He also has 2 dogs. How

many cats and dogs does Jamie have?)

(Student), what’s the rst thing we do when we see a word problem?

Total Equation

1. _______________

2. _______________

3. _______________

Total Equation

1. _______________

2. _______________

3. _______________

Pirate Math Day 5 - 69

We RUN through the problem.

Good. Let’s RUN through this problem together.

Display RUN! Poster.

(Student), what does the R stand for?

Read the problem.

That’s right. Whenever you see a word problem, the rst step is to read the

problem. Let’s read the problem right now. “Jamie has 1 cat. He also has 2

dogs. How many cats and dogs does Jamie have?”

(Student), what do we do next? Look at the RUN poster if you need help (point).

Underline the label.

Yes. U is for underline the label. Be careful. This problem is dierent from the

problems we did yesterday. Look here (point to question). The question says,

“How many cats and dogs does Jamie have?” The question is asking about cats

and dogs. It’s not just asking about cats. It’s not just asking about dogs. It’s

asking about cats and dogs, so we need to underline both labels.

(Student), if we just underline cats, is that correct?

No.

If we just underline dogs, is that correct?

No.

Why not?

Because the story is about cats and dogs.

RUN!

1. Read the problem.

2. Underline the labels.

3. Name the problem type.

otal,

ierence, or

hange

70 - Pirate Math Day 5

That’s right. Two dierent things are important in this problem: cat and dogs.

Both of these things are important, so we need to underline cats and dogs.

Let’s underline cats and dogs now.

Underline cats and dogs. Monitor that student does this as well.

Nice job! Finding the label can be tricky. Sometimes the problem is about is

one kind of thing, like apples. So we underline one word for our label. Other

times, the problem is about two kinds of things, like apples and bananas. So,

we underline two words for our label. You have to look at the problem to gure

out whether the problem is about one kind of thing or two kinds of things.

That tells us whether to underline one or two words for the label. Let’s practice

nding and underlining the label for the rest of the Total problems.

Look at Problem B (point). (Problem B: Trevor has 2 red balls. He also has 3 blue

balls. How many balls does Trevor have in all?)

We rst read the problem together. Then, we nd and underline the label.

“Trevor has 2 red balls. He also has 3 blue balls. How many balls does Trevor

have in all?” Let’s think about the label for this problem. The question will help

us gure out what to underline for the label. Look here (point to question). The

question says, “How many balls does Trevor have in all?” (Student), what is this

story talking about?

Balls.

That’s right. This problem is about the number of balls Trevor has. So, what

should we underline?

Balls.

Good. Underline the word “balls” in the question now.

Underline balls. Monitor that student does this as well.

How many words did we need to underline for this label?

One word.

Right. The problem is about one kind of thing. So we underlined one word for

the label: balls.

Pirate Math Day 5 - 71

Nice job. Let’s practice nding the label for Problem C (point). (Problem C: Mary

Anne has 2 pencils. She also has 3 markers. How many pencils and markers does

Mary Anne have?) We rst read the problem. Then, we nd and underline the

label. “Mary Anne has 2 pencils. She also has 3 markers. How many pencils and

markers does Mary Anne have?” Let’s think about the label for this problem.

Where should we look to gure out what to underline?

The question.

Good. Let’s read the question again. “How many pencils and markers does

Mary Anne have?” (Student), what’s this story talking about?

Pencils and markers.

Good. The question is asking about two kinds of things: pencils and markers.

It’s not just asking about pencils. It’s not just asking about markers. It’s asking

about two kinds of things: pencils and markers. So we need to underline two

words for our label.

(Student), if we just underline pencils, is that correct?

No.

If we just underline markers, is that correct?

No.

Why not?

Because the story is about pencils and markers.

That’s right. Two dierent kinds of things are important in this problem:

pencils and markers. Both kinds of things are important, so we need to

underline both words: pencils and markers. Let’s underline pencils and

markers now.

Underline pencils and markers. Monitor that student does this as well.

So, (Student), what’s the label for this problem?

Pencils and markers.

72 - Pirate Math Day 5

Nice job. Look at Problem D (point). (Problem D: Mr. Powell has 5 carrots. He also

has 2 potatoes. How many vegetables does he have in all?)

We rst read the problem. Then, we nd and underline the label. “Mr. Powell

has 5 carrots. He also has 2 potatoes. How many vegetables does he have in

all?” Let’s think about the label for this problem. Where should we look to

gure out what to underline?

The question.

Good. Let’s read the question again. “How many vegetables does he have in

all?” (Student), what is this story talking about?

Vegetables.

That’s right. Vegetables is our label. This problem is dierent from the other

problems we’ve worked on. The story tells about Mr. Powell’s carrots and

potatoes, but the question asks about vegetables. Are carrots and potatoes

both kinds of vegetables?

Yes.

That’s right. We could write “carrots and potatoes” for our label. Or we could

write “vegetables” for our label. Carrots and potatoes are both types of

vegetables. What are some other types of vegetables?

Students.

Right. The words vegetables can stand for more than one kind of vegetable.

There are many kinds of vegetables. Carrots and potatoes are both kinds of

vegetables. So we can use two words for our label: carrots and potatoes. Or

we can use the one word that stands for all vegetables. The question uses

the word “vegetables,” so let’s use that for our label instead of “carrots and

potatoes.” So, what should we underline?

Vegetables.

Good. Underline the word “vegetables” in the question now.

Underline vegetables. Monitor that student does this as well.

Pirate Math Day 5 - 73

So, (Student), what’s the label for this problem?

Vegetables.

Good. Let’s practice nding the label for one more problem. Look at E (point).

(Problem E: Ben has $5. Rachel has $2. How much money do they have in all?)

We rst read the problem. Then, we nd and underline the label. “Ben has $5.

Rachel has $2. How much money do they have in all?” Let’s think about the

label for this problem. Where should we look to gure out what to underline?

The question.

Good. Let’s read the question again. “How much money do they have in all?”

(Student), what’s this story talking about?

Money.

That’s right. This problem is about money. So, what should we underline?

Money.

Good. Underline the word “money” in the question sentence now.

Underline money. Monitor that student does this as well.

When the label is money, you have to think some more about what your

label will be. You have to stop and think, “What kind of money is the problem

talking about? Is it about dollars or cents?” Look at this problem. What kind of

money do Rachel and Ben have? Do you see a dollar sign or a cent sign?

A dollar sign.

Good. There’s a dollar sign. We’ll write a dollar sign under the word “money,”

like this.

Write $ under the word “money” in the question.

We write the dollar sign under the word “money” to remind us that the dollar

sign will be our label. (Student), write a dollar sign under the word “money”

now.

74 - Pirate Math Day 5

Monitor that student writes a $ under the word “money” in the question.

Let’s solve the rest of this problem so I can show you what I mean. We already

read the problem (point to R in RUN). We also underlined the label (point to U in

RUN). What do we do next?

Name the problem type.

Good work. The N stands for name the problem type. What type of problem is

this?

Total.

Why is it a Total problem?

Because it’s about two amounts being put together to make a Total.

Very good. This is a Total problem because it’s about 2 amounts put together

to make a total. What are the parts?

Ben and Rachel’s dollars.

Yes. One part is Ben’s dollars. The other part is Rachel’s dollars.

Hold up 1 hand for Ben’s part. Hold up the other hand for Rachel’s part.

What’s the total?

How many dollars they have altogether.

That’s right. The total is how many dollars Ben and Rachel have together.

Bring together both hands and clasp together.

Good. This is a Total problem because it’s about 2 amounts, Ben’s money and

Rachel’s money. We put T next to the problem to remind us that it’s a Total

problem. Write a T next to the problem.

Write T next to the problem. Monitor that student does this as well.

Pirate Math Day 5 - 75

We decided this is a Total problem, so we use this Total Poster to help us solve

it.

Display Total Poster.

(Student), what’s Step 1?

Write P1 plus P2 equals T.

Yes. Write P1 plus P2 equals T under the word problem.

Write P1 + P2 = T on worksheet. Monitor that student does this as well.

(Student), what does Step 2 say?

What’s T?

Yes. Step 2 says: “What’s T?” (Point.) We need to gure out if the problem gives

us a number for T, of if T is the missing information. Let’s look at the word

problem again. The rst sentence (point) says, “Ben has $5.” So, the amount of

money Ben has is part 1. The next sentence (point) says “Rachel has $2.” So, the

amount of money Rachel has is part 2. The question asks, “How much money

do they have in all?” So, (Student), does the problem tell us the Total, does it

tell us how much money Ben and Rachel have in all? Or, is the Total missing?

The Total is missing.

Very good. Now write X under T.

Write X under T. Monitor that student does this as well.

Now let’s look at Step 3. (Student), what does Step 3 say?

“What’s P1 and P2?”

TOTAL

1. Write P1 + P2 = T

2. What’s T?

3. What’s P1 and P2?

4. Write the signs.

5. Find X!

P1 + P2 = T

76 - Pirate Math Day 5

Good. Step 3 says, “What’s P1 and P2?” Let’s think about the two parts. In the

question, we underlined money. So, part 1 is the amount of money that Ben

has. The part 2 is the amount of money that Rachel has. We only want to nd

information that tells us about Ben and Rachel’s money. So, (Student), what’s

P1?

Yes. That’s right. Part 1 is the amount of money that Ben has. He has $5. 5 is

Part 1. Let’s check o 5 in the problem, and write it in the number sentence

underneath P1. Do that now.

Check o 5 and write 5 under P1. Monitor that student does this as well.

(Student), now what do we need to nd?

Part 2.

Good. We need to nd P2 in the story. (Student), can you nd P2 in the story?

That’s right! Part 2 is the amount of money that Rachel has. She has $2. 2

is P2. Let’s check o 2 in the problem, and write it in the number sentence

underneath P2. Do that now.

Check o 2 and write it under P2. Monitor that student does this as well.

Good work. Now we have P1, P2 and T lled in the number sentence. We

nished Step 3, now let’s move on to Step 4. (Student), what does Step 4 say?

Write the signs.

Step 4 says, “Write the signs.” (Student), what math signs do we need to

complete our Total number sentence?

Plus and equal sign.

Right. We still need our plus sign and our equal sign. Let’s do that now.

Write the plus sign and equal sign. Monitor that student does this as well.

Pirate Math Day 5 - 77

Now let’s read the number sentence together.

5 plus 2 equals X.

Does this look like a number sentence we know how to solve?

Yes.

Right. Now you get to be a pirate and Find X. Use the Find X! Poster to help you.

Display Find X! Poster.

(Student), what question do you ask yourself rst?

Is X at the end?

Good. So, is X at the end?

Yes.

(Student), how do we nd X when X is at the end?

Solve it!

Good. Do we add or subtract to nd X?

Add.

Right. The plus sign tells us to add. We add 5 plus 2. (Student), what’s 5 plus 2?

Good. So, what number does X stand for in 5 plus 2 is the same as X?

Find X!

Is X at the end?

Solve it!

2 + 3 = X

5 – 2 = X

Is it X – ?

Add

X – 2 = 3

Otherwise:

Subtract

X + 2 = 5

3 + X = 5

5 – X = 3

78 - Pirate Math Day 5

Right. You said 5 plus 2 equals 7; so X is the same as 7. Let’s put 7 in the

problem where X is to see if this side is the same as that side. Write 5 plus 2

equals 7 underneath 5 plus 2 equals X.

Write 5 + 2 = 7 under 5 + 2 = X. Monitor that student does this as well.

Does 7 make this side (point) the same as that side (point)?

Yes.

Right. 5 plus 2 is the same as 7. That makes sense. So X equals 7. Write X equals

Write X = 7 under 5 plus 2 is the same as 7. Monitor that student does this as well.

We’re not quite nished with the problem. (Student), what else should we do?

Label it.

Good. We know that 7 is the number answer, but we still need a label. What did

we decide for our label?

The dollar sign.

Good. We wrote a dollar sign under the word “money” (point). This tells us to

use the dollar sign as our label. So, we write a dollar sign before the 7, like this.

Write $ next to 7. Monitor that students do this as well.

Good job! Money problems can be tricky! (Student), when money is the

important word in the question sentence, what do we do?

We ask ourselves, is the problem talking about dollars or cents?

Good. If the problem is about dollars, write the dollar sign under the word

“money.” If the problem is about cents, write the cent sign under the word

“money.” You’ll see a lot of money problems in Pirate Math. Remember, always

ask yourself, “Is the problem talking about dollars or cents?” Then, write the

dollar sign or a cent sign under the word money. Then you’ll know how to label

the answer!

Pirate Math Day 5 - 79

Nice work nding the label today! Finding the label is a very important step

for solving word problems. Remember to always look at the question to gure

out the label. Sometimes the problem is about one kind of thing, like cookies.

Other times, the problems is about two kinds of things, like cookies and

brownies. When the question asks about money, make sure to always ask, “Is

the story about dollars or cents?”

TOTAL GAMEdy script.

Follow Activity Guide: Total Game

PIRATE PROBLEMS

Follow Activity Guide: Pirate Problems

Great! Let’s count the number of checks you earned today and color the coins

on your Treasure Maps. See you next time!

Pirate Math Day 17 - 263

Lesson 17

TUTOR LESSONdy script.

Let’s get started on Pirate Math.

(Set timer, without student noticing, using the guide on the Attendance Log to

determine the amount of time. Award checks as appropriate. Repeat.)

DIFFERENCE GAME dy script.

Today, we’ll do the Dierence Game.

MATERIALS dy script.

Posters:

Find X! Poster RUN! Poster

Total Poster Dierence Poster

Materials:

Timers (2) Treasure Chest

Dry Erase Marker Pencils

Dry Erase Board Colored Pencils

Greater Gator Cards Highlighters

Greater Than/Less Than Cards Sorting Mat

Sorting Cards Sorting Graph

Worksheets:

Attendance Log Dierence Game Worksheet

Treasure Maps Pirate Problems 17

PM Worksheet 17

Equation Worksheet

Today’s Activities:

1. Dierence Game

2. Lesson

Total and Dierence

3. Sorting Game

4. Pirate Problems

264 - Pirate Math Day 17

Hand out Dierence Game Worksheet.

In Dierence problems, we compare two amounts to nd the Dierence. One

amount is bigger. The other amount is smaller. A Dierence problem uses

words like more, fewer and less to tell us the bigger and smaller amounts.

These compare words are found in the compare sentence. Let’s review.

(Student), when you see the word more, do you write a greater than or less

than sign?

Display Mr. Greater Gator Card and point as you say greater than/less than.

Greater than.

Good. When we see the word more, we use the greater than sign. (Student),

when you see the word less, do you write a greater than or less than sign?

Display Mr. Greater Gator Card and point as you say greater than/less than.

Less than.

Great. When we see the word less, we use the less than sign. (Student), when

you see the word fewer, do you write a greater than or less than sign?

Display Mr. Greater Gator Card and point as you say greater than/less than.

Less than.

Good. If this side has fewer than that side we use the less than sign. When we

see the word fewer, we use the less than sign.

In the Dierence game, we read a compare sentence and gure out who has

the Bigger amount and who has the smaller amount. Here are the steps:

1. Underline the two things we’re comparing.

2. Write the greater than or less than sign between the two things we’re

A. Jay has 3 more games

than Tyler.

B. There are 6 fewer lemons

than limes.

Dierence Game

DAY 17

C. Kate has $10 less than Liz.

A. Jay has 3 more games

than Tyler.

B. There are 6 fewer lemons

than limes.

Dierence Game

DAY 17

C. Kate has $10 less than Liz.

Pirate Math Day 17 - 265

comparing.

3. Write B and s on the things we’re comparing.

Let’s practice together. Look at the rst sentence (point to sentence A): “Jay has

3 more games than Tyler.” First, let’s underline the two things being compared.

This sentence is comparing the games Jay and Tyler have. Let’s underline Jay

and Tyler. Your paper should look like this.

Monitor that student underlines Jay and Tyler.

Good. We underlined Jay and Tyler because that’s whose games we’re

comparing.

Now, let’s write the greater than or less than sign. I’ll read the sentence again.

You decide if we need a greater than or less than sign. “Jay has 3 more games

than Tyler.”

(Student) Do we need a greater than or less than sign?

Greater than.

Good. We need a greater than sign because the word more (point) is in the

compare sentence. In this sentence we draw the greater than sign over more

because that’s between the two things we’re comparing. Let’s draw that now.

Write > over the word more. Monitor that student does this as well.

Think about “Mr. Greater Gator,” the alligator. He wants to eat the Bigger

amount, the amount that’s more. So, the alligator’s mouth always opens so it’s

closer to the bigger amount. Look at Jay (point) and Tyler (point). Who is the

alligator’s mouth open to?

(Student), What is the Bigger amount?

Jay.

Good. Jay is the Bigger amount because the alligator’s mouth is open to Jay.

Let’s write B over Jay.

Write B over Jay. Monitor that student writes B over Jay.

266 - Pirate Math Day 17

If Jay is the Bigger amount, (Student) what is the smaller amount?

Tyler.

Good. Let’s write s over Tyler.

Write s over Tyler. Monitor that student writes s over Tyler.

Good job with the Dierence game! You looked at a compare sentence and

labeled who has the Bigger and smaller amounts! Let’s try another one.

This time, I’ll work on my paper and you’ll work on your paper. I’ll give you 30

seconds to work. Then we’ll make sure we did the Dierence Game the same

way! Remember, you have to do these three things:

1. Underline the two things we’re comparing.

2. Write the greater than or less than sign between the two things we’re

comparing.

3. Write B and s on the things we’re comparing.

Listen as I read the compare sentence. “There are 6 fewer lemons than limes.”

Play the Dierence Game!

Give student about 30 seconds (or less if he/she nishes beforehand) to do the 3 steps.

Make sure your paper looks like mine! I underlined lemons and limes. The

word fewer told me I needed a less than sign. I wrote the less than sign

between lemons and limes. The Greater Gator’s mouth is open to limes, so I

know limes is B. That means lemons is s. Nice job!

If student does well on sentence B, have him/her do the sentence C without help. Review

at the end.

If student does not do well working by themselves on sentence B, follow the procedures

from sentence A to help them play the Dierence Game.

Let’s try another one. Remember, you have to do these three things:

1. Underline the two things we’re comparing.

2. Write the greater than or less than sign between the two things we’re

comparing.

Pirate Math Day 17 - 267

3. Write B and s on the things we’re comparing.

Listen as I read the compare sentence. “Kate has $10 less than Liz.” Play the

Dierence Game!

Give student about 30 seconds (or less if he/she nishes beforehand) to do the 3 steps.

Make sure your paper looks like mine! I underlined Kate and Liz. The word less

told me I needed a less than sign. I wrote the less than sign between Kate and

Liz. The Greater Gator’s mouth is open to Liz, so I know Liz is B. That means

Kate is s. Nice job!

PIRATE MATH LESSON dy script.

Today, we’ll talk about Total problems and Dierence problems. We’ll talk

about how they’re alike. We’ll talk about how they’re not alike. Let’s review.

Who can tell me what a Dierence problem is?

Student.

In a Dierence problem, we compare two amounts to nd a Dierence. All

Dierence problems have the same Dierence equation. (Student), what’s the

Dierence equation?

B – s = D.

Good. The Dierence equation is B minus s equals D. The Bigger amount

minus the smaller amount equals the Dierence. Who can tell me what a Total

problem is?

Student.

In a Total problem, we put together two amounts to nd a Total. All Total

problems have the same Total equation. (Student), what’s the Total equation?

P1 + P2 = T.

Good. The Total equation is P1 plus P2 equals T. Part one plus Part two equals

the Total.

268 - Pirate Math Day 17

Now, cover your Pirate Math Worksheet with this paper.

Hand out Equation Worksheet.

On these blanks (point), write the Dierence equation from memory 3 times.

Then, on these blanks (point) write the Total equation from memory 1 time.

Ready? Go.

Monitor student while he/she writes the Dierence equation 3 times and Total equation

1 time from memory.

Good work. Now let’s get started on our Pirate Math Worksheet.

Hand out PM Worksheet 17.

Look at Problem A (point). (“Four kids at recess are playing tag. Two kids are

jumping rope. How many more kids are playing tag than jumping rope?”)

Solution to Problem A

Problem Type: Dierence

Relevant Info: B = 4; s = 2; D = X

Number Sentence: 4 – 2 = X

Answer: X = 2 kids

What’s the rst thing we do when we see a word problem?

We RUN through the problem.

Good. Let’s RUN through this problem together.

Show RUN! Poster.

Follow Activity Guide: RUN!

When you get to “N,” say:

(Student), what does the N stand for in RUN?

Dierence

1. _______________

2. _______________

3. _______________

Total

1. _______________

Equations

Dierence

1. _______________

2. _______________

3. _______________

Total

1. _______________

Equations

Pirate Math Day 17 - 269

Name the problem type.

Let’s decide. The N stands for name the problem type. Remember, you have to

think hard to name the problem type. Is this a Total problem or a Dierence

problem? We know a problem is a Dierence problem if it has a compare

sentence. Let’s look for a compare sentence. Do you see a compare sentence in

this problem?

Yes.

What’s the compare sentence?

How many more kids are playing tag than jumping rope?

Yes. The compare sentence is “How many more kids are playing tag than

jumping rope?” (Student), why is this a compare sentence?

Because it uses the word more to compare the amount of kids playing tag and the

amount of kids jumping rope.

Good. This is a compare sentence because it uses the word more (point) to

compare the amount of kids playing tag and the amount of kids jumping rope.

Let’s draw brackets around this compare sentence.

Draw brackets around the compare sentence. Monitor that student does this as well.

(Student), now that we know the story tells us about two amounts being

compared, what kind of problem do you think this is?

Dierence Problem.

Let’s ask ourselves a question, just to make sure this is a Dierence problem.

To decide whether the problem is a Dierence problem, we ask ourselves: Are

two amounts compared for a dierence? So, are two amounts compared for a

dierence?

Yes.

Right. So, is this a Dierence problem?

Yes.

270 - Pirate Math Day 17

(Student), what should I put next to the problem to remind us that this is a

Dierence problem?

Good. We put D next to the problem to remind us that this is a Dierence

problem. Go ahead and do that now.

Monitor that student writes D next to the problem.

Let’s use this Dierence Poster to help us solve this Dierence problem.

Display Dierence Poster.

Solve Dierence Problem

Follow Activity Guide: Dierence

Display Find X! Poster.

Find X: “X at the end”

Follow Activity Guide: Find X!

Look at Problem B (point). (Four kids at recess are playing tag. Two kids are

jumping rope. How many kids are there in all?)

Solution to Problem B

Problem Type: Total

Relevant Info: P1 = 4; P2 = 2; T = X

Number Sentence: 4 + 2 = X

Answer: X = 6 kids

What’s the rst thing we do when we see a word problem?

We RUN through the problem.

Good. Let’s RUN through this problem together.

Show RUN! Poster.

Follow Activity Guide: RUN!

When you get to “N,” say:

(Student), what does the N stand for in RUN?

Pirate Math Day 17 - 271

Name the problem type.

Good. The N stands for name the problem type. Let’s think about this problem.

Have we heard this story before?

Student.

Yes. We’ve heard parts of this story before. We just worked a problem where

four kids at recess are playing tag and two are jumping rope (point). (Student),

how are these problems alike?

They are alike because they are both about 4 kids playing tag and 2 kids jumping

rope.

Good. Both of the problems are about kids at recess. (Student), but how are

these problems not alike?

They are not alike because the questions are dierent.

That’s right. The questions are dierent. Let’s compare the questions (Show

supplemental worksheet with 2 problems). Look at Problem A (point). (Student),

what’s the question for Problem A?

How many more kids are playing tag than jumping rope?

The question for Problem A (point) is, “How many more kids are playing tag

than jumping rope?” This is the compare sentence. Does this question ask us to

compare the kids at recess or put the amount of kids at recess together?

It asks us to compare the kids.

That’s right. The question for Problem A (point) asks us to compare the number

of kids playing tag and the number of kids jumping rope. When a story asks us

to compare two amounts, what kind of problem is it?

Dierence.

That’s right. When a question asks us to compare two amounts, we know it’s

a Dierence problem. I write D next to Problem A like this (point) to help me

remember this is a Dierence problem.

272 - Pirate Math Day 17

Now let’s look at the question for Problem B (point). (Student), what’s the

question for Problem B?

How many kids are there in all?

Yes. The question for Problem B (point) says, “How many kids are there in all?”

(Student), is this question asking us to compare the number of kids at recess or

put the number of kids at recess together?

It asks us to put the number of kids together.

That’s right. This question (point) asks us to put the number of kids together.

When a question asks us to put two amounts together, what kind of problem is

it, (Student)?

A Total problem.

Good. (Student), how do you know this is a Total problem?

Two parts are put together to make a Total.

Good. This is a Total problem because it’s about 2 amounts put together to

make a Total. What are the parts?

The amount of kids playing tag and the amount of kids jumping rope.

Yes. One part is the amount of kids playing tag. The other part is the amount of

kids jumping rope.

Hold up 1 hand for the tag part. Hold up the other hand for the jumping rope part.

What’s the total?

How many kids are playing tag and jumping rope altogether.

That’s right. The total is how many kids are playing tag and jumping rope

together.

Bring together both hands and clasp together.

The two parts are put together to make a total. So, this is a Total problem.

Pirate Math Day 17 - 273

(Student), what should we put next to the problem to remind us that this is a

Total problem?

Good. We put T next to the problem to remind us that this is a Total problem.

Do that now.

Monitor that student writes T next to the problem.

Let’s use this Total Poster to help us solve it.

Display Total Poster.

Solve Total Problem

Follow Activity Guide: Total

Display Find X! Poster.

Find X: “X at the end”

Follow Activity Guide: Find X!

Good work! Deciding the problem type is tricky. You did a great job!

SORTING GAME dy script.

Follow Activity Guide: Sorting Game

PIRATE PROBLEMS dy script.

Follow Activity Guide: Pirate Problems

Great! Let’s count the number of checks you earned today and then you can

color in your coins on your Treasure Map. See you next time!

Pirate Math Day 29 - 455

Lesson 29

TUTOR LESSONdy script.

Let’s get started on Pirate Math.

(Set timer, without student noticing, using the guide on the Attendance Log to

determine the amount of time. Award checks as appropriate. Repeat.)

FIND X FLASH CARDS dy script.

Follow Activity Guide: Find X Flash Cards

MATERIALS dy script.

Posters:

Find X! Poster RUN! Poster

Change Poster

Materials:

Timers (2) Treasure Chest

Dry Erase Marker Pencils

Dry Erase Board Colored Pencils

Sorting Cards Find X Flash Cards

Sorting Mat Highlighters

Sorting Graph

Worksheets:

Attendance Log Pirate Problems 29

Treasure Maps

PM Worksheet 29

Equation Worksheet

Today’s Activities:

1. Find X Flash Cards

2. Lesson

Change

3. Sorting Game

4. Pirate Problems

456 - Pirate Math Day 29

PIRATE MATH LESSON dy script.

Today, we’ll work more on Change problems. Let’s review. (Student), what’s a

Change problem?

Student.

In a Change problem, you start with an amount of something. Then,

something happens to increase or decrease the amount you started with. So,

you end up with a new amount. (Student), what’s the Change equation?

ST +/– C = E

Right. The Dierence equation is ST plus or minus C equals E (point). The

Starting amount plus or minus the Change amount equals the End amount.

Now, let’s practice writing your Total, Dierence, and Change equations from

memory like we always do. Ready? Go.

Hand out Equation Worksheet.

Monitor student while he/she writes the Total, Dierence equations 1 time and Change

equation 3 times from memory.

Good work. Let’s get started on our Pirate Math Worksheet.

Hand out PM Worksheet 29.

Look at Problem A (point). (“Brian had 5 songs on his iPod. Then, he added 4 more

songs to his iPod. How many songs does Brian have on his iPod now?”)

Equations

Change

1. _________

2. _________

3. _________

Dierence

1. _________

Total

1. _________

Equations

Change

1. _________

2. _________

3. _________

Dierence

1. _________

Total

1. _________

Pirate Math Day 29 - 457

Solution to Problem A

Problem Type: Change

Relevant Info: ST = 5; + C = 4; E = X

Number Sentence: 5 + 4 = X

Answer: X = 9 songs.

What’s the rst thing we do when we see a word problem?

We RUN through the problem.

Good. Let’s RUN through this problem together.

Show RUN! Poster.

Follow Activity Guide: RUN!

When you get to “N,” say:

(Student), what does the N stand for in RUN?

Name the problem type.

Good. The N stands for name the problem type. If it has a compare sentence,

we know it’s a Dierence problem. Let’s look for a compare sentence. Do either

of you see a compare sentence in this problem?

No.

Good. There’s no compare sentence in this problem. We see a comparing word

more but 2 things are not being compared. So, can it be a compare sentence?

No.

Good. It’s not a compare sentence. That means it can’t be a Dierence problem.

It’s either a Total problem or a Change problem. Let’s decide. This problem

talks about songs: Brian had 5 songs on his iPod, then he added 4 more songs

to his iPod. The question asks how many songs he has on his iPod now? What

kind of problem do you think this is?

Student.

Let’s ask ourselves a question, just to make sure this is a Change problem.

To decide whether the problem is a Change problem, we ask ourselves: Does

458 - Pirate Math Day 29

a starting amount increase or decrease to a new amount? (Student), does a

starting amount increase or decrease to a new amount?

Yes.

Right. So, is this a Change problem?

Yes.

That’s right. This problem is a Change problem because the problem tells us a

Starting amount: the amount of songs Brian had on his iPod to start with. Then

something happens to the Change amount. (Student), what happens?

He added 4 more songs to his iPod.

Right. Brian added 4 more songs to his iPod. (Student), if he adds 4 more songs

to his iPod, did the Starting amount increase or decrease?

Increase.

Right. It’s a Starting amount that’s increasing. (Student), if it’s increasing, do

we add or subtract?

Add.

Yes. (Student), do we use a plus sign or a minus sign?

Plus sign.

Good. We use a plus sign. We write plus C to remind us that this problem is a

Change problem that increases. Write plus C.

Monitor that student writes + C next to Problem C.

Let’s use this Change Poster to help us solve this problem.

Display Change Poster.

Solve Change Problem

Follow Activity Guide: Change

Pirate Math Day 29 - 459

Display Find X! Poster.

Find X: “X at the end”

Follow Activity Guide: Find X!

Look at Problem B (point). (“The graph shows how many kids voted for football

as their favorite sport. Then, 4 more kids voted for football. How many votes are for

football now?”)

Solution to Problem B

Problem Type: Change, graph

Relevant Info: ST = 5; + C = 4; E = X

Number Sentence: 5 + 4 = X

Answer: X = 9 votes.

What should we always do to a picture or graph before we read the word

problem?

Number it!

Go ahead and number the graph now.

Monitor that student numbers the graph correctly.

Good job numbering the graph. Now, let’s RUN through this problem together.

Show RUN! poster.

Follow Activity Guide: RUN!

When you get to “N,” say:

(Student), what does the N stand for in RUN?

Name the problem type.

Good. The N stands for name the problem type. If it has a compare sentence,

we know it’s a Dierence problem. Let’s look for a compare sentence. Do either

of you see a compare sentence in this problem?

No.

Good. There’s no compare sentence in this problem. We see a comparing word

more but 2 things are not being compared. So, can it be a compare sentence?

460 - Pirate Math Day 29

No.

Good. It’s not a compare sentence. That means it can’t be a Dierence problem.

It’s either a Total problem or a Change problem. Let’s decide. This problem

talks about votes: The graph shows how many kids voted for football to start

with, then 4 more kids voted for football. The question asks how many votes

are for football now? What kind of problem do you think this is?

Student.

Let’s ask ourselves a question, just to make sure this is a Change problem.

To decide whether the problem is a Change problem, we ask ourselves: Does

a starting amount increase or decrease to a new amount? (Student), does a

starting amount increase or decrease to a new amount?

Yes.

Right. So, is this a Change problem?

Yes.

That’s right. This problem is a Change problem because the problem tells us a

Starting amount: the amount of votes for football. Then something happens to

the Change amount. (Student), what happens?

4 more kids vote for football.

Right. 4 more kids vote for football. (Student), if 4 more kids voted for football,

did the Starting amount increase or decrease?

Increase.

Right. It’s a Starting amount that’s increasing. (Student), if it’s increasing, do

we add or subtract?

Add.

Yes. (Student), do we use a plus sign or a minus sign?

Plus sign.

Pirate Math Day 29 - 461

Good. We use a plus sign. We write plus C to remind us that this problem is a

Change problem that increases. Write plus C. Make your paper look like mine.

Write + C next to Problem C. Monitor that student does this as well.

Let’s use this Change Poster to help us solve this problem.

Display Change Poster.

Solve Change Problem

Follow Activity Guide: Change

Display Find X! Poster.

Find X: “X at the end”

Follow Activity Guide: Find X!

Look at Problem C (point). (“April had 6 slices of pizza and 2 cokes. Then, she gave 4

slices of pizza away. How many slices of pizza does April have now?”)

Solution to Problem C

Problem Type: Change

Relevant Info: ST = 6; – C = 4; E = X

Irrelevant Info: and 2 cokes.

Number Sentence: 6 – 4 = X

Answer: X = 2 slices

What’s the rst thing we do when we see a word problem?

We RUN! through the problem.

Good. We RUN! through the problem. Now, let’s RUN through this problem

together.

Show RUN! Poster.

Follow Activity Guide: RUN!

When you get to “N,” say:

(Student), what does the N stand for in RUN?

Name the problem type.

Good. The N stands for name the problem type. If it has a compare sentence,

462 - Pirate Math Day 29

we know it’s a Dierence problem. Let’s look for a compare sentence. Do either

of you see a compare sentence in this problem?

No.

Good. It’s not a compare sentence. That means it can’t be a Dierence problem.

It’s either a Total problem or a Change problem. Let’s decide. This problem

talks about slices of pizza: April had 6 slices of pizza, then she gave 4 slices of

pizza away. The question asks how many slices of pizza April has now? What

kind of problem do you think this is?

Student.

Let’s ask ourselves a question, just to make sure this is a Change problem.

To decide whether the problem is a Change problem, we ask ourselves: Does

a starting amount increase or decrease to a new amount? (Student), does a

starting amount increase or decrease to a new amount?

Yes.

Right. So, is this a Change problem?

Yes.

That’s right. This problem is a Change problem because the problem tells us

a Starting amount: the amount of pizza slices April had started with. Then

something happens to the Change amount. (Student), what happens?

She gives 4 slices away.

Right. She gives 4 slices of pizza away. (Student), if she gives 4 slices away, did

the Starting amount increase or decrease?

Decrease.

Right. Student), if it’s decreasing, do we add or subtract?

Subtract.

Yes. (Student), do we use a plus sign or a minus sign?

Pirate Math Day 29 - 463

Minus sign.

Good. We use a minus sign. We write minus C to remind us that this problem is

a Change problem that decreases. Write minus C.

Monitor that student writes – C next to Problem C.

Let’s use this Change Poster to help us solve this problem.

Display Change Poster.

Solve Change Problem

Follow Activity Guide: Change

Display Find X! Poster.

Find X: “X at the end”

Follow Activity Guide: Find X!

We’re not quite nished with the problem. (Student), what do we need to do?

Label it.

Good. We know that 2 is the number answer, but we still need a label. What did

we underline in the question?

Slices.

Good. So what’s our label?

Slices.

Good. Write slices next to the number 2.

Monitor that student writes slices next to the number 2.

Good job working a Change problem. So, what does X equal?

2 slices.

That’s right. X equals 2 slices!

464 - Pirate Math Day 29

SORTING GAME dy script.

Follow Activity Guide: Sorting Game

PIRATE PROBLEMS script.

Follow Activity Guide: Pirate Problems

Good work for today! Let’s see how many checks you earned today and color in

your coins on your Treasure Map. See you next time!

Pirate Math

Word-Problem Solving

Program at Second Grade

Lynn S. Fuchs, Sarah R. Powell,

Robin F. Schumacher, Pamela M. Seethaler,

& Doug Fuchs

Excerpt

Supplemental Materials

for Small-Group

Intervention

Pirate Math Tutoring

Attendance Log

DAY 5 Date ____________________________

Notes

5 minutes

6 minutes

10 minutes

Student worksheet:

- Correctly underlined the labels for Problem A.

Student worksheet:

- Correctly underlined the labels for Problem B.

Student worksheet:

- Correctly underlined the labels for Problem D.

Pirate Problems:

Used correct label ($) for word problem.

Length of tutoring session, rounded to the nearest minute. (Write

“A” if absent.)

DAY 6 Date ____________________________

Notes

3 minutes

7 minutes

5 minutes

Student worksheet:

- Correctly labeled the graph for Problem B.

Student worksheet:

- Correctly labeled the graph for Problem C.

Student worksheet:

- Correctly underlined the label for Problem D.

Pirate Problems:

Labeled graph.

Length of tutoring session, rounded to the nearest minute. (Write

“A” is absent.)

Pirate Math Tutoring

Attendance Log

DAY 17 Date ____________________________

Notes

10 minutes

3 minutes

5 minutes

Student worksheet:

- Wrote “X = 2 kids” for Problem A.

Sorting Game:

- Student met score from the previous day.

Sorting Game:

- Student beat score from the previous day.

Pirate Problems:

Wrote number sentence, “$10 − X = $7”

Length of tutoring session, rounded to the nearest minute. (Write

“A” if absent.)

DAY 18 Date ____________________________

Notes

6 minutes

2 minutes

12 minutes

Student worksheet:

- Wrote, “X = 2 crayons” for Problem A.

Sorting Game:

- Student met score from previous day.

Sorting Game:

- Student beat score from previous day.

Pirate Problems:

Solved at least 5 correct algebraic equations.

Length of tutoring session, rounded to the nearest minute. (Write

“A” is absent.)

Pirate Math Tutoring

Attendance Log

DAY 29 Date ____________________________

Notes

5 minutes

10 minutes

4 minutes

Student worksheet:

- Used correct label (slices of pizza) for Problem C.

Sorting Game:

- Student met score from the previous day.

Sorting Game:

- Student beat score from the previous day.

Pirate Problems:

Labeled graph correctly.

Length of tutoring session, rounded to the nearest minute. (Write

“A” if absent.)

DAY 30 Date ____________________________

Notes

7 minutes

11 minutes

2 minutes

Student worksheet:

- Wrote number sentence, “5 + 4 = X” for Problem A.

Sorting Game:

- Student met score from previous day.

Sorting Game:

- Student beat score from previous day.

Pirate Problems:

Solved at least 6 correct algebraic equations.

Length of tutoring session, rounded to the nearest minute. (Write

“A” is absent.)

Worksheets Day

5, 17, and 29

Pirate Math Worksheet Day 5

A. Jamie has 1 cat. He also has 2 dogs. How many cats and dogs does Jamie have?

B. Trevor has 2 red balls. He also has 3 blue balls. How many balls does Trevor have in all?

Mary Anne has 2 pencils. She also has 3 markers. How many pencils and markers does

Mary Anne have?

D. Mr. Powell has 5 carrots. He also has 2 potatoes. How many vegetables does he have in

all?

E. Ben has $5. Rachel has $2. How much money do they have in all?

Pirate Math Worksheet Day 17

A. 4 kids at recess are playing tag. 2 kids are jumping rope. How many more kids are playing

tag than jumping rope?

B. 4 kids at recess are playing tag. 2 kids are jumping rope. How many kids are there in all?

Pirate Math Worksheet Day 29

A. Brian had 5 songs on his iPod. Then, he added 4 more songs to his iPod. How many songs

does Brian have on his iPod now?

Favorite Sport

0 1 2 3 4 5 6 7 8 9 10

Soccer

Football

Basketball

Baseball

Number of votes

The graph shows how many kids voted for football as their favorite sport. Then, 4 more kids

voted for football. How many votes are for football now?

C. April had 6 slices of pizza and 2 cokes. Then, she gave 4 slices of pizza away. How many

slices of pizza does April have now?

Pirate

Problems Days

5, 17, and 29

Name:______________________ Pirate Problems − Day 5

X + 4 = 5

X = ___

2 + 6 = X

X = ___

X + 4 = 7

X = ___

X − 3 = 7

X = ___

2 + 3 = X

X = ___

7 + X = 13

X = ___

5 + X = 13

X = ___

X − 8 = 1

X = ___

Name:______________________ Pirate Problems − Day 5

X + 4 = 5

X = ___

2 + 6 = X

X = ___

X + 4 = 7

X = ___

X − 3 = 7

X = ___

2 + 3 = X

X = ___

7 + X = 13

X = ___

5 + X = 13

X = ___

X + 4 = 9

X = ___

X − 8 = 1

X = ___

X + 4 = 9

X = ___

Pirate Problems − Day 5

Rob saved $5. Mandy saved $4. How much money did Rob and Mandy

save together?

Pirate Problems − Day 5

Rob saved $5. Mandy saved $4. How much money did Rob and Mandy

save together?

Name:______________________ Pirate Problems − Day 17

8 − X = 1

X = ___

X − 9 = 4

X = ___

9 + 2 = X

X = ___

X − 6 = 7

X = ___

4 + X = 10

X = ___

9 − 3 = X

X = ___

2 + 7 = X

X = ___

8 − X = 5

X = ___

Name:______________________ Pirate Problems − Day 17

8 − X = 1

X = ___

X − 9 = 4

X = ___

9 + 2 = X

X = ___

X − 6 = 7

X = ___

4 + X = 10

X = ___

9 − 3 = X

X = ___

2 + 7 = X

X = ___

X + 3 = 7

X = ___

8 − X = 5

X = ___

X + 3 = 7

X = ___

Pirate Problems − Day 17

Alex spent $10. Sue spent $7. How much more money does Alex have

than Sue?

Pirate Problems − Day 17

Alex spent $10. Sue spent $7. How much more money does Alex have

than Sue?

Name:______________________ Pirate Problems − Day 29

8 − X = 3

X = ___

X − 2 = 8

X = ___

2 + 9 = X

X = ___

X − 6 = 3

X = ___

5 + X = 8

X = ___

10 − 6 = X

X = ___

6 + 7 = X

X = ___

7 − X = 5

X = ___

Name:______________________ Pirate Problems − Day 29

8 − X = 3

X = ___

X − 2 = 8

X = ___

2 + 9 = X

X = ___

X − 6 = 3

X = ___

5 + X = 8

X = ___

10 − 6 = X

X = ___

6 + 7 = X

X = ___

X + 4 = 9

X = ___

7 − X = 5

X = ___

X + 4 = 9

X = ___

Pirate Problems − Day 29

Puzzle Pieces

Sharon

Tammy

Evan

Drew

Each stands for 2 puzzle pieces.

The chart shows how many pieces Tammy put in the puzzle at rst.

Then, she put in 9 more pieces. How many pieces has Tammy put in the

puzzle now?

Pirate Problems − Day 29

Puzzle Pieces

Sharon

Tammy

Evan

Drew

Each stands for 2 puzzle pieces.

The chart shows how many pieces Tammy put in the puzzle at rst.

Then, she put in 9 more pieces. How many pieces has Tammy put in the

puzzle now?

Teacher

Posters

Find X!

Is X at the end?

Solve it!

2 + 3 = X

5 – 2 = X

Is it X – ?

Add

X – 2 = 3

Otherwise:

Subtract

X + 2 = 5

3 + X = 5

5 – X = 3

RUN!

1. Read the problem.

2. Underline the labels.

3. Name the problem type.

Total,

Dierence, or

hange

TOTAL

1. Write P1 + P2 = T

2. What’s T?

3. What’s P1 and P2?

4. Write the signs.

5. Find X!

P1 + P2 = T

DIFFERENCE

1. Write B – s = D.

2. What’s the compare sentence?

• DoesitgiveDoranumber?

3. What’s B and s?

4. Write the signs.

5. Find X!

B – s = D

CHANGE

1. Write ST + C = E or ST – C = E

2. What’s ST?

3. What’s C?

4. What’s E?

5. Write the signs.

6. Find X!

ST + C = E

ST – C = E

Treasure

Maps

Pirate Math

Treasure Map

Name:

__________

Pirate Math

Treasure Map

Name:

__________