Ask students to discuss and illustrate more than one way to make 10. For example: »Move the remaining 5 white beads on the top row to the left, making one row of 10.»Move 5 red beads on the bottom row for a total of 10 red beads, split among two rows.»Move 4 white beads on the top row and 1 white bead on the bottom row to the left for a total of 10
Question 2: how can we make 10 another way using the number rack
Ask students how many more beads you need to slide to the left to make 10 in all.
so the launch is really posing a question and creating a discourse opportunity. Pull 5 red beads to one side and ask how many are needed to make 10.
Ask students to get their number racks
students need access to their number racks or digital racks if they don't have a physical rack
ocabulary
This is a great addition to the resource.
The activities in this session are intended to help students internalize these combinations
We want students to gain fluency in addition to 10 with various combinations.
students use their number racks to show and discuss various combinations of 10
number racks to think in 10s
Thumbnails
using number racks to think in 10s
If you can easily figure out how much it will take to bump it up to the next multiple of 1, 10, 100, or 1,000, and just as easily take that amount away from the other addend, the compensation strategy is probably an efficient and effective way to deal with the problem
This strategy, to me, seems like a conceptual understanding. No, maybe it's actually a procedure. I think it's a procedural skill. What's the concept behind it? Maybe that combining these numbers can be made more efficient if we can give from one number to another, but that we also need to take away from one, too.
, 10, 100, 1,000, and so on
I'm presuming that you want to use addends to get to the greatest number possible.
The purpose of today’s problem string is to offer students an opportunity to use a give and take strategy to solve whole number and decimal addition problems. Students may choose to use other strategies to solve these problems. Validate their work, but emphasize the use of give and take during discussion as the string progresses.
Wanting to encourage the give/take strategy, but other strategies are welcome.
Problems
Here are the problems.
When you see several thumbs up, invite a few students to share the answer. Record all answers without comment or indication that any of them are correct or incorrect.
Here's that mathematical thinking that I love, the speculative and considerate nature of the work in terms of enculturating kids in the notion that it's not about right or wrong but around justification for one's work and thinking, and the possibility to need to revise one's thinking.
The compensation strategy works equally well for adding decimals, and it links nicely to rounding
compensation strategy, or give and take strategy, applies to decimals as well.
Sessions 1 and 2 feature problem strings designed to elicit the use of a compensation strategy�The compensation, or give and take, strategy involves taking some amount from one of the addends and giving it to the other to make the problem easier to solve� When working an addition combination such as 197 + 78 students might consider taking 3 from the 78 and “giving” it to the 197 to produce an easier combination, 200 + 75
Give and take strategy: 95 + 178 For the give and take strategy, one might give 5 from 178 to turn the problem into 100 + 173, or one could give 2 from 95 to create 93 + 180.
Then ask them to date and label the next available math journal page for today’s problem string
Students will do a problem string prior to engaging in the pre-assessment.
Note that you will need to score the Unit 3 Pre-Assessment before Session 3
Not sure where we are with this point.
compensation strategy for addition of both whole numbers and decimals
I am not sure what a compensation strategy is for addition.
cognitive development
How long are these annotations good for?