Embedded Files
Students are provided with learning experiences to develop strategies such as:
Counting All: 5 + 2 = . The student counts five counters. The student adds two more. The student counts 1, 2, 3, 4, 5, 6, 7 to get the answer.
Counting Back: 12 – 3 = . The student counts twelve counters. The student removes a counter and says 11, removes another counter and says 10, and removes a third counter and says 9. The student knows the answer is 9 since they counted back 3.
Counting On
Making Ten
Adding Up in Chunks
Decomposing a number leading to a ten
Using the relationship between addition and subtraction within 20 (knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (6 + 7 is the same as 6 + 6 + 1 = 12 + 1 = 13).
Example: 16 birds sat in a tree. Some birds flew away. 5 birds stayed in the tree. How many birds flew away? (separating/change unknown)
Bar model:
Example: Elizabeth has 11 dolls. Jayla has 7 dolls. How many more dolls does Elizabeth have than Jayla? (comparison/difference unknown)
Counting all:
Example: Jamie has 6 cat stuffed animals. Her grandma gave her 3 more for her birthday. How many cats does she have now? (joining/result unknown)
Counting on (addition):
Example: Jill had 11 markers and she found 4 more markers under the table. How many markers does she have now? (joining/result unknown)
Counting back:
Example: Jill had 15 markers and her brother took two of them to use for his project. How many markers does Jill have? (separating/result unknown)
Making ten:
Example: Rachel sold 9 boxes of Girl Scout cookies on Friday and 7 boxes on Saturday. How many boxes of cookies did she sell? (part-part-whole/whole unknown)
Page updated
Report abuse