![]() One strategy that worked well for students was having them draw sticks that represent the amount of tens in each number, then count and cross off each stick as they counted it. Later on in the year, when we transitioned to adding larger numbers, we again revisited the make 10 strategies to add numbers but worked on adding tens and making 100 to add. Using 100 to Add Just Like Students Use 10 to Add This began our journey of decomposing numbers. ![]() I created a packet of math stations centered around Using 10s to Add (+9 & +8). Using +8 and +9 facts, we looked at how making 10 can help us solve problems.Īlthough I gave students the strategy, it took a lot of practice to help them understand the benefit of using it, instead of counting on their fingers. Decompose Smaller NumbersĪt the beginning of the year, we started with decomposing and composing smaller numbers to make 10. I want them to think flexibly about numbers and apply that flexibility to addition and subtraction. My goal is for my students to understand how numbers work, how numbers can be broken apart and put back together in different ways. Likewise, catchy phrases and poems are fun to memorize, but I wonder how much the students understand and can explain what is happening in the process. They have no meaning related to mathematical thinking, so I think it’s a good thing that we don’t use them. The old catchphrases, like borrowing and carry, are no longer in use with the Common Core.
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