Students create different models (e.g., number lines, cubes) for addition & subtraction problem types (e.g., join change unknown).
Students add to 10 with their fingers, cubes, and counters.
Students use their prior knowledge of addition to fluently find the sum of two numbers given to them. They demonstrate their strategies of addition problems as well as explain them to their peers amongst their groups.
Children use their understanding of various addition strategies to compare and contrast each one that group members utilize when solving for a sum.
Children work with a partner to “snap” apart 10 snap cubes and to make number sentences to show the relationship between parts and the whole.
Children work in groups of 3 to decompose numbers up to 10.
Children will be able to find the missing “part” number using the numbers 1-10 and show a number sentence in different ways.
Children will be able to find the missing “part” number using the numbers 1-20 and show a number sentence in different ways.
Students match various multiplication and division story problems to models that represent those problems and then they match each problem & model to the conceptual meaning of multiplication or division (e.g., multiplication as grouping; division as sharing)
Students work through a serious of “escape room” tasks to explore the relationship between multiplication and division. Specifically, students will discover the inverse relationship between multiplication and division.
Students interpret a multiplication problem situation, in the context of ice cream scoops, using pictures, objects, words, numbers, and equations. They come to understand that repeated addition and skip counting are strategies for finding a product.
Students use a picture of dinosaur legs underwater to explore ways of grouping numbers – in groups of 2 or 4 (Kindergarten) or in odd or even groups (2nd grade).