## BOWLING PINS [DAY 3]

### ADDITION STRATEGIES: BREAKING APART TO MAKE TEN

Explore addition through the strategy of breaking apart to make ten.

## Intentionality & Unit Overview

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Students will explore teen numbers as being 10 and some more.

## Intentionalityâ€¦

In this task, students will compose teen numbers by seeing them as ten and some more. Teen numbers are the first double digit numbers that students use and are a transitional phase to understand our base ten system of numbers. The place value system demonstrates that the teen numbers are composed of a ten and some ones.

Big ideas of the unit:

• Understanding hierarchical inclusion allows for flexible composing and decomposing of numbers
• Place value in relation to teen numbers
• Addition names the whole in terms of the parts: when the parts of a set are known we call it addition
• Different addition situations will elicit different strategies
• Number relationships provide the foundation for strategies to help students remember basic facts
• Commutative and Associative property of addition can be used to help learn facts
• Models can be used to connect concrete to abstract

## What Do You Notice? What Do You Wonder?

Show students the following video and share the following prompt:

What do you notice?
What do you wonder?

Allow students some time to think about what they just watched. They can turn and talk to a neighbour for 60 seconds and then allow them to share with the entire group. Be sure to write down these noticings and wonderings on the blackboard/whiteboard, chart paper, or some other means to ensure students know that their voice is acknowledged and appreciated.

Some of the noticing and wondering that may come up includes:

• I notice a bowling ball hitting some bowling pins.
• I notice that some pins did not fall down.
• I notice that the player threw a strike.
• I notice that some pins fell over from another lane.
• I wonder how many pins fell.
• I wonder how many pins are still standing.

## Estimation: Prompt

Next, share the following visual prompt briefly and ask the following question:

How many pins were knocked down?

## Estimation: Reveal

Next, share the following estimate video to reveal how close their estimates came to the actual result:

Celebrate student estimates that were very close to the actual number of cars using a routine of your choice as we head into the sense making portion of this lesson.

## Crafting A Productive Struggle: Prompt

Continue the bowling context with the students based on the spark video sharing out some of the following information to set up for the struggle prompt:

How many bowling pins are in each lane? (i.e.: there are 10)

One of the bowlers from the trick shot video knocked down every pin in his lane and then one more from the other lane.

Share the struggle prompt animation followed by the following prompt when it is revealed on the screen:

If a bowler knocked down all of the pins and then 6 more in the other lane, how many pins did they knock down?

## While Students Are Productively Struggling…

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## Student Approach #1: Direct Modelling and Counting all

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## Student Approach #2: Counting on using fingers to track

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## Student Approach #3: Counting on using a number line to track

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## Student Approach #4: Teen number known fact

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## Reveal

Show students the following reveal video:

Depending on how you consolidated the learning by using student solution strategies, you may or may not feel these reveal videos are helpful.

However, if you are just learning to model student thinking and feel it could be helpful for students to see thinking represented visually, consider the following reveal video.

## Consolidation

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## Next Steps to Support Working With Teen Numbers

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Provide students an opportunity to reflect on their learning by offering these consolidation prompts to be completed independently.

### Consolidation Prompt #1:

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### Consolidation Prompt #2:

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We suggest collecting this reflection as an additional opportunity to engage in the formative assessment process to inform next steps for individual students as well as how the whole class will proceed.

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## Educator Discussion Area

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