CARD TRICKS [DAY 5]
ADDITION STRATEGY: ADD EXTRA AND ADJUST
Dive into this 5-Day Problem Based Math Unit which focused on the efficient strategy of adding extra and adjusting using numbers within 50
Intentionality
Math Talk
Visual Math Talk Prompt #1
Visual Math Talk Prompt #2
Visual Math Talk Prompt #3
Assessment
Resources & Downloads
Educator Discussion Area
Intentionality & Unit Overview
Length of Unit: 5 Days
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The purpose of this assessment is for students to demonstrate their understanding of the following big ideas.
- Understanding hierarchical inclusion allows for flexible composing and decomposing of numbers
- Numbers can be decomposed by separating a whole into two or more parts
- Addition names the whole in terms of the parts
- Different addition situations will elicit different strategies
- Number relationships provide the foundation for strategies to help students remember basic facts
- Models can be used to connect concrete to abstract
Students might write and/or model their responses independently. Students can also be interviewed by their teacher.
An alternative assessment opportunity should be offered if this tool will not successfully capture what the student knows, understands or can do.
Math Talk
The number talks for Day 5 will provide more opportunities for students to practice the strategy of adding extra and adjusting due to the numbers purposefully selected. Depending on which strategies have been explored thus far, “Break Apart One Number” may also be an appropriate strategy for some. The last prompt in the set pushes the strategy beyond 50 to give educators the opportunity to see if the students can extend their understanding.
Prompts:
47 + 29
36 + 18
75 + 38
Visual Math Talk Prompt #1
The math talk prompt provides an opportunity for students to demonstrate and practice their understanding of Adding Extra and Adjusting. These talks can be used as entrance/ exit slips as well.
47 + 29
Visual Math Talk Prompt #2
This math talk has two reveal options to show the students. Student comfort level will determine if they adjust by one or can do a jump of two. Regardless, we want students to recognize the need to adjust to make their answer smaller. This is often confusing for students so demonstrating thinking on a number line shows that we added too much so we need to adjust by taking away.
36 + 18
Visual Math Talk Prompt #3
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Assessment
Assessment Considerations…
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Assessment Opportunity: Game
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Assessment Opportunity: Independent
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Question #1:
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Question #2:
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Question #3:
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Question #4:
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Resources & Downloads
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Printable Lesson Plan PDF
Videos, Images & Media Files
Apple Keynote Presentation
Powerpoint Presentation
Printable Consolidation Prompts
Educator Discussion Area
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