Counting Cars [Day 3] | Addition

Task Teacher Guide

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In This Task…

Intentionality…

In this task, students will explore a new situation (Compare: Quantity unknown. This situation will still lend itself to the strategy of counting on. Big ideas related to this task:

Addition names the whole in terms of the parts: when the parts of a set are known we call it addition
Addition can be used in action situations (join and separate) and static situations (part part whole)
Number relationships provide the foundation for strategies to help students remember basic facts
Different addition situations will elicit different strategies
Ability of students to visualize, interpret and solve word problems

Models can be used to connect concrete to abstract

Math Talk

String of Related Problems

Visual Number Talk Prompt #1

Visual Number Talk Prompt #2

Visual Number Talk Prompt #3

Visual Number Talk Prompt #4

Visual Number Talk Prompt #5

Visual Number Talk Prompt #6

Spark

What Do You Notice? What Do You Wonder?

Show students the following video that shows people arriving for the birthday party. One party guest brought more cars. Students will wonder and notice how many cars are in the package. Then, ask students:

What do you notice?

What do you wonder?

Ask the students to share some of their notice and wonderings with their neighbours for about 60 seconds. Finally, allow students 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:

Who are those people?
What gifts did they bring?
What kind of party are they doing to?
Is that a car sticking out of the box?
Are there lots of cars in the box?
Why did they use an old box to bring presents to a party?
There are 4 people coming to the party
Is that a family?
I think there are 10 cars still in the box

Sense Making

Crafting A Productive Struggle: Prompt

Building on the Context Through Storytelling Continue developing the context by sharing the following video with students and verbally highlighting details leveraging the following script that builds on the story from day 1:

The birthday party has ended and cousins have arrived to celebrate. They have cleaned out their toy room and found some more toy cars.

Prompt: The cousin has 8 more cards than you. You have 13 cars. How many cars does the cousin have? Facilitators Note: This situation is a Compare: Quantity unknown. This situation will encourage students to have to hold the amount of cars after the birthday in their head and count on the 8 more cars that were brought to the birthday party.

During Moves

While Students Are Productively Struggling…

Student Approach #1: Direct Modelling and Counting All

Student Approach #2: Counting On with Comparison

Student Approach #3: Getting to a decade number using a number line

Next Moves

Making Connections

This situation is a Compare: Quantity unknown. This situation will encourage students to have to hold the amount of cars after the birthday in their head and count on the 8 more cars that were brought to the birthday party. It can be modeled using cubes or blocks to make a direct comparison between the two amounts. When selecting student responses, consider the learning goal. This may vary depending on grade level. This question will elicit counting on, but it can also be used in discussion with the beginning stages of Up and Over ten. When sequencing student responses, consider the order that will best lead to the learning goal. If a student response does not come up when monitoring student work, consider demonstrating that response and which skills/activities students need to lead them the targeted strategy. A solution of direct modelling and counting all could be used as a springboard into the conversation. Consider demonstrating student thinking as a comparison model. B= Birthday C= Cousin

This comparison model could also be created with blocks. When the blocks are placed beside each other, it is easier to see how many more the cousin has.

This model can show that direct modeling of both numbers works but if the one first is already known then a recount is not necessary. This might be the sticking point for some students and understanding of the precursor skills will help students to move towards the counting on strategy. Analyze the formative assessment checklist. It would also be a time to start thinking about possible guided groups based on student needs. Direct modeling and counting all is an early stage strategy so “How can the students who are direct modelling and counting all be supported to start counting on?” To encourage counting on, consider using dice that have numerals instead of pips (dots) so the student has to think of the abstract number rather than counting all pips. Whole class activities to promote counting on:

Stand/sit in a circle. Tell the class that the goal is to count to 30. The educator or student chooses a number between 1-20 at random. They start by saying the number and the student to the left of them will say the number after it. Continuing around the circle, the next student will say the number after, etc until 30 is reached. E.g. “We are going to start at the number 13 and count to 30. I will start with 13 then the next person will say the number after. Let’s try 13, 14, 15, 16…”
Choose an movement action (jumping jacks, air punches, knee-to-elbow, etc) and complete the movement while counting from a random amount between 1-20. E.g. “We are going to do some jumping jacks. We will start counting at 12 and count until 20.”

Some students might be looking at numbers in ways that they can decompose them to make it more accessible. In this case, student may add up to find out how many more but use a more efficient method like getting to a friendly decade number. As students work with facts of ten, they may start to see relationships to those facts with other numbers. As this is still a counting on strategy, it can be demonstrated with a number line to show “bigger jumps” rather than counting by ones. Consider asking the student to explain why they are making bigger jumps to demonstrate the efficiency of using a known skill instead of counting by ones.

Reflect

Purposeful Practice

While Students Are Practicing…

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Explore The Entire Unit of Study

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