## COUNTING CARS [DAY 4]

Explore addition through the strategy of counting on and the part whole model.

## Intentionality & Unit Overview

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Students will explore the part whole relationship to make a connection to the inverse nature of addition and subtraction while still using a counting on strategy as a focus. Extending the counting on strategy with highlighting counting on from the larger number.

The purpose of the Day 4 activities is to reinforce key concepts from Day 3. Students will engage in a math talk using the part-whole mat as a tool. The students will be able to practice using the tool in a Sense Making task assessment followed by a game and purposeful practice. There will be lots of opportunities for assessment of counting on during this task and also assessing the part-whole relationship presented through addition.

This lesson will serve to develop a deeper understanding of the following big ideas:

• Addition names the whole in terms of the parts: when the parts of a set are known we call it addition
• The part whole relationship is connected to addition as numbers are composed of two or more parts
• Addition can be used in action (or active) situations (i.e.: joining and separating) and static (or passive) situations (i.e.: part part whole)
• Different addition situations will elicit different strategies
• Number relationships provide the foundation for strategies to help students remember basic facts
• Student estimation of small amounts and understanding of quantity as the amount of objects
• Using the part whole model to understand the unknown parts of a problem. The unknown identified which operation needs to be used to solve the problem
• Provide students an opportunity to visualize a situation then interpret which operation is needed to  solve word problems
• Models can be used to connect concrete to abstract
• Explore addition strategies and provide opportunities for students to move from “direct modelling and counting all” to using counting on as a strategy to solve an addition question. Counting on is an important development as students work with bigger numbers, so they don’t have to model both numbers in the question

## Math Talk

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## Visual Math Talk Prompt #1

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## Visual Math Talk Prompt #2

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## Visual Math Talk Prompt #3

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## Visual Math Talk Prompt #4

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## Visual Math Talk Prompt #5

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## Visual Math Talk Prompt #6

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

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## Estimation: Prompt

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## Estimation: Reveal

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## Crafting A Productive Struggle: Prompt

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## 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 as tracking tool

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## Student Approach #3: Counting on using fingers as tracking tool

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## Student Approach #4: Part whole mat and using a number line as a tool

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## Reveal

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## Making Connections

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## While Students Are Practicing…

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## Purposeful Practice Station #1: Game – Remove Face Cards

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## Purposeful Practice Station #2: Game – Part-part-whole Shake and Spill

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## Purposeful Practice: Small Group Activities

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## Purposeful Practice: Small Group Activities

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## Educator Discussion Area

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