## ZEN ZEBRAS [DAY 4]

### ADDITION STRATEGY: BREAK APART ONE ADDEND

Dive into this 5-Day Problem Based Math Unit which focused on the efficient strategy of breaking apart one addend to add values within 50

#### Intentionality

#### Math Talk

#### Visual Math Talk Prompt #1

#### Visual Math Talk Prompt #2

#### Visual Math Talk Prompt #3

#### Visual Math Talk Prompt #4

#### Visual Math Talk Prompt #5

#### Purposeful Practice

#### Resources & Downloads

#### Educator Discussion Area

## Intentionality & Unit Overview

### Length of Unit: 5 Days

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## Intentionality…

The purpose of the Day 4 activities is to reinforce key concepts from Day 3. Students will engage in a string of related problems through a math talk and will have an opportunity to complete purposeful practice. The math talk and purposeful practice serve to develop a deeper understanding of the following big ideas.

Some of the big ideas that may emerge through this task include:

- 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

*Before starting this unit, students should be familiar with:*

- Facts of 10 ( e.g., 6 + 4 = 10, 10 – 4 = 6)
- Flexibility when decomposing numbers (e.g., 13 can be decomposed into 10 and 3, but also 9 and 4, 8 and 5, etc)

The Up and Over Ten strategy which can be explored in the Bowling Pins Unit.

## Math Talk

To practice adding on and off the decade number, have your students work through these problems one at a time. As you present each problem, provide students with some quiet, individual think time during which they can solve the problem and show their thinking on a dry erase board, paper, etc. Then have students share their thinking either in pairs or with the whole group. **As you facilitate these conversations, emphasize that 10 can be added to a number by using place value understanding. We can add 10 without having to count on because it is adding a group of 10 to the “tens place value”. **

The problems are supporting the move towards adding numbers mentally and creating number sense. Students should be encouraged to do parts of the addition in their head. The ability to add ten is a foundational step as students are introduced to more difficult problems. Manipulatives may be necessary for students to “see” how there is a unit of 10 being added. For this purpose, base ten blocks are used in the visual prompt as well as an open number line.

**String 1:**

**20 + 10**

**30 + 10**

**50 + 10**

**String 2:**

**18 + 10**

**27 + 10**

**45 + 10**

### String 3:

**37 + 10**

**37 + 20**

**37 + 30**

**String 4:**

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**String 5:**

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## Visual Math Talk Prompt #1

## Visual Math Talk Prompt #2

## Visual Math Talk Prompt #3

The following math string leads students through adding ten off the decade then adding more than just ten. This will allow students the opportunity to add ten more to the previous prompt and recognize that again only the tens place value needs to be adjusted each time.

Facilitator Note: The base ten blocks are used in these prompts as a visual to demonstrate that a unit of ten has been added. Consider providing base ten blocks to some students or demonstrate as a group.

## Visual Math Talk Prompt #4

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## Visual Math Talk Prompt #5

## Purposeful Practice

## Small Group Game

## Small Group Assessment Opportunity

## Resources & Downloads

#### Printable Lesson Plan PDF

#### Videos, Images & Media Files

#### Apple Keynote Presentation

#### Powerpoint Presentation

#### Printable Consolidation Prompts

## Educator Discussion Area

## Explore Our 60+ Problem Based Units

This Make Math Moments Lesson was designed to spark curiosity for a multi-day unit of study with built in purposeful practice, number talks and extensions to elicit and emerge strategies and mathematical models.

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