Making Sense of Mathematics for Teaching Grades K-2 by unknow

Author:unknow
Language: eng
Format: epub
Publisher: Solution Tree
Published: 2016-08-15T00:00:00+00:00

www.solution-tree.com/Using_the_Make-a-Ten_Strategy_With_Addition

The students use many different strategies to add these numbers. The first student in the small group begins the discussion with the teacher by identifying how he assigned each type of prize a different color counter, making sure that he is representing the problem accurately. He then presents his addition strategy as “counting all,” where he includes all of the counters in determining the sum. The student places seven counters in one ten frame and eight counters in the other one. This indicates how this student is thinking about these values as separate and is not necessarily connecting how to use the ten frame to help organize his thinking about place value. While this is not an indication that the student cannot use this strategy, it does indicate that he is not representing it in this instance.

In the second round of small-group work, the first student demonstrates a decomposition strategy that allows her to make a ten by pulling out 5 from each of the two addends. Her diagram clearly represents her thinking and her ability to make a ten. This may not have been a strategy that you would predict a student would use, which illustrates that it is important to investigate the strategies and reasoning that were not anticipated in planning. You must consider all methods that students use and check to be sure that they are mathematically accurate.

Next, the teacher asks a student to explain another student’s strategy, and she describes a different make-a-ten strategy. She discusses how 3 can be used from the 8, which when combined with 7, makes 10. As there are still 5 remaining from the 8 (she took 3 from it to make the 10), this is added to the 10 and gives a sum of 15.

The teacher notices that the other student in this group has 8 + 7 represented on her whiteboard, so she asks her for her strategy. At this point, you might expect to hear another fact strategy. However, the student describes how she added the two numbers and states that she “counted” to determine the sum of 15. Finally, the student who comes to the board in the later part of the task also uses a make-a-ten strategy to determine the sum. These strategies show how important the role of listening—for both learners and teachers—is to develop a deep understanding of mathematics.

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