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I believe everything begins by making collections and organizing them.

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I love properties, but I feel they can sometimes increase the memory load.

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Accept that place value understanding is important to numerical fluency. 

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Accept that place value understanding is important to numerical fluency. 

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This is new to me int hat I have never really heard it stated. But, teaching first grade I see how important it is for students to know their 5s and 10s facts.

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Accept, I know this and apply it to my teaching

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Accept, I know this and apply to my teaching: tape models, number bonds

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Accept, I know this and apply to my teaching: tape models, number bonds

# data[].attributes.body
Accept, I know this and apply it to my teaching

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In my opinion, students can still manipulate quantities and have an understanding if the overall quantity is increasing or decreasing without having to label the process with the terms of "subtraction, addition, multiplication or division" However, in order to explain their reasoning would require a common "language" of the process. 

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In my opinion, students can still manipulate quantities and have an understanding if the overall quantity is increasing or decreasing without having to label the process with the terms of "subtraction, addition, multiplication or division" However, in order to explain their reasoning would require a common "language" of the process. 

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Accept, I know this and apply it to my teaching (addition and subtraction) 

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Accept, I know this and apply it to my teaching (addition and subtraction) 

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I have been working more with this idea in the classroom this year.

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I have been working more with this idea in the classroom this year.

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It should be done at the same time or simultaneously

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I enjoy having students tear numbers apart to make them easier to work with.

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Accept, I know this and apply it to my teaching (ex. commutative property in first grade)

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Accept, much of the work my students conquer in a base ten system requires a deep understanding of 5's and 10's

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Accept, much of the work my students conquer in a base ten system requires a deep understanding of 5's and 10's

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But we do not need to get caught in the language of the properties.

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I reject. I often cannot recall the operations yet I am still able to go shopping to the food store and keep a running tally. 

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I reject. I often cannot recall the operations yet I am still able to go shopping to the food store and keep a running tally. 

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Accept, this makes me think of how students interpret number sentences. Instead of memorizing 10-1=9 it is important to build an understanding of the function of an equal sign and balanced equations

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Accept, this makes me think of how students interpret number sentences. Instead of memorizing 10-1=9 it is important to build an understanding of the function of an equal sign and balanced equations

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I don't know if it "underpins numerical fluency" but I do think it is a helpful skill.

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I don't know if it "underpins numerical fluency" but I do think it is a helpful skill.

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Sometimes students do the operations without knowing what they are called. (It's better to know though.)

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I accept. It is highly beneficial to use "friendly numbers" to compose and decompose numbers. 

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I accept. It is highly beneficial to use "friendly numbers" to compose and decompose numbers. 

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I agree

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I accept. Currently, my students were practicing this strategy and were able to efficiently add such numbers as 234 + 9 =, and 438 + 9 without pencil or paper. 

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I accept. Currently, my students were practicing this strategy and were able to efficiently add such numbers as 234 + 9 =, and 438 + 9 without pencil or paper. 

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Accept, this relates to part-whole relationships and knowing how these multiples of numbers share relationships with one another in division and multiplication leads to stronger fluency

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Accept, this relates to part-whole relationships and knowing how these multiples of numbers share relationships with one another in division and multiplication leads to stronger fluency

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The "tricks" for 9's demonstrate how to apply that same kind of thinking to other numbers.

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Accept, I knew 5 and 10 but did not know 2 and 3

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Accept, I knew 5 and 10 but did not know 2 and 3

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I don't necessarily agree that language precedes learning. Students can often problem solve correctly and be unable to articulate how they did this. Doing the skill and knowing it's math name are two different things, in my opinion:)

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I don't necessarily agree that language precedes learning. Students can often problem solve correctly and be unable to articulate how they did this. Doing the skill and knowing it's math name are two different things, in my opinion:)

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Accept, I know and apply in my teaching even in first grade, we delve into the meaning of the equal sign and creating equal expressions

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Accept, I know and apply in my teaching even in first grade, we delve into the meaning of the equal sign and creating equal expressions

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There's nothing you can't do if you know these. (1's and 0's too.)

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Accept, I know and apply this to my teaching

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Accept, I know and apply this to my teaching

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Accept, understanding of the structure of our number system allows students to move from concrete/pictoral to the abstract stages of mathematical concepts. 

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Accept, understanding of the structure of our number system allows students to move from concrete/pictoral to the abstract stages of mathematical concepts. 

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Accept, understanding the place value of numbers leads to understanding of how to compose and decompose flexibly.

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Accept, understanding the place value of numbers leads to understanding of how to compose and decompose flexibly.

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So helpful in finding unknowns, because you have all the other pieces of the puzzle.

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I agree, but to know and understand the basic properties are also important

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understanding equals allows students to manipulate parts and whole

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understanding equals allows students to manipulate parts and whole

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I accept, I often anchored multiplication practice with these numbers and then moving onto other multiplication facts. 

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I accept, I often anchored multiplication practice with these numbers and then moving onto other multiplication facts. 

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I accept this. I apply this in  my teaching with number lines and drawing area models.

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I accept this. I apply this in  my teaching with number lines and drawing area models.

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Reject. Young children do not begin by counting, they see more than or less than. Comparing amounts.

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Reject. Young children do not begin by counting, they see more than or less than. Comparing amounts.

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I accept this and apply this in my teaching: number bonds, area models, number lines

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I accept this and apply this in my teaching: number bonds, area models, number lines

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I use this when modeling with number lines and discussing sums and differences and quantifiable groups

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If this means before memorizing facts, accepted

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If this means before memorizing facts, accepted

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Accept. I begin with counters (manipulatives) and number lines 

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Accept. I begin with counters (manipulatives) and number lines 

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I reject this. I believe the language is important, but I don't think the absence of this language prevents learning.

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I reject this. I believe the language is important, but I don't think the absence of this language prevents learning.

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Benchmark numbers can be helpful for computation.

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I agree-use with number talks and tape diagrams

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I agree-use with number talks and tape diagrams

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Reject, students can manipulate numbers without knowing the terms. Also gets into the multiple levels of vocabulary that students can use for the operations 

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Reject, students can manipulate numbers without knowing the terms. Also gets into the multiple levels of vocabulary that students can use for the operations 

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Accept but can't numbers smaller than one whole be decomposed into smaller numbers? Fourth grades favorite...fractions :) 

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Accept but can't numbers smaller than one whole be decomposed into smaller numbers? Fourth grades favorite...fractions :) 

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I accept this, however I do not think that knowing the names of the properties is as essential and understanding the concepts.

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I accept this, however I do not think that knowing the names of the properties is as essential and understanding the concepts.

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This is something that comes up when students see the answer first in an equation.

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Accept.. can use them to figure out all the others

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Accept.. can use them to figure out all the others

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I've noticed myself referring back to place value more and more as I teach longer.

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This is new to me

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Reject-I have students that can manipulate numbers without knowing all of their facts, and I have students who know their facts, but struggle with manipulating numbers

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Reject-I have students that can manipulate numbers without knowing all of their facts, and I have students who know their facts, but struggle with manipulating numbers

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Agree ... love adding in letters for the unknown as well

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Agree ... love adding in letters for the unknown as well

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Using five and ten can be very helpful in mental, not completely sure what it means by underpin...

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Using five and ten can be very helpful in mental, not completely sure what it means by underpin...

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Over time and with practice this is true, but I find this is difficult to find true when you're first learning the properties.

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Accept, Friendly numbers seem to always be learned first for many of my students...but why? 

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Accept, Friendly numbers seem to always be learned first for many of my students...but why? 

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I accept this, but only once there is automaticity and a real understanding of how the properties work

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I accept this, but only once there is automaticity and a real understanding of how the properties work