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Open number sentences for compensating- from framework, 29+14

How to get them to compensate? Find it in a student work or "student work"

NUMBER TALKS
STORY PROBLEMS

The share out will be very important to have students share ideas and strategies- especially to highlight a strategy I may want to illustrate

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SPLAT
Using this to get kids to make sense of the dots and then using a splat to cover dots to help them make more associations

GREAT FOR DISTANCE LEARNING

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Story Problems- commutative and associative property, when students choose to begin with second number to count on, or beginning with a friendly number, this will illustrate that they are using the property

7+___=15
students can brainstorm ways to make this true like 7+3+2 or 7+7+1

Breaking down a number like 15, like a picture, direct model or arrays

Dot Talks- grouping of dots could intentionally push kids to make a friendly number to 10, so that students can make friendly numbers to find a solution

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https://stevewyborney.com/2017/02/splat/ (great for building fluency)
http://wodb.ca/shapes.html (but i also like to make my own)
http://ntimages.weebly.com/ (what do you notice)
https://mathvisuals.wordpress.com/math-flips/ (great for fluency)
https://stevewyborney.com/2019/02/20-days-of-number-sense-rich-math-talk/ (number sense)
https://www.stenhouse.com/content/choral-counting-tool?destination=node/3261 (choral count)
http://www.visualpatterns.org/
https://estimation180.com/lessons/
https://gfletchy.com/ (3 act task and other ideas)
https://mathvisuals.wordpress.com/
https://hcpss.instructure.com/courses/106/pages/quick-images
https://docs.google.com/spreadsheets/d/1cE8_2PfuI9rmGfp16ARPCNRkuYoOLsyuefKoWuzMvow/edit?usp=sharing

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Practice with developing students to represent the math-
-during share out
-showing student work as examples
-Watching their peers do it and explain it helps kids to make sense of it
-

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Informal assessments, looking at their work to understand what they understand and where they are going next- keeping these assessments always active

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Using Popsicle sticks, to help them see the connection between 10 ones and 1 ten

Also representing the tens and ones as a drawing, as numbers

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Extension Questions:
*If I give you ____, how much will you have now?
*How more do you need to get to _____ (landmark, friendly numbers)?
*Compare items in collection (how many more triangles do you have than squares?)
*Share your collection with your partner. How many will each partner get?
*

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*Use Ten Frames
*Pictures of Ten Frames (What do you notice)
*Ten Frame quick images
*Number Rack (Rekenrek)
*Card Games (Make Ten, War, Google search games)
*Splat website

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start with 3 numbers and kids can guess what the rule is

They can make connections, talk about what they notice, what they know and what they understand

Beginning of year choral counts- based on student needs
by 1's, then by 1's starting at a different number;
by 2's, and beginning at different spots like 22 etc.
by 5's and 10's beginning of year; and starting later numbers or counting back by middle of year

Building a 100's chart and using it by taking numbers out to have students place numbers

Being strategic about the numbers, number sets in choral counting.

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*Allow children to discuss math conversations
*Work collaboratively (counting collections, problem solve)
*Listen attentively

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Using Stenhouse Choral Counting Planning Tool

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Word Problem: Change Unknown (Copied directly from the framework)

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Word Problem: Change Unknown (Copied directly from the framework)

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Bill had 25 baseball cards. His
mom gave him some more.
Now he has 73 baseball cards.
How many baseball cards did
his mom give him?

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Flip Grid- number talks (image with a question like what do you notice and they got to respond, and they enjoyed engaging with each other's ideas)- you can videotape and write ideas

counting collections- virtual collection or record selves counting a collection, and kids could respond to each other
SPARK in flip grid allows you to reuse responses to videos. It's a great way to share strategies.

I can use these from last year to help illustrate to my new students.

Number talks- kids could annotate on the screen and they were engaged. They could write their strategy and this was better than me writing for them.

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Which One Doesn't Belong?
Ways to make?
Card games
Choral Counting
Would You rather
Guess My Rule
Open Number Sentences
True or False
Guesses/Estimates of a counting collections from previous day.
Ordering numbers on a number line from the counting collections

Race to the Flat
Board with place value sections- ones, tens, and hundreds
Roll 2 dice and add numbers together, grab units cubes and add them in ones place, sequentially until they move into the next place, so switching out 10 ones to 1 ten, etc. You can work towards 120 (NBT1).
These help to develop

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Beginning of the year, often, perhaps 3x week and then less; this helps students to continue to develop cardinality and quantities, counting by groups, recording their collections

Additionally, doing more and more frequently, even daily, and this really helps students to make connections to other ideas and activities- number talks, share outs, etc.

Each day, counting collections can be something different- from procedures, selecting just right collections, being an effective partner, different goals progressively.

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Routine to establish number concepts, to support Counting Collections