# data[].attributes.headline
C-composing and decomposing up to ten and then they must get a new ten frame for numbers with more than 10

# data[].attributes.subject
C-composing and decomposing up to ten and then they must get a new ten frame for numbers with more than 10

# data[].attributes.headline
R- easy concepts to memorize and not have to show visual understanding. The last two questions trend toward conceptual understanding.

# data[].attributes.subject
R- easy concepts to memorize and not have to show visual understanding. The last two questions trend toward conceptual understanding.

# data[].attributes.body
Students are repeatedly doing the standard algorithm without knowing why they are moving and regrouping numbers.

# data[].attributes.body
For younger kids C because it's breaking down a number to explain what each digit means in regards to place value

# data[].attributes.body
We changed our minds on this. Because it is mainly just a worksheet not very competitive or strategic.

# data[].attributes.body
C-Process of adding and subtracting by values of 100s and 10s enforces understanding of place value

# data[].attributes.body
Shows what it means to regroup. Once you get to 10 you start a new group

# data[].attributes.headline
R: The children only have to know how to add decimals

# data[].attributes.subject
R: The children only have to know how to add decimals

# data[].attributes.body
Very procedural, just writing out value of digits with no further discussion

# data[].attributes.headline
C and R- writing the value of the underlined digit, comparing which digit has the greater value in question i. and j. 

# data[].attributes.subject
C and R- writing the value of the underlined digit, comparing which digit has the greater value in question i. and j. 

# data[].attributes.body
Following the algorithm based on what your card tells you to do

# data[].attributes.headline
C-conceptual understanding of place value, make ten sticks and add on ones until you make another ten

# data[].attributes.subject
C-conceptual understanding of place value, make ten sticks and add on ones until you make another ten

# data[].attributes.body
They practice going in and out of place values as they add and subtract numbers

# data[].attributes.headline
C - Game 3 guess what; students are asking questions and there are multiple possibilities

# data[].attributes.subject
C - Game 3 guess what; students are asking questions and there are multiple possibilities

# data[].attributes.body
based mostly on memorization

# data[].attributes.body
Have to understand place value and what the decimals represent to be able to accurately fill in the hundreds grid

# data[].attributes.headline
R- Game 1 & 2 because it is memorization and replication

# data[].attributes.subject
R- Game 1 & 2 because it is memorization and replication

# data[].attributes.body
C- Game 3 because it has students visualizing and guessing

# data[].attributes.headline
C? Though it is just adding, the children need to know how the starting number is changed depending on if a 10's or 100's number is drawn. They also need to keep track of +/-

# data[].attributes.subject
C? Though it is just adding, the children need to know how the starting number is changed depending on if a 10's or 100's number is drawn. They also need to keep track of +/-

# data[].attributes.headline
R- it builds automaticity and procedural fluency with tens and hundreds

# data[].attributes.subject
R- it builds automaticity and procedural fluency with tens and hundreds

# data[].attributes.body
Just using standard algorithm

# data[].attributes.body
-just adding and shading

# data[].attributes.body
Shows regrouping strategies in Base 10, starting a new row.

# data[].attributes.body
Showing how to set up p
lace value and how to regroup-what it means for the place value. There's no ones so may get confusing.

# data[].attributes.headline
R - Students use an algorithm to solve each of the problems. 

# data[].attributes.subject
R - Students use an algorithm to solve each of the problems. 

# data[].attributes.body
Students use multiples of 5 to reach 100.

# data[].attributes.body
using base 10 to group, adding numbers and dots, recount blocks out.

# data[].attributes.headline
R - Because it is a low level cognitive demand. 

# data[].attributes.subject
R - Because it is a low level cognitive demand. 

# data[].attributes.body
Just adding until you're at 100, not discussing place value

# data[].attributes.headline
C- every time the kids get to ten they have to start a new "row" of connecting cubes

# data[].attributes.subject
C- every time the kids get to ten they have to start a new "row" of connecting cubes