Students should do their personal best to complete the Problem Set within the allotted 10 minutes. Debrief (8 minutes) Lesson Objective: Model decompositions of 9 using fingers, linking cubes, and number bonds. The Student Debrief is intended to invite reflection and active processing of the total lesson experience. Invite students to review their solutions for the Problem Set. They should check work by comparing answers with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the lesson. You may choose to use any combination of the questions below to lead the discussion. How did you know which cube sticks matched the number bonds on the first page of the Problem Set? How did the cube sticks you colored help you to finish the number bonds on the second page of the Problem Set? How is using your fingers like using cubes to solve a problem? When you were working with the cube sticks in today’s lesson, did you notice any patterns? What are some of the partners you found to make 9? Tell me using an addition sentence starting with 9. (As students list the partners, write them on the board to help them see the pattern.)
Students should do their personal best to complete the Problem Set within the allotted 10 minutes. Debrief (8 minutes) Lesson Objective: Model decompositions of 9 using fingers, linking cubes, and number bonds. The Student Debrief is intended to invite reflection and active processing of the total lesson experience. Invite students to review their solutions for the Problem Set. They should check work by comparing answers with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the lesson. You may choose to use any combination of the questions below to lead the discussion. How did you know which cube sticks matched the number bonds on the first page of the Problem Set? How did the cube sticks you colored help you to finish the number bonds on the second page of the Problem Set? How is using your fingers like using cubes to solve a problem? When you were working with the cube sticks in today’s lesson, did you notice any patterns? What are some of the partners you found to make 9? Tell me using an addition sentence starting with 9. (As students list the partners, write them on the board to help them see the pattern.)