Blue: (Commutative property of addition; possible strategy is use of numbers) ‾3 “nice” Red: (Commutative property of addition; other possible strategy is use of zero pair) Orange: 5 (Associative property of addition) Yellow: 29.7 (Commutative property of addition, then Associative property of addition) 0.2 (Commutative property of addition; other possible strategy is use of zero pair) Purple: 0 (Commutative property of addition; possible strategy is use of zero pairs) possible variations of the Party”: “Block Teacher can strategically students based on balloon color. (Example: Teacher may group struggling learners in the blue group such that the teacher can give additional attention when needed.) Teacher can alter the problems on the balloons based on student ability level. Party” can be applied to number properties of multiplication by changing the problems on the balloons. “Block Guiding Questions: What properties did you recognize? How are properties useful in solving a variety of problems? How are the commutative and associative properties similar? Different? What common strategies were used to solve various problems? (possible answers: commutative property, associative property, identity property, creating zero pairs, making numbers, etc.) “nice” Write your own problem in which you could use one or more of the properties discussed today. Tell us something that you found interesting in your discussions.
Blue: ‾3 (Commutative property of addition; possible strategy is use of “nice” numbers) Red: (Commutative property of addition; other possible strategy is use of zero pair) Orange: 5 (Associative property of addition) Yellow: 29.7 (Commutative property of addition, then Associative property of addition) 0.2 (Commutative property of addition; other possible strategy is use of zero pair) Purple: 0 (Commutative property of addition; possible strategy is use of zero pairs) possible variations of the “Block Party”: Teacher can strategically students based on balloon color. (Example: Teacher may group struggling learners in the blue group such that the teacher can give additional attention when needed.) Teacher can alter the problems on the balloons based on student ability level. “Block Party” can be applied to number properties of multiplication by changing the problems on the balloons. Guiding Questions: What properties did you recognize? How are properties useful in solving a variety of problems? How are the commutative and associative properties similar? Different? What common strategies were used to solve various problems? (possible answers: commutative property, associative property, identity property, creating zero pairs, making “nice” numbers, etc.) Write your own problem in which you could use one or more of the properties discussed today. Tell us something that you found interesting in your discussions.