Provide students with materials they can use to model the problem. These could include: ten-frames both empty to be used with counters and paper ten frames ones with dots that can be used represent the different addends unifix cubes (be sure not to provide both pink and green) counters all the same colour (e.g., pebbles) numbers (e.g., wooden, plastic, dice) hundreds charts number lines with and without numbers e.g., open number lines – mini-clipboards with paper and pencils Guiding questions for the teacher to consider: How are students engaging in the problem solving? What do they notice? What do they wonder? Are the students able to ask questions? Once the students engage with problem, are they able to mathematically model the situation? What tools/model to they select to represent the question? (e.g. ten frames, number lines, hundred’s chart, pictures, counters, equations) Are they able to think abstractly and use different coloured or all the same colour counters to represent the different smarties? Can they represent their concrete models pictorially? Do they use labels to help communicate ideas? Are the students able to orally explain their thinking? When different strategies have been shared, are students able to make connections between similar strategies and the representations used? What STRATEGIES are being used? Make note of who uses which strategy and take pictures or video so that these can be shared with the class as a whole. Who counted all? Do students have one-to-one correspondence? If they make a mistake do they catch themselves and Who counted on? Are students counting on from the largest quantity?
Provide students with materials they can use to model the problem. These could include: ten-frames both empty to be used with counters and paper ten frames ones with dots that can be used represent the different addends unifix cubes (be sure not to provide both pink and green) counters all the same colour (e.g., pebbles) numbers (e.g., wooden, plastic, dice) hundreds charts number lines with and without numbers – e.g., open number lines mini-clipboards with paper and pencils Guiding questions for the teacher to consider: How are students engaging in the problem solving? What do they notice? What do they wonder? Are the students able to ask questions? Once the students engage with problem, are they able to mathematically model the situation? What tools/model to they select to represent the question? (e.g. ten frames, number lines, hundred’s chart, pictures, counters, equations) Are they able to think abstractly and use different coloured or all the same colour counters to represent the different smarties? Can they represent their concrete models pictorially? Do they use labels to help communicate ideas? Are the students able to orally explain their thinking? When different strategies have been shared, are students able to make connections between similar strategies and the representations used? What STRATEGIES are being used? Make note of who uses which strategy and take pictures or video so that these can be shared with the class as a whole. Who counted all? Do students have one-to-one correspondence? If they make a mistake do they catch themselves and Who counted on? Are students counting on from the largest quantity?
smartie_tulip_addition_plan.docx