This set of equations is to help children practice working with the problems related to 3 + 4 = 7, 12 4 = 8 as well as adding and subtracting 9. The amount of tens will vary. – Call out a few of the problems. Look for students who are not counting one-by-one but are using a make-a-ten strategy, a compensation strategy or another number sense strategy. Ask the following questions: Who thinks they have an way to solve these types of problems? Place a hundreds board “easy” under a document camera and ask for a child to come explain their strategies for finding a solution. Write the problem on paper under the 100s board. Look for a student who used a “make-a-ten strategy or a strategy or another mental math strategy. Ask the child to show and “compensation” explain his strategy using the 100s board. Some Examples: 19 + 6 a student might say, placed my finger on the 19. I broke apart (decomposed) 6 into 1 +5. I added the 1 to the 19 and “I got 20 then it was easy to add 20 +5 = 25. 42-4 a student might say, placed my finger on the 42. I broke (decomposed) the 4 into 2 and 2. Then I subtracted 2 from “I 42 and got 40. Then I did 40 2 = 38. 42 4 = 38. – – If the following equations are done correctly, the 100s chart should have this design. Show the completed design under the document camera and allow the children to check their work. Call out the expressions (13 + 14) and let the students find the answer on the 100s board and put a chip on their answer. Once you have completed all problems, show the design under the document camera and let the students check their work. 13 + 14 = 27 33 + 24 = 57 57 24 = 33 87 14 = 73 57 - 23 = 34 – – 57 13 = 44 87 23 = 64 – – 19 + 6 = 25 29 + 26 = 55 25 19 = 6 45 29 = 16 65 19 = 46 – – – 55- 16 = 39 95 16 = 79 – 42 4 = 38 52 4 = 48 82 14 = 68 – – –
This set of equations is to help children practice working with the problems related to 3 + 4 = 7, 12 – 4 = 8 as well as adding and subtracting 9. The amount of tens will vary. Call out a few of the problems. Look for students who are not counting one-by-one but are using a make-a-ten strategy, a compensation strategy or another number sense strategy. Ask the following questions: Who thinks they have an “easy” way to solve these types of problems? Place a hundreds board under a document camera and ask for a child to come explain their strategies for finding a solution. Write the problem on paper under the 100s board. Look for a student who used a “make-a-ten strategy or a “compensation” strategy or another mental math strategy. Ask the child to show and explain his strategy using the 100s board. Some Examples: 19 + 6 a student might say, “I placed my finger on the 19. I broke apart (decomposed) 6 into 1 +5. I added the 1 to the 19 and got 20 then it was easy to add 20 +5 = 25. 42-4 a student might say, “I placed my finger on the 42. I broke (decomposed) the 4 into 2 and 2. Then I subtracted 2 from 42 and got 40. Then I did 40 – 2 = 38. 42 – 4 = 38. If the following equations are done correctly, the 100s chart should have this design. Show the completed design under the document camera and allow the children to check their work. Call out the expressions (13 + 14) and let the students find the answer on the 100s board and put a chip on their answer. Once you have completed all problems, show the design under the document camera and let the students check their work. 13 + 14 = 27 33 + 24 = 57 57 – 24 = 33 87 – 14 = 73 57 - 23 = 34 57 – 13 = 44 87 – 23 = 64 19 + 6 = 25 29 + 26 = 55 25 – 19 = 6 45 – 29 = 16 65 – 19 = 46 55- 16 = 39 95 – 16 = 79 42 – 4 = 38 52 – 4 = 48 82 – 14 = 68
Star%20Hundred%20Chart.docx