N3B2TNp12

Answer to problem 12:

I could borrow to solve it the regular way and get 6 or I could add “1” to the 9 to get 10 and 1 to the 15 to get 16 and have 16 – 10 which gives me 6 also.

Students should have plenty of experiences working with number combinations that are selected to provide opportunities to see or discuss strategies of plus-one and minus-one combinations, doubles, and facts to ten. This does not necessarily mean “teaching” these strategies in direct instruction but rather, capitalizing on and labeling the strategies that students will naturally use when presented with the task of finding an answer. This also means asking students to find the sum of more than two single-digit numbers.

Students should also be given plenty of opportunities to generate combinations of numbers, such as by using 20 two-color counters. Students can shake and spill the two-color counters on their desk, then record the number of yellow (or white) counters and the number of red counters that turn up.

Students can also be given a number and asked to generate as many equations as they can think of that equal that number.

TEACHER NOTES:

“Students should develop strategies for knowing basic number combinations (the singe-digit addition pairs, and their counterparts for subtraction) that build on their thinking about, and understanding of, numbers.

Teachers can help students increase their understanding and skill in single-digit addition and subtraction by providing tasks that (a) help them develop the relationships within subtraction and addition combinations and (b) elicit counting on for addition and counting up for subtraction and unknown-addend situations.”[1]