What is the missing number? Use objects to show how you solved it.
11; have students model using concrete manipulatives.
What is the missing number in problem B? Use a picture to show how you solved the problem.
9; students show a number line or other visual that represents the problem.
How could you use place value or base-ten blocks to add 36 + 29?
3 tens and 6 ones + 2 tens and 9 ones = 5 tens and 15 ones; trade 10 ones for 1 ten to get 6 tens and 5 ones.
How could you use a 100s grid to solve 36 + 29?
Start at 36, add 10 three times and subtract 1 once, or add 10 twice and add 1 nine times.
How could you use a number line to solve 36 + 29?
Start at 36, hop forward 10 three times and back 1 once, or hop forward 10 twice and forward 1 nine times.
How could you use place value or base-ten blocks to solve 41 – 16?
4 tens and 1 one – 1 ten and 6 ones. Break apart a ten to make 3 tens and 11 ones – 1 ten and 6 ones. Take away to get 2 tens and 5 ones.
How could you use a 100s grid to solve 41 – 16?
Start at 41, subtract 10 two times and add 1 four times, or subtract 10 one time and subtract 1 six times.
How could you use a number line to solve 41 – 16?
Start at 41, hop back 10 two times and forward 1 four times, or hop back 10 one time and back 1 six times.
ASSESS READINESS | MISCONCEPTIONS | WARM UP | FOCUS | EXTEND | FINISH |