MP3-Construct viable arguments and critique the reasoning of others )students construct mathematical arguments--that is, explain the reasoning underlying a strategy, solution, or conjecture--using concrete references such as objects, drawings, diagrams, and actions)
What does this look like in Math Workshop: Math talks about solving How Many of Each? crayon story problems often sound like this:
Teacher: (Student), as soon as I read the problem, you told us that you
knew the answer had to be 3. How did you know that so quickly?
What were you thinking?
Student: It's like the one before. We did 3 plus 7 is 10. So 7 plus 3 has to be 10.
Teacher: How do you know that?
Student: It's the opposite; the total is still 10, so if we know one part is 7 the
other part has to be 3.
The teacher holds out a stick of 10 cubes, 7 green and 3 red. The student takes the cubes and switches the order of red and green cubes front to back.
Student: If you start 3 and add 7, it's 10 so if you start with 7 it's 3 more to make 10.
MP7- Look for and make use of structure (students use structures, such as place value, the properties of operations, or attributes of shapes to solve problems)
What does this look like in Math Workshop? As students develop fluency with 2-addend combinations of 10, they also explore other addition combinations by working on the decomposition of teen numbers as one ten plus some ones and write equivalent addition expressions. For example, while playing Ten Plus, students might solve 8 dots + 7 dots on the ten frame cards by "giving" the eight dot frame 2 dots from the 7 frame to make one full ten frame and then adding on the "extras". 8 + 7 becomes easier to work with as 10 + 5, a combination students know "snappy, snappy".
8 + 7 = 10 + 5
What does this look like in Math Workshop: Math talks about solving How Many of Each? crayon story problems often sound like this:
Teacher: (Student), as soon as I read the problem, you told us that you
knew the answer had to be 3. How did you know that so quickly?
What were you thinking?
Student: It's like the one before. We did 3 plus 7 is 10. So 7 plus 3 has to be 10.
Teacher: How do you know that?
Student: It's the opposite; the total is still 10, so if we know one part is 7 the
other part has to be 3.
The teacher holds out a stick of 10 cubes, 7 green and 3 red. The student takes the cubes and switches the order of red and green cubes front to back.
Student: If you start 3 and add 7, it's 10 so if you start with 7 it's 3 more to make 10.
MP7- Look for and make use of structure (students use structures, such as place value, the properties of operations, or attributes of shapes to solve problems)
What does this look like in Math Workshop? As students develop fluency with 2-addend combinations of 10, they also explore other addition combinations by working on the decomposition of teen numbers as one ten plus some ones and write equivalent addition expressions. For example, while playing Ten Plus, students might solve 8 dots + 7 dots on the ten frame cards by "giving" the eight dot frame 2 dots from the 7 frame to make one full ten frame and then adding on the "extras". 8 + 7 becomes easier to work with as 10 + 5, a combination students know "snappy, snappy".
8 + 7 = 10 + 5
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