On the bottom or back of the directions page, I put a volume icon that stays consistent all year. This is visited all throughout the year and a chart (with the same icons) is visible in the room. ]]>

The book suggested multiple games and activities to help support this concept. One I liked was Triangle Fact Cards where they have to think about it as part-part-whole. They work with a partner and not a group, which I think it important because they are in a one-on-one, low risk setting. I liked the Mystery Word Problems activity, but would probably only use it in a center instead of with the class. Some students are very anxious about anything they do being presented to the entire class, even if what they did is correct and amazing.

I want the games and practice activities we use to be purposeful and with the intent of helping the students grasp the concepts with a deep understanding, leading to automaticity and strategic thinking.

W6Q2: How will studentsโ understanding of tens or the power of ten support them with more difficult facts/tasks?

If students can learn that 10 is a benchmark number in our numerical system, they will be able to simplify calculations, resulting in a higher level of automaticity. It will also help them think strategically when solving problems. If they forget their facts, they can still figure it out. Students can compensate for facts they don’t know by using those that they do know. For example, 6+5=? The student could say that they know 6+4=10, so 6+5 (which is one more) must be 11.

By using 10 as a benchmark, students have a “safety net” in case they forget their facts. Instead of feeling frustrated and angry for not remembering, 10 gives them a tool to figure it out.