![]() Allowing students to first fully understand the concept of composition – that is, how the number system works in groups of tens, hundreds, tenths and so on – will help when they learn how to subtract. Written addition and subtraction algorithms depend on composition and decomposition, and on re-grouping, especially when the numbers are more than single digits. Students continue to relate objects, pictures, and familiar anchor images* (ten frame, double ten frame, rekenrek…) to the number symbols.TI-AIE: Using manipulatives: decomposition and regrouping What this unit is about They focus on “ten ones and further ones” as they represent and describe the 2-digit numbers in two parts. Students extend their thinking as they compose and decompose numbers to 20. Students zoom in on ten as a significant quantity, finding multiple ways (including 2 and 3 parts) to make ten.Ĭompose and decompose numbers to 20 into tens and ones. Students develop the idea of equality meaning “the same as” as they use many ways to describe equality between the parts and the whole quantities, or parts and equivalent parts. They find multiple ways to break apart/ put together the same number. Students use manipulatives, pictures, number symbols to compose and decompose numbers. Students count objects and describe images in order to match the number symbols to the quantity.Ĭompose and decompose numbers to ten in more than one way. Students work with multiple representation and add to what they know as they represent numbers with objects, pictures, and anchor images* (anchor images and tools, may include five and ten frames, dot cards and dominoes, dice, and rekenreks…). Students review ways to represent numbers they are familiar with from Kindergarten. Relate number symbols to other representations. Represent numbers to 10 and to 20 with objects and pictures. How do students progress toward this learning? What does this look like in the classroom? What are some examples? What are the learning outcomes for students? How do you know these parts are the same as the number you started with?.How do we know the parts/representations are equal (the same)?.Which representations show the same amount?.How many ways can you compose/decompose this number?.How can we combine numbers to make bigger numbers?. ![]() What are the ways we know to represent numbers?.Guiding Questions What are some important questions that frame the learning? MP2 Reason abstractly and quantitatively.MP1 Make sense of problems and persevere in solving them.In this range, read and write numerals and represent a number of objects with a written numeral. 1.NBT.1 Count to 120, starting at any number less than 120.K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 +8) understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. ![]() K.0A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 & 5=4 + 1).Representing numbers to 20 as tens and ones (with objects, symbols, pictures, and familiar anchor images*)Ĭommon Core State Standards Which standards are addressed in this unit?.Using objects, pictures, and number symbols to demonstrate how numbers to 10 are composed and decomposed. ![]()
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