Understanding decomposition in arithmetic is essential for grasping more complex geometric and mathematical ideas.If you want to decompose the number “12”, you can write “10+2”, “5+7”, “8+4”, etc., where all of the additions result in 12. The following gives an algebraic representation of a decomposing number. They also enjoy changing the numbers in the tens and ones place to see what new numbers are made.4) Download Free Worksheet PDF Understanding Decomposing Numbersīreaking down a number into two smaller parts is like decomposing a number. My highest group has made teens and twenties and are now moving into thirties. This exploration is keeping them on their toes. My second highest group is exploring what new number is made when I ask them to switch numbers in the tens and ones place, and ask, “What is 7’s ten name?” They have fun taking 17 making it into 71 and then back again. My lowest group is working on just identifying those teen numbers and recalling their form. We wrap-up our time together by focusing on a different standard that can be practiced in bite-size chunks.Ĭurrently, we are getting lots of practice making our teen numbers using playdough in the last five minutes before its time to switch groups. For this lesson, I’d review the song (about why teens have a one) as they are cleaning up their materials. When we go to transition out, I refer back to what strategy we practiced and how it applied. Their favorite thing is when they catch themselves making a mistake and get praised for “checking their work.” (Which is another math strategy we practice) Wrap-up While students are working, I am always referring to the strategy that I laid out on the table before we began. I think we did this as our main activity for three different lessons before everyone had a great grasp of it! It was time well spent. The first person would check the making and write the number. To make it “feel” like a game, a partner would pull a number card (so I had one set of cards for each partnership) the other person would make the number with foam ten frames and ones. This scaffolded learning this skill from doing it with the teacher, to with a partner, to doing it independently. Scaffold the workįor my other groups, the second time we did this activity, we worked our way into partner work and then independent practice. They are great at working together, checking each other’s work, and staying on task. Partner work in small groups is so powerful. They pulled higher number cards and worked with a partner. The second time we did this activity, my highest group started out with teens and moved right into making numbers 11-99. Differentiate based on skills: Higher-level students With my lowest group, we only focused on the 11-15 range and I had the materials in front of me as they helped make the numbers whole group. Our first time we probably made only 3-4 numbers during our group time. It allows us to also practice more standards like identifying numbers 11-19 and writing numbers 11-19.įor example, we are using the strategy, “See the pattern or connection.”Īnd I sing (to the tune of The Farmer in the Dell): This quarter we are focusing on composing and decomposing numbers 11-19 using a group of ten and ones. When introducing, I begin by sharing what strategies we are going to try or by having a student explain what the strategy means (if we’ve already tried the activity before). I plan about 15-20 mins worth of an activity and always tie it to a math strategy or two. Main activityĪfter the warm-up we launch into the main math activity. But those are generally things that don’t take very long to do and get our minds focused on numbers.
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