No Series: Quick Images: Visualizing Number Combinations
Math.K.OA.A.1
 Common core State Standards
 Math: Math
 K: Kindergarten
 OA: Operations & Algebraic Thinking
 A: Understand addition, and understand subtraction

1:
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)
Math.K.OA.A.3
Common core State Standards
 Math: Math
 K: Kindergarten
 OA: Operations & Algebraic Thinking
 A: Understand addition, and understand subtraction

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 and 5 = 4 + 1).
Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)
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Discussion and Supporting Materials
Thought starters
 Why is it helpful for students to discuss the mental images they formed?
 Ms. Latimer takes multiple student answers to the same question. What effect does this have?
 How could this lesson be connected with addition and subtraction?
 See also Mathematical Practice Standard 7 in the CCSS?
School Details
Lakeridge Elementary School7400 South 115th St
Seattle WA 98178
Population: 417
Data Provided By:
Teachers
Stephanie Latimer
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40 Comments
Deanna Guarino Oct 7, 2020 6:52pm
This lesson was brought to my Education 320 class this year. The class is all about teaching mathematics equitably to all students. I learned a lot from your video. Thank you so much.
Avery Baird May 16, 2020 2:00pm
This lesson allows the students to be in a group setting and say their answers, but also know it is okay if they were not correct and need to revise their answer. Asking the students to explain their answers is always a great way to get them to understand how they came to that conclusion and also allow the teacher to see how they are getting there. Having the students repeat students also keeps them engaged and listening to their peers. Asking the students if they saw it another way also allows them to understand there is no wrong answer on how they figured out how many there were.
Susan Jamieson Mar 1, 2016 4:15pm
Donna Provencher Aug 5, 2015 4:50am
Joanne McCluskey Mar 13, 2015 7:03am