Our first grade team is working on interpreting the place
value section of the common core and adjusting our curriculum and resources. Most
of the standards are pretty straight forward but there are a few that are a
little wordy; 1.NBT.4 is one of them.
Here’s what it says just in case you have walked away from your CC
binder for a moment, ha!
1.NBT.4 Add within 100, including adding a two-digit number and a one digit number, and adding a two digit number and a multiple of 10, using concrete modles or drawings and strategies based on place value, properties of operations, and/or relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
I spoke with Miss Cosby over at You Might Be a First Grader and she said they also struggled with this one.
This is the question……
Does this mean we teach first graders
how to add a two digit number and carry over?
What are you doing????
3 comments:
Umm, isn't there any easier way to say that?? I think sometimes they want to make it sound complicated! I work at a private school, so I really can't say too much about the Common Core - we make sure our standards match the state standards are as well as the national standards.
I have been posting some things on my blog about two digit addition and subtraction....some teachers have commented that this will be their first year teaching addition & subtraction w/ regrouping, so I'm thinking that's what the other teachers are doing.
Check out Amy Lemons' math packet on this subject. I don't think I could have survived without it!
II teach in Canada, where instead of Common Core, we have grade objectives, so I am familiar with these types of statements. This long winded core is telling you that:
a) your students when adding numbers such as 67 + 8 or 35 + 50,
need to know that as they add, the work with ones (first example would be 7 + 8) and then they work with tens (first example 60 + 0) BUT that since 7 add 8 is 15, the group of ten needs to be part of the adding in the tens, so really they are adding 60 + 0 + 10[from the 15]).
As well, the students should be able to use models (what we call manipulatives), drawings, a variety of strategies (such as I know 6 + 6 is 12 so 6 + 7 will be 13), AND relate it back to subtraction (as a strategy, so I know that 90 - 10 is 80, which proves that 80 + 10 is 90.
The overall feeling I get from this common core is that the students should not be afraid of large numbers because they have had lots of opportunities to decompose and compose them....they know that the 6 in 60 means 6 tens!
Good luck! (enjoying reading your blog)
Since we have adopted the Common Core the answer to your question is yes!!!!
I've just spent the last few weeks teaching the regrouping skill so they can add and subtract to 100. We've done lots and lots of practice with manipulative rods and made lots and lots of T charts to model the number sentences.
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