## Reflection: Diverse Entry Points Another Visit to Double-Digit Work - Section 2: The Double Digit Game - 2 ways

The games allow students to work at their own level of comfort in the strategies they choose to solve the problem with. Some students create difficult problems, ones that they can see require trading. Others try to avoid problems that require trading. The students have the opportunity to solve with manipulatives, or on paper giving them that ability to choose the tool that is best for them (MP5), and work at their own level to solve the different problems.  This activity allows for those diverse entry points. It would also have been possible for me to ask some groups to only draw 3 cards so they were just adding a single-digit to a double-digit number, or subtracting a single-digit number from a doubled-digit number.

I know that every child is at a different level of understanding, but as a circulate around the room I see students applying a variety of math strategies. I feel confident as I watch children work that each child has at least one or two strategies that they can employ to solve addition and subtraction problems. If students can feel comfortable with their own place value based strategies, and apply them correctly then they have met the Common Core standard for applying strategies based on place value to solve problems to 100.

Using a variety of strategies
Diverse Entry Points: Using a variety of strategies

# Another Visit to Double-Digit Work

Unit 18: Strategies That Work
Lesson 13 of 16

## Big Idea: Students should be able to explain their strategies for solving problems to 100 using place value strategies.

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Subject(s):
Math, Place Value, Number Sense and Operations, Operations , addition, subtraction, review, estimation
55 minutes

### Beth McKenna

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