Reflection: Intervention and Extension Make a Bunny - Section 4: Independent Practice

I originally planned for very few of my students to use the extension problems. I was so wrong! 80% of my class ended up working on the extension problems. My conjecture is that its because I taught this lesson after my Adding and Subtracting Base 10 unit.

Below is a list of a few of the ways students were combining these numbers!

Number sentence: 30+20+10

• Some students added 20 and 10 to make 30, then used the double to solve 30+30=60. These students never had to count!
• Some students added 30 and 20 first. I was particularly excited about this because it means they were using 50 as a "landmark number". Similar to the standards around fluency within 5 in Kindergarten, as students develop, they can use 50 as an easy halfway point to 100.
• A few students who worked on these problems after finishing the regular problems just used counting. They were not quite ready to combine mentally. They tended to start at 30 and count on by 10s.

Extension Group
Intervention and Extension: Extension Group

Make a Bunny

Unit 10: Solving 3 Addend Problems
Lesson 1 of 8

Big Idea: Incorporate both 1.OA.1's Make 10 strategy focus AND 1.OA.A.2's focus on adding 3 addends as students work to solve word problems.

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55 minutes

Amanda Cole

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