Part Whole Addition

Part Whole Addition crossing the decade
Notes for sharing in our team meeting.
Each previous step has been taking us closer to this. Moving works well if you have done changing ones and changing tens without counting.
Shouldn’t be a big gap between last learning.
1. Kids need to have making ten, basic place value and bonds to ten.
2. Make sure you have a good story.
Not sheep as they aren’t usually lined up in tens. Bring in choc chip biscuits. We can put biscuits into tens. If it is logical they will have a better access.
3. We need a good model
Packages of ten with some left over, unifix blocks in lines of ten with some left over.
Money is good for many things in maths but not crossing the decade because the tens don’t look like ten ones.
Use the tens frames- We are working in the chocolate biscuit factory.
Does this packet have ten in it?
Never mind someone must have eaten them.       

Can you put the remaining biscuits in it?

While a students is adding the two biscuits from the side,
Cover the remaining biscuits. How many are in the packet?
Cool, how many are left over? They can’t count as they are
covered.

Use patterns -Very little that changes so the students see what is happening.
8+7=15, 28+7= , 48+7= , 88+7=  limiting the variation so a clear pattern emerges. Over the hundreds 128+7
Answers can be anticipated. Make ten strategy (Not smart splits)- 28+7= make ten says what goes with the 8 to make it up to ten. Only one correct answer, so how the seven gets split is by the first addend. Using the 8 in 28 than the range of choices in the 7.

Next example:
Students then come up with generalised statements.
When you start off with 8 you always needs 2 so all you have to do is look at the other number and take 2 off it. Then students can make the number pattern universal.
328+5 students follow the pattern and won’t find it hard. Then change what you are adding-


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