Carlos
149 + 286

Written on paper  

 

 

Henry
149 + 286

Henry says, "I know that 40 and 80 is 120, and one hundred and two hundred makes 300, and 120 and 300 is 420, and 9 and 6 is 14, so 420 and 10 is 430, and 4 more is 434."

 

Elliott
149 + 286  

Written on paper  

Sarah
149 + 286

Sarah says, "Well, 149 is only 1 away from 150, so 150 and 200 is 350, and 80 more is 430, and 6 more is 436. Then I have to subtract the 1, so it is 435."

 

Maria
Manipulatives
= 100
Called a flat
= 10
Called a long
= 1
Called a single

Maria uses manipulatives (base-ten blocks) to solve the problem. Maria says, "I took one flat for the 100 in 149 and 2 flats for the 200 in 286. 

I took 12 longs: 4 for the 40 in 149 and 8 for the 80 in 286. 

I took 15 singles for the 9 in 149 and the 6 in 286. 

Then I counted like this, '100, 200, 300'; then for the longs, '310, 320, 330, 340, 350, 360, 370, 380, 390, 400, 410, 420'; then the singles, '421, 422, 423, 424, 425, 426, 427, 428, 429, 430, 431, 432, 433, 434, 435.' 

So the answer is 435."

3.2. If you were a teacher, which of the approaches would you like to see children share? Select "Yes" or "No" next to each student's name, and then explain your choice.

Carlos

Yes

No

Henry

Yes

No

Elliott

Yes

No

Sarah

Yes

No

Maria

Yes

No

3.3 Consider just the strategies on which you would focus in a unit on multidigit addition.  Over a several-weeks' unit, in which order would you focus on these strategies?

First:

Second: 

Third: 

Fourth:

Fifth:

Please explain your answer for the rankings in 3.3 above.

 

3.4.  Do you think that Carlos could make sense of and explain Sarah's strategy?  Why or why not?

 

3.5. Do you think that Carlos could make sense of and explain Elliott's strategy?  Why or why not?

 

 

 

 

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