3-3 Exploring Addition

with the

Larger Blocks

Focus Exploring addition with the two-place

Counter and Counter mat
n this section, children combine groups consisting of blocks-of-10 and single blocks. Once they understand the joining process, they combine groups of blocks that require packing (regrouping) to find the total. Children use the Counter as a tool for this process. Children should work repeatedly on the tasks in this section, combining collections of blocks in various amounts. Through your questions and their representations of the work, children gain a deeper understanding of addition and can begin to predict outcomes of the process. Keep in mind that many of the ideas in this section must be developed over an extended period of time. The text that follows suggests a way in which the Digi-Block materials can be used to introduce an algorithm for addition.You may choose to be more or less directive than is suggested here. Note that these ideas can be expanded for use on the three-place Counter and Counter mat with children who are ready for a challenge.

Joining with the Counter

Have a Counter, two number lines, single blocks, holders, and blocks-of-10 available for this demonstration. First have two volunteers demonstrate how to find 13 + 12 by using the number lines. Make sure all the children agree that the answer is 25. Record the answer so that the children can refer to it later. Show the Counter. If children havent used this tool for a while, reintroduce them and have children discuss how to use them. Cover the dials.
Children can model the example 13 + 12 by loading 13 blocks on the Counter and placing 12 on the table. They then join both groups on the Counter.

Tell the children that they are now going to do the same problem, 13 +12, on the Counter. Have a volunteer take 13 blocks from the line and load them onto the Counter. Another volunteer can then place the 12 blocks on the table.

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Have a volunteer combine both groups of blocks on the Counter. The child may combine the tens first, which is perfectly acceptable and is in fact a technique commonly used in estimation and mental computation. When the blocks are all on the Counter, have another volunteer set the dials to show the total. Have children identify the 2 blocks-of-10 and 5 single blocks. To make sure the children recognize that this is the same answer, say,

First we found 13 + 12 with the number lines. What was our answer? Then we used the Counter. What was our answer? Why did we get the same answer each time? (The numbers are the same. They are just represented in different ways.) Have children clear the blocks and cover the dials on the Counter. Now they are ready for more examples, such as 14 + 15 and 12 + 6. Have children again add in two ways, using the number lines and using the Counter. Help children to recognize that the answers are the same no matter which technique they use. Ask,

If we unpacked the blocks on the Counter and put them on the number line, how many would we have?
Children can now explore examples or story problems with only the Counter. At this very introductory stage, it is best not to include examples that require regrouping. However, include one example with no ones, such as 20 + 30, and make sure that children set the dial for the ones place as well as the tens place. Over time, while using the Counter, many children will begin to represent a number such as 23 by directly loading 2 blocks-of-10 and 3 single blocks. Others may need to continue to load and pack all 23 single blocks. Encourage children to share their techniques so that they can compare methods.

Packing to Find How Many

Once children have the idea that to join two amounts, they combine like blocks on the Counter and set the dials to tell the number in each place, have them try an example that requires regrouping, such as 27 + 15. Make sure that children follow the same process, first showing one number on the Counter and the other on the table. This clear identification of the two groups helps children to better understand the concept of addition as well as to later record their work. The children combine the groups on the Counter, pack the blocks as necessary, and set the dials. Since children have already packed blocks with the help of the Counter in the previous unit, this is not an entirely new task. Have children explain what they did to find the answer. Encourage them to
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model their techniques for others to see. Children should also represent their work, using drawings, stamps, or numbers. Over time, children should have many experiences combining groups of packed collections in the context of story problems, as well as with symbolic examples written in both vertical and horizontal form. Include examples with and without regrouping so that the children are involved in a decisionmaking process. When and if appropriate, show children how they can record, on the whiteboard, the number of blocks in each place. The number of blocks on the table can then be recorded under these digits. The

This child drew blocks to show 27 + 15. The Xs show the ones that were packed to make another block-of-10.

plus sign may also be recorded. Asking questions while children work helps them to think more explicitly about the process. For example, ask,

Why are you packing those ones? What are you going to do with that block-of-10? Why? Do you think you will have to pack this time?
When children are ready, you can have them use a Two-Place Recording Sheet (Activity Sheet 7). When more advanced children work with the three-place Counter, they can use Activity Sheet 8. When solving story problems, children can record the examples on these sheets. Or, you can provide examples to the children by writing in numbers before photocopying. You can also provide examples for children by writing them on index cards that fit on top of the whiteboard.

When combining blocks with Counter, writing the digits on the whiteboard helps children make the transition to written examples.

Predicting the Total

Children need many opportunities to combine collections of blocks. The ability to model an addition example and find the total by combining the blocks is a terrific achievement for young children. The next task is to represent an addition example with the blocks and predict the outcome before actually combining them.

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For example, with children working at the Counters, present 35 + 23. Tell the children to stop once they set out the blocks. Then say,

Set the dials to tell how many there will be when these two groups are combined.
Once the dials are set, the child covers them and then combines the blocks. (Covering the dials keeps the numbers from distracting the child.) After combining the groups on the Counter, the child uncovers the dials to check the prediction. Repeat with an example that requires regrouping, such as 19 + 25. For this example, a child might first set the dial for the blocks-of-10 at 3, then change that dial to 4 after looking more closely at the single blocks. Note that when predictions are checked and found to be incorrect, the children can simply reset the dials to show the actual number of blocks on the Counter. Once again emphasize that everyone makes mistakes when making predictions, that we get better at making predictions with practice, and that we have the blocks to help us to self-correct. Making predictions helps children to become more conscious of the process they are using, which in turn helps them make the important connection between the concrete blocks and the written representation. When (and only when) children can consistently predict the result of combining the blocks before they physically perform the task, are they then ready to work without the blocks.

Practicing Key Ideas

Together on a Counter
Write some numbers on index cards, one number per card. Keep the numbers to 40 or less. Children work in pairs or teams of two. The first child (or team) turns over a card and shows that number of blocks on the Counter. The second child (or team) turns over a card and shows that number on the table. Children then combine the blocks on the Counter and record their work. Children begin again by clearing the Counter, covering the dials, and picking two more cards.

Predict on a Counter
Children work in pairs with one Counter. The first child places a collection of blocks on the Counter. The second child places a collection of blocks on the table in front of the Counter.

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Children work together to predict the total number when the two groups are combined. They set the dials to record their prediction and then cover the dials. After joining the blocks on the Counter, the children uncover the dials to check their predicted answer. They record a number sentence to show their work. Children can repeat this activity many times, reversing roles.

Assessing Learning
1. Have the child show 32 on the Counter and 21 on the Counter mat. Say,

Show me how to combine these blocks on the Counter and find the number in all. Please tell me what youre thinking as you work, and tell me the answer.
Does the child model the process correctly? set the dials to show the correct total? explain his or her thinking clearly? name the number correctly? 2. Present the written example 26 + 38 (in vertical form) and say,

Show me how to use the Counter and Counter mat to find the answer. Please tell me what youre thinking as you work.
Does the child model the process correctly? set the dials to show the correct total? explain his or her thinking clearly? answer correctly? 3. Ask the child to show 37 on the Counter and 21 on the Counter mat. Say,

Before you put these blocks together on the Counter, set the dials to show how many blocks you think there will be. Tell me how you decide.
After the dials are set, the task should be performed physically to check. Does the child predict the correct total? self-correct, if necessary? explain his or her thinking clearly? 4. Have the child use the blocks to solve a story problem. For example:

Nakita has 43 blocks on her desk. She gets another 25 blocks. How many blocks does Nakita have now?
Does the child use the Counter and Counter mat? model the problem correctly? predict first? find the correct total?
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