## Other Examples:

- Asked, "What's 28 + 35?", incrementer thinks: "20 ... 30, 40, 50; then 58, 59, 60, 61, 62, 63."
- Asked, "If I have 13 and you have 9, how could we have the same number?", says, "9 and 1 is 10, then 3 more to make 13. 1 and 3 is 4. I need 4 more!"
- Combining tens and one: "20 + 30 = 50.”
- A child thinks “8 + 5 is like 8 plus 2 and 3 more, so, it's 13.”

## Help your student become a(n) Problem Solver +/- (Adding/Subtracting)

These activities challenge children to solve all the addition and including some multidigit problems. Children continue to build and use sophisticated strategies, and can discuss the relationship between problems and operations. For example, for a Separate, start unknown, problem such as "You had some candies, and you gave your friend 8 , now you have 5. How many did you have to start with?" a child might say, "It is like a subtraction problem, but you don't know the whole, so you got to add 8 and 5." If children need more help using early counting strategies using tens and ones, use the Counting activity "Moving on Grids

[Counter Forward and Back (10s and 1s)]."

### Race to 100

Whole Group

### Span Decades

Whole Group

### Talk it Out

Small Group

### Adding/Subtracting Problem Types

Teacher Resources

### Wake Up Sleeping Giants

Small Group

### Quince

Small Group

### Cherry and Mr. S'more

Small Group & Center

### Wake up Sleeping Giants (Adding/Subtracting)

Small Group & Center

### How Many Answers Can You Find

Whole & Small Group