AuSable Primary Math Resources

• Understand Numbers
• Understand Operations
• Compute Fluently

 The primary goal of this activity is for students to use the addition grid.  Students must figure out two numbers that add up to the number and then place the number on the grid.  The activity is open ended in the fact that students are able to choose any spot that a number can rightfully go, yet it will reveal all of the places where that number could have gone.

What mathematical content is being learned (or intended to be learned)?

• Whole numbers
• Place value
• Fractions
• Addition
• Subtraction
• Multiplication
• Division

Students are presented with a number.  They must use their knowledge of addition (or subtraction. as some will use) to come up with two numbers that add up to that number.  If they get the wrong answer, they have the opportunity to move it.  The fact that all places for that number are revealed when a user chooses a correct placement reinforces the fact that there are multiple ways to add up to a number.  After getting a certain number correct, the entire picture behind the grid is revealed.

Is the focus on instrumental or relational understanding?

• instrumental understanding (carrying out procedures)
• relational understanding (understanding the meaning of mathematical words and symbols; connections among ideas)

This activity is meant to be used once students have learned a bit about the number grid.  They can reinforce their knowledge of its use as a tool for addition using this table.

What role does technology play?

 

The technology gives the feedback, which is an asset compared to trying this with the physical grid.  If a number is not in the right place, the student will not receive the positive feedback and will have to keep trying in order to get it to work.

What instructional function(s) does the resource serve?

• practice (i.e., practicing skills or knowledge already learned)
• direct instruction/explanation (i.e., explaining or presenting content to students)
• learning through exploration (i.e., provides context in which students can see new relationships; come to new understandings)

This grid can be used as practice with the number grid.  It should be introduced to students before asking them to try it.

What kinds of representations of the mathematics are used?

• symbolic (i.e., numerals, symbols)
• graphical (i.e., standard graphical notation such as Cartesian (X-Y) coordinate system, bar graph, pie chart)
• visual/spatial (e.g., circles or squares with lines to show fractions)
• concrete or real-world objects (e.g., images of base-10 blocks, puppies, or jars)
• dynamic (mathematical ideas represented through motion or sound)

The symbols used are numbers and they are used to represent sums of two other numbers displayed on the edges of the grid.