This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This problem helps students practice adding three numbers whose sum are 20 or less.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

I use this tool with students who are struggling with adding and subtracting fractions with unlike denominators.  In the beginning this can be an overwhelming task for many students.  I have found that this tool can help those struggling students build their confidence.At this point there are students who need help generating their equivalent fractions, this tool can help.  Students often struggle in keeping their thinking or work organized, again this tool can help.  The work on the tool is also set up to help students see that they need to multiply the numerator and denominator by the same number.  Students will see that the multiplier is 2/2, 5/5, or 7/7.  So the tool also helps reinforce the idea that these fractions are equivalent because they are multiplying them by 1, 2/2 = 1.Laminate the worksheet so students can use it as often as they need it.

Students will solve contextual word problems and explain why the sum of any number and zero is the nonzero number. Some students have the misconception that since you are adding then the sum must be larger than the start. Using context problems and concrete manipulatives can help students visualize the reationship.***Note: Purposefully choose values for the context problems that are accessible for the student. The focus of the lesson should be on the Additive Identity Property.

This lesson is intended to help students begin to transition away from a one-to-one correspondence. Students at this point should be able to use concrete ojects to identify values.Goal: Students will be able to use a number line to "Count On from Greater" 

Once students have the concept of doubles down as a fact strategy they can then use this fact to identify relationships about other number facts. Students recognize the patterns and relationships between the numbers while modelling using concrete manipulatives and diagrams. This is a strategy that uses  Counting On and Doubles as a combined strategy. 

Students will use unit cubes (or other counters), spinner, dice,  to build understanding of doubles Working with the doubles strategy is imperative for students to understand how to apply other strategies. Included are several tasks and activities that you can use and/or rotate throughg with students as they progress to proficiency using the doubles strategy. As students work with and learn the doubles strategy (especially at the beginning) they should record their results. This can be done using a sums within 20 addition table which can help students to visualize the pattern.