standard_description: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
problem_activity: Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for adding within 1,000, particularly around adjusting numbers in a sum to make them easier to add. These understandings help students develop fluency for adding within 1,000.
When students notice that the same value is being removed from one addend and added to the other and the value of the sum does not change, they look for and make use of structure (MP7).
Launch
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time
Activity
Record answers and strategy.
Keep expressions and work displayed.
Repeat with each expression.
Student Facing
Find the value of each expression mentally.
\(120 + 120\)
\(121 + 119\)
\(125 + 115\)
\(129 + 111\)
Student Response
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Activity Synthesis
”Why do you think all of these expressions have the same value?” (Even though each number is changing, the same amount is being added to one number and subtracted from the other number, so the total is the same.)
Consider asking:
“Who can restate _____’s reasoning in a different way?”
“Did anyone have the same strategy but would explain it differently?”
“Did anyone approach the problem in a different way?”
“Does anyone want to add on to _____’s strategy?”


aligns: no