options: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
problem_activity: Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for the relationship between addition and subtraction. Students who relate the pairs of equations are observing regularity in how addition and subtraction are related (MP8).
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 number that makes each equation true.
\(6 + \boxed{\phantom{\frac{aaai}{aaai}}} = 10\)
\(10 - 6 = \boxed{\phantom{\frac{aaai}{aaai}}}\)
\(8 +\boxed{\phantom{\frac{aaai}{aaai}}}= 10\)
\(10 - 2 =\boxed{\phantom{\frac{aaai}{aaai}}}\)
Student Response
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Activity Synthesis
“Who can restate _______ 's reasoning in a different way?”


correct_option_index: 1