There are several great resources to help you implement these strategies to develop number sense. During this lesson, there will be student samples to show you how students solve these types of problems using strategies. Keep in mind how they vary and what you might see in the classroom.

Be sure to check out the resources available in the manual or found here in the course.

These activities are designed to set you up for success by mastering the particular strategies.

• Teacher Resource 10.1: Mental Math Strategies
• Teacher Resource 10.2: Strategy Number Strings
  

Consider making your own anchor chart like the one shown below:

Number Strings or Number Talks are great ways to encourage students to use strategies. Consider this example here. Keep in mind, that this can be used for any set of facts.

These activities are designed to set you up for success by mastering the particular strategies.

• Teacher Resource 10.3: Count On to 20
• Teacher Resource 10.4: Make a 10 to Add
• Teacher Resource 10.5: Jump Along the Number Line
• Teacher Resource 10.6: Doubles Plus/Minus 1 Puzzles
• Teacher Resource 10.7: Double Down Dice
• Teacher Resource 10.8: Race to 20
• Teacher Resource 10.9: Using Strategies to Add

A question I often get is: How do we "teach" strategies? In reality, we can't teach them without getting students to notice them. Take a look at this video. This is how I would introduce using doubles to add. Notice how the student is still counting on but became more proficient as we practiced.

Instead of teaching the strategy, we can use our questioning to get students to consider options. Sometimes they just don't know where to start.

Strategy Sessions: Check out these different student examples. How would you assess them? Be sure to leave a comment telling your thoughts.

Let's watch a student strategy. It seems like she just knew the fact. However, she shared something different when asked about it. This is the importance of interviews and observations!

Consider this strategy. This student is clearly making a ten, but I'm not sure he knew why he was doing it. What do you think?

There's a reason we have a progression in developing math fact fluency before teaching these Level 3 strategies. What challenges do you see these two face? Why might we need to go back to learning facts within 10 first?

While we assess our students in this milestone, we will need to use a variety of resources. Observation will be essential. Notice that the shorthand key for this milestone has changed if using the checklist.

There are also a variety of interview/journal prompts available and even a written practice. Keep in mind of the specific goals when giving a written practice. This is not a timed test!

Check out these student images of some journal entries: