Master Script: Make Ten, Solve Big!

Week 1: Foundations (Mixed Addition/Subtraction within 20)

Session 1: Making Ten for Addition within 20

Teacher: "Welcome, math detectives! Today, we're going on an adventure to solve word problems. We're going to learn some super-duper strategies to make adding and subtracting much easier and faster. By the end of our three weeks together, you'll be problem-solving pros, not just with small numbers, but with bigger ones too!"

• (Display Make Ten, Solve Big! Slide Deck - Slide 1)

Teacher: "First, let's warm up our brains! Take out your Week 1 Session 1 Warm Up sheet. Remember our number bonds to 10? What two numbers make 10?" (Give 5 minutes for warm-up and quick review.)

Teacher: "Alright, our first superpower strategy is called 'Make Ten to Add!' This is super helpful when one of your numbers is close to 10. The idea is to 'borrow' a little bit from the other number to make a 10, because adding to 10 is usually pretty easy!"

• (Display Make Ten, Solve Big! Slide Deck - Slide 2)

Teacher: "Look at this example: 8 + 5. Eight is close to ten, right? How much does 8 need to become 10? Two! So, we can take 2 from the 5. If we take 2 from 5, how much is left from the 5? Three! Now we have (8 + 2) + 3, which is 10 + 3. And 10 + 3 is? 13! It's like making a friendly number before you add the rest. Let's try it with a word problem."

• (Display Make Ten, Solve Big! Slide Deck - Slide 3)

Teacher: "Listen carefully: 'Sarah has 7 apples. Tom gives her 5 more. How many apples does Sarah have now?' First, what are the important numbers? (7 and 5) Are we adding or subtracting? (Adding) Which number is closer to 10? (7) How much does 7 need to become 10? (3) So, we'll take 3 from the 5. How much is left from the 5? (2) Now we have (7 + 3) + 2, which is 10 + 2 = 12. So Sarah has 12 apples. You got it!"

Teacher: "Now, let's practice together on our Week 1 Session 1 Worksheet. We'll do the first few problems as a group, and then you can try some on your own."

• (Guide students through the worksheet problems. Provide individual support as needed. Use the Master Answer Key to check answers.)

Teacher: "Great work today, everyone! For our cool-down, please complete the Week 1 Session 1 Cool Down. Just answer the question about making ten for addition. This will help me see how much you learned!"

Session 2: Decomposing for Subtraction within 20

Teacher: "Welcome back, math detectives! Yesterday, we learned about 'making ten' for addition. Today, we're going to learn a new superpower strategy for subtraction called 'Decompose to Subtract!' It helps us when we're taking away and want to go through a friendly 10."

• (Start with Week 1 Session 2 Warm Up - 5 minutes)

Teacher: "Our warm-up reminded us about breaking apart numbers. That's exactly what we'll do! With 'Decompose to Subtract,' we start with our big number, and we break apart the number we're taking away. We subtract to get to 10 first, and then we subtract what's left. It's like taking a pit stop at 10!"

• (Display Make Ten, Solve Big! Slide Deck - Slide 4)

Teacher: "Let's look at 14 - 6. We want to get to 10 first. How much do we need to take away from 14 to get to 10? (4) So, we'll break the 6 into 4 and 2. First, we do 14 - 4, which equals 10. Then we still need to subtract the other part of the 6, which is 2. So, 10 - 2 = 8! So, 14 - 6 = 8. It's like taking steps to make it simpler."

• (Display Make Ten, Solve Big! Slide Deck - Slide 5)

Teacher: "Let's try a word problem: 'There are 13 birds on a branch. 5 birds fly away. How many birds are left?' What are the numbers? (13 and 5) Are we adding or subtracting? (Subtracting) We want to get to 10 first from 13. How much do we take away from 13 to get to 10? (3) So, we break the 5 into 3 and 2. First, 13 - 3 = 10. Then, take away the remaining 2: 10 - 2 = 8. There are 8 birds left."

Teacher: "Time to put this into action! Open your Week 1 Session 2 Worksheet. We'll work through the first few together, and then you can try a few more independently."

• (Guide students through the worksheet, offering support and checking with the Master Answer Key.)

Teacher: "Excellent work today, everyone! For our cool-down, please complete the Week 1 Session 2 Cool Down question about decomposing to subtract. This helps me see what we learned!"

Session 3: Mixed Practice within 20

Teacher: "Hello, mathematicians! Today, we're going to use BOTH of our superpower strategies – 'Make Ten to Add' and 'Decompose to Subtract' – to solve mixed word problems. It's like having two tools in your toolbox, and you get to pick the right one for the job!"

• (Start with Week 1 Session 3 Warm Up - 5 minutes)

Teacher: "Great warm-up! You're thinking about both addition and subtraction. Now, we're going to play a fun game with our Week 1 Session 3 Activity cards. Each card has a word problem. Your job is to read the problem, decide if you need to add or subtract, and then pick the best strategy – making ten or decomposing to ten – to solve it. Be ready to explain your thinking!"

• (Facilitate the activity, circulating to assist students and encourage them to articulate their strategy choices. Use the Master Answer Key to verify solutions.)

Teacher: "Fantastic problem-solving today! You did a great job choosing your strategies. For our cool-down, please answer the question on your Week 1 Session 3 Cool Down about which strategy you prefer and why."

Week 2: Expanding Strategies (Mixed Addition/Subtraction within 200)

Session 1: Making Ten for Addition within 200

Teacher: "Welcome back, super solvers! Last week, we mastered making ten and decomposing to ten with smaller numbers. Guess what? These amazing strategies work for bigger numbers too! Today, we're going to use 'Make Ten to Add' with numbers up to 200."

• (Start with Week 2 Session 1 Warm Up - 5 minutes)

Teacher: "Remember how we made a ten in the ones place? We can do the exact same thing when we have two-digit numbers! For example, 38 + 5. Thirty-eight is close to the next friendly ten, which is 40. How much does 38 need to get to 40? (2) So, we take 2 from the 5, leaving 3. Then we have (38 + 2) + 3 = 40 + 3 = 43! See, the strategy is the same, just with bigger numbers."

• (Display Make Ten, Solve Big! Slide Deck - Slide 7 and 8)

Teacher: "Let's try a word problem: 'A baker made 47 cupcakes. He made 8 more. How many cupcakes did he make in total?' What are the numbers? (47 and 8) Adding or subtracting? (Adding) How can we use 'make ten'? (47 needs 3 to make 50. Take 3 from 8, leaving 5. 47 + 3 + 5 = 50 + 5 = 55). The baker made 55 cupcakes."

Teacher: "Now it's your turn with the Week 2 Session 1 Worksheet. We'll work through some together, and then you'll solve some on your own."

• (Guide practice and provide support, using the Master Answer Key.)

Teacher: "Fantastic! Please complete the Week 2 Session 1 Cool Down to show me how you used 'make ten' with a bigger addition problem."

Session 2: Decomposing for Subtraction within 200

Teacher: "Awesome job yesterday extending our addition strategy! Today, we're going to take our 'Decompose to Subtract' superpower and use it for numbers within 200. The steps are the same, we're just working with larger numbers!"

• (Start with Week 2 Session 2 Warm Up - 5 minutes)

Teacher: "Think about 54 - 6. We want to get to a friendly ten first. What's the closest friendly ten before 54? (50) How much do we need to take away from 54 to get to 50? (4) So, we break the 6 into 4 and 2. First, 54 - 4 = 50. Then we still need to subtract the remaining 2. So, 50 - 2 = 48! So, 54 - 6 = 48."

• (Display Make Ten, Solve Big! Slide Deck - Slide 9 and 10)

Teacher: "Let's try a word problem: 'There were 73 students on a field trip. 9 students went home early. How many students are left?' What are the numbers? (73 and 9) Operation? (Subtracting) How can we use 'decompose to ten'? (73 needs 3 to get to 70. Break 9 into 3 and 6. 73 - 3 = 70. Then 70 - 6 = 64). There are 64 students left."

Teacher: "Now let's tackle the Week 2 Session 2 Worksheet together. We'll practice these bigger subtraction problems."

• (Facilitate guided practice, providing support and checking work with the Master Answer Key.)

Teacher: "You're doing great with bigger numbers! Please complete the Week 2 Session 2 Cool Down to show me how you decomposed to subtract."

Session 3: Mixed Practice within 200 (Part 1)

Teacher: "Alright, problem-solving experts! Today is about putting all our strategies together with bigger numbers. You'll be reading word problems, deciding if it's addition or subtraction, and then choosing either 'Make Ten' or 'Decompose to Ten' to solve it. You have all the tools!"

• (Start with Week 2 Session 3 Warm Up - 5 minutes)

Teacher: "Excellent job thinking about both strategies! Now, we have a new Week 2 Session 3 Activity for mixed problems within 200. You'll work with partners to solve these. Remember to talk about your strategies with each other!"

• (Circulate and observe students working. Encourage discussion and strategy sharing. Use the Master Answer Key for verification.)

Teacher: "Super teamwork today! Please complete the Week 2 Session 3 Cool Down by explaining which strategy you used for a problem and why."

Session 4: Mixed Practice within 200 (Part 2)

Teacher: "Hello everyone! Today we're continuing our practice with mixed addition and subtraction word problems within 200. The more we practice, the stronger our math muscles get!"

• (Start with Week 2 Session 4 Warm Up - 5 minutes)

Teacher: "Great job with the warm-up! Now, we're going to work on the Week 2 Session 4 Worksheet. We'll focus on carefully reading each problem and then using our 'Make Ten' or 'Decompose to Ten' strategies. Remember to show your work! After you finish, we'll review the answers together using our Master Answer Key."

• (Guide students through the worksheet, providing support. After completion, go over answers and strategies as a group.)

Teacher: "You're doing fantastic with these challenging problems! For our cool-down, please complete the Week 2 Session 4 Cool Down."

Session 5: Strategy Deep Dive and Problem Solving

Teacher: "Welcome, brilliant problem solvers! Today, we're going to really think about when to use each strategy and why it makes solving problems easier. We'll do some more hands-on practice."

• (Start with Week 2 Session 5 Warm Up - 5 minutes)

Teacher: "Excellent! Today's Week 2 Session 5 Activity is all about choosing the right tool for the job. I have different word problem cards, some within 20 and some within 200. You'll work in your groups, and for each problem, discuss: Is this addition or subtraction? Which strategy (make ten or decompose to ten) would be best? Why? Then, solve it!"

• (Facilitate group discussion and problem-solving. Encourage students to justify their strategy choices. Use the Master Answer Key for checking.)

Teacher: "You all showed amazing thinking today! For our cool-down, please complete the Week 2 Session 5 Cool Down to reflect on your strategy choices."

Week 3: Application and Assessment

Session 1: Review and Reinforce

Teacher: "Good morning, math whizzes! This week, we're bringing everything we've learned together. We'll review all our strategies and get ready to show off our skills!"

• (Start with Week 3 Session 1 Warm Up - 5 minutes)

Teacher: "Great start! Today, we're going to have a 'Strategy Showcase' with our Week 3 Session 1 Activity. I'll give you a mix of word problems – some within 20, some within 200, some addition, some subtraction. You'll solve them and then share your strategy with the group. Be ready to explain your steps!"

• (Lead the activity, ensuring all students participate and explain their reasoning. Correct any misconceptions using the Master Answer Key.)

Teacher: "Wonderful explanations today! For our cool-down, please complete the Week 3 Session 1 Cool Down reflecting on the most helpful strategy."

Session 2: Quiz - Within 20 & 200

Teacher: "Hello everyone! Today is a chance to show what you've learned. We're going to take a short quiz on solving mixed addition and subtraction word problems using our strategies."

• (Start with Week 3 Session 2 Warm Up - 5 minutes)

Teacher: "You're ready for this! Distribute the Master Quiz. Remember to read each problem carefully, decide on the operation, and use your 'Make Ten' or 'Decompose to Ten' strategy to solve. Show your work as best you can. You have 20 minutes to complete it. Do your best!"

• (Administer the quiz. Provide accommodations as needed. Collect quizzes upon completion.)

Teacher: "Great effort on the quiz! For our cool-down, please complete the Week 3 Session 2 Cool Down by reflecting on one problem you felt confident about."

Session 3: Test Preparation & Review

Teacher: "Welcome back, champs! Tomorrow, we'll have our final test, so today is all about reviewing and making sure we're super prepared. We'll go over any tricky spots from the quiz and practice more."

• (Start with Week 3 Session 3 Warm Up - 5 minutes)

Teacher: "Excellent warm-up! Now, let's look at the Week 3 Session 3 Activity. This activity is designed to review the types of problems you'll see on the test. We'll work through these together, making sure we understand how to apply our strategies effectively. If you made any mistakes on the quiz, this is a great time to ask questions!"

• (Review quiz results (if graded) and address common errors. Work through the activity problems as a group, reinforcing strategies. Use the Master Answer Key.)

Teacher: "You're all looking ready for the test! For our cool-down, please complete the Week 3 Session 3 Cool Down by writing down one thing you'll remember for the test."

Session 4: Test - Within 20 & 200

Teacher: "Good morning, master problem solvers! Today is the day to show off all your hard work and amazing math skills. You've learned incredible strategies, and you're ready for this test!"

• (Start with Week 3 Session 4 Warm Up - 5 minutes)

Teacher: "It's test time! Distribute the Master Test. Remember to read each word problem carefully, use your 'Make Ten' or 'Decompose to Ten' strategies, and show your work. Take your time, think through each problem, and do your absolute best. You have 20 minutes. I know you can do it!"

• (Administer the test. Provide a quiet and supportive environment. Collect tests upon completion.)

Teacher: "You all worked so hard on that test! Give yourselves a pat on the back. For our very last cool-down for this unit, please complete the Week 3 Session 4 Cool Down by reflecting on your learning journey."

Week 1 Session 1 Warm Up: Number Bonds to 10

Instructions: Complete the number bonds to make 10.

1. 4 + ___ = 10
   
   
   
   
2. ___ + 7 = 10
   
   
   
   
3. 1 + ___ = 10
   
   
   
   
4. ___ + 5 = 10
   
   
   
   

Week 1 Session 1 Worksheet: Make Ten to Add (within 20)

Instructions: Read each word problem carefully. Use the "Make Ten" strategy to solve the addition problems. Show your work.

1. Mia has 8 red balloons. Her friend gives her 4 blue balloons. How many balloons does Mia have in total?
   
   
   
   
   
   
   
2. There are 7 birds in a tree. 6 more birds fly to the tree. How many birds are in the tree now?
   
   
   
   
   
   
   
3. Sam collected 9 seashells. He found 5 more on the beach. How many seashells does Sam have altogether?
   
   
   
   
   
   
   
4. A bus had 6 passengers. At the next stop, 7 more passengers got on. How many passengers are on the bus now?
   
   
   
   
   
   
   

Week 1 Session 1 Activity: Make Ten Match-Up!

Instructions: Each card has an addition problem. Work with a partner to solve the problems using the "Make Ten" strategy. Then, match the problem card to its answer card. Be ready to explain your strategy!

Problem Cards (Cut these out)

--- Start Cut Here ---

Card 1

Problem: 8 + 6 = ?

Card 2

Problem: 7 + 8 = ?

Card 3

Problem: 9 + 4 = ?

Card 4

Problem: 5 + 9 = ?

--- End Cut Here ---

Answer Cards (Cut these out and mix them up)

--- Start Cut Here ---

Answer A

14

Answer B

15

Answer C

13

Answer D

14

--- End Cut Here ---

Teacher Note: Remind students that they are making a 10 first. For example, for 8 + 6, they might say: "I know 8 needs 2 to make 10. I take 2 from the 6, leaving 4. So, 10 + 4 = 14." Some answer cards are intentionally the same to prompt discussion if they match problems differently.

Week 1 Session 1 Cool Down: Show What You Know!

Instructions: Answer the question below.

Explain in your own words how the "Make Ten" strategy helps you add 9 + 3.

Week 1 Session 2 Warm Up: Decomposing Numbers

Instructions: Break down the second number into two parts to help you solve.

1. Take 3 from 7: 7 = 3 + ___
   
   
   
   
2. Take 5 from 9: 9 = 5 + ___
   
   
   
   
3. Take 2 from 8: 8 = 2 + ___
   
   
   
   
4. Take 4 from 6: 6 = 4 + ___
   
   
   
   

Week 1 Session 2 Worksheet: Decompose to Subtract (within 20)

Instructions: Read each word problem carefully. Use the "Decompose to Ten" strategy to solve the subtraction problems. Show your work.

1. There were 12 cookies on a plate. Mia ate 5 cookies. How many cookies are left?
   
   
   
   
   
   
   
2. Sam had 15 toy cars. He gave 7 cars to his friend. How many toy cars does Sam have now?
   
   
   
   
   
   
   
3. A class had 11 pencils. Students used 3 pencils. How many pencils are still in the class?
   
   
   
   
   
   
   
4. There were 14 ducks in a pond. 6 ducks swam away. How many ducks are left in the pond?
   
   
   
   
   
   
   

Week 1 Session 2 Activity: Decompose Dominoes!

Instructions: Work with a partner. Each domino has a subtraction problem. Solve the problem using the "Decompose to Ten" strategy. Check your answer with your partner.

Dominoes (Cut these out)

--- Start Cut Here ---

Domino 1

Problem: 13 - 5 = ?

Domino 2

Problem: 16 - 8 = ?

Domino 3

Problem: 11 - 4 = ?

Domino 4

Problem: 14 - 7 = ?

--- End Cut Here ---

Teacher Note: Encourage students to verbalize their decomposition process. For example, for 13 - 5: "I need to get to 10 first from 13, so I subtract 3. That leaves 2 from the 5. Then 10 - 2 = 8." This activity can be played by linking dominoes with matching answers, or simply solving and discussing.

Week 1 Session 2 Cool Down: Show What You Know!

Instructions: Answer the question below.

Explain in your own words how the "Decompose to Ten" strategy helps you subtract 15 - 8.

Week 1 Session 3 Warm Up: Addition and Subtraction Facts

Instructions: Solve these mixed addition and subtraction problems.

1. 6 + 7 = ___
   
   
   
   
2. 14 - 8 = ___
   
   
   
   
3. 9 + 5 = ___
   
   
   
   
4. 11 - 3 = ___
   
   
   
   

Week 1 Session 3 Activity: Problem-Solving Challenge!

Instructions: Work in small groups. Each card has a word problem. Read the problem, decide if it's addition or subtraction, and then choose the best strategy (Make Ten or Decompose to Ten) to solve it. Show your work and be ready to explain your thinking to the class!

Problem Cards (Cut these out)

--- Start Cut Here ---

Card 1

Problem: There are 9 red flowers and 6 yellow flowers in a garden. How many flowers are there in total?

Card 2

Problem: A baker made 17 cookies. Her friends ate 8 of them. How many cookies are left?

Card 3

Problem: John has 5 stickers. His sister gives him 8 more. How many stickers does John have now?

Card 4

Problem: There were 13 birds on a fence. 7 birds flew away. How many birds are still on the fence?

Card 5

Problem: Maria has 7 pencils. She buys 7 more pencils. How many pencils does Maria have altogether?

Card 6

Problem: There were 16 apples in a basket. Mom used 9 apples for a pie. How many apples are left?

--- End Cut Here ---

Teacher Note: Encourage students to justify their choice of strategy. For example, for Card 1: "This is addition. I used Make Ten because 9 needs 1 to make 10, so I took 1 from 6 and had 5 left. 10 + 5 = 15." For Card 2: "This is subtraction. I used Decompose to Ten because I know 17 minus 7 is 10, and I still need to subtract 1 more from the 8. 10 - 1 = 9." This activity can be done as a gallery walk, group presentation, or simply solving and discussing within groups.

Week 1 Session 3 Cool Down: Reflect and Share

Instructions: Answer the question below.

Think about the word problems we solved today. What was one problem where you used both your addition and subtraction strategies? Briefly explain how you decided which strategy to use.

Week 2 Session 1 Warm Up: Making Ten Review

Instructions: Complete these addition problems using the "Make Ten" strategy.

1. 18 + 3 = ___
   
   
   
   
2. 49 + 5 = ___
   
   
   
   
3. 76 + 7 = ___
   
   
   
   

Week 2 Session 1 Worksheet: Make Ten to Add (within 200)

Instructions: Read each word problem carefully. Use the "Make Ten" strategy to solve the addition problems. Show your work.

1. A farmer has 38 chickens. He buys 7 more chickens. How many chickens does the farmer have in total?
   
   
   
   
   
   
   
2. There were 65 books on a shelf. The librarian added 9 more books. How many books are on the shelf now?
   
   
   
   
   
   
   
3. Maria baked 126 cookies. Her friend brought 5 more cookies. How many cookies do they have altogether?
   
   
   
   
   
   
   
4. A school bus picked up 87 students. At the next stop, 8 more students got on. How many students are on the bus now?
   
   
   
   
   
   
   

Week 2 Session 1 Activity: Making Ten for Bigger Sums!

Instructions: Work with a partner. Each card has an addition problem within 200. Solve the problems using the "Make Ten" strategy. Explain your steps to your partner.

Problem Cards (Cut these out)

--- Start Cut Here ---

Card 1

Problem: 29 + 4 = ?

Card 2

Problem: 57 + 6 = ?

Card 3

Problem: 118 + 5 = ?

Card 4

Problem: 146 + 7 = ?

--- End Cut Here ---

Teacher Note: Remind students that they are making a 10 in the ones place. For example, for 29 + 4, they might say: "29 needs 1 to make 30. I take 1 from the 4, leaving 3. So, 30 + 3 = 33." This activity can be done by having students write their steps on a whiteboard or paper to share with their partner.

Week 2 Session 1 Cool Down: Show What You Know!

Instructions: Answer the question below.

Explain how you would use the "Make Ten" strategy to solve 137 + 5.

Week 2 Session 2 Warm Up: Decomposing Review

Instructions: Complete these subtraction problems using the "Decompose to Ten" strategy.

1. 23 - 5 = ___
   
   
   
   
2. 52 - 4 = ___
   
   
   
   
3. 81 - 7 = ___
   
   
   
   

Week 2 Session 2 Worksheet: Decompose to Subtract (within 200)

Instructions: Read each word problem carefully. Use the "Decompose to Ten" strategy to solve the subtraction problems. Show your work.

1. There were 42 birds on a wire. 7 birds flew away. How many birds are left on the wire?
   
   
   
   
   
   
   
2. A class had 71 crayons. Students used 6 crayons. How many crayons are still in the class?
   
   
   
   
   
   
   
3. Sarah had 135 beads. She used 8 beads to make a necklace. How many beads does Sarah have now?
   
   
   
   
   
   
   
4. A train had 93 passengers. 5 passengers got off at the station. How many passengers are on the train now?
   
   
   
   
   
   
   

Week 2 Session 2 Activity: Decompose and Conquer!

Instructions: Work with a partner. Each card has a subtraction problem within 200. Solve the problems using the "Decompose to Ten" strategy. Explain your steps to your partner.

Problem Cards (Cut these out)

--- Start Cut Here ---

Card 1

Problem: 34 - 6 = ?

Card 2

Problem: 61 - 3 = ?

Card 3

Problem: 122 - 5 = ?

Card 4

Problem: 153 - 8 = ?

--- End Cut Here ---

Teacher Note: Encourage students to verbalize their decomposition process. For example, for 34 - 6: "I need to get to 30 first from 34, so I subtract 4. That leaves 2 from the 6. Then 30 - 2 = 28." This activity can be played by having students write their steps on a whiteboard or paper to share with their partner.

Week 2 Session 2 Cool Down: Show What You Know!

Instructions: Answer the question below.

Explain how you would use the "Decompose to Ten" strategy to solve 141 - 7.

Week 2 Session 3 Warm Up: Mixed Strategies Review

Instructions: Solve these mixed problems. Think about whether you should make a ten or decompose to a ten.

1. 58 + 4 = ___
   
   
   
   
2. 45 - 7 = ___
   
   
   
   
3. 109 + 6 = ___
   
   
   
   

Week 2 Session 3 Activity: Bigger Problem-Solving Relay!

Instructions: Work in teams. Each team will get a set of word problem cards. For each problem, discuss: Is this addition or subtraction? Which strategy (Make Ten or Decompose to Ten) will you use? Solve the problem and show your work. The first team to correctly solve and explain their problems wins!

Problem Cards (Cut these out)

--- Start Cut Here ---

Card 1

Problem: A bakery sold 119 croissants in the morning and 5 more in the afternoon. How many croissants did they sell in total?

Card 2

Problem: There were 72 birds at the feeder. 8 birds flew away. How many birds are still at the feeder?

Card 3

Problem: A bus traveled 46 miles in the morning. It traveled 7 more miles in the afternoon. How many miles did the bus travel?

Card 4

Problem: Sarah had 183 marbles. She lost 9 marbles. How many marbles does Sarah have now?

Card 5

Problem: A store had 88 red shirts. They received 4 new red shirts. How many red shirts do they have?

Card 6

Problem: There were 61 apples in a basket. Students ate 5 apples. How many apples are left?

--- End Cut Here ---

Teacher Note: Emphasize teamwork and clear communication of strategies. Ensure students are showing their thinking steps. The relay format can be adapted to individual or pair work if preferred, focusing on explanation rather than speed. Use the Master Answer Key to verify solutions.

Week 2 Session 3 Cool Down: Reflect on Strategies

Instructions: Answer the question below.

Describe a time today when you had to choose between the "Make Ten" and "Decompose to Ten" strategies for a bigger number problem (within 200). How did you decide which strategy to use?

Week 2 Session 4 Warm Up: Quick Thinkers!

Instructions: Solve these problems quickly in your head or by jotting down your strategy.

1. 78 + 5 = ___
   
   
   
   
2. 63 - 4 = ___
   
   
   
   
3. 117 + 8 = ___
   
   
   
   

Week 2 Session 4 Worksheet: Big Number Word Problems

Instructions: Read each word problem carefully. Decide if you need to add or subtract. Use either the "Make Ten" or "Decompose to Ten" strategy to solve the problems. Show your work.

1. A zoo has 56 monkeys. 7 more monkeys arrive from another zoo. How many monkeys are at the zoo now?
   
   
   
   
   
   
   
2. There were 94 apples in a large basket. Sarah used 8 apples to make juice. How many apples are left?
   
   
   
   
   
   
   
3. A store sold 137 blue shirts and 6 green shirts. How many shirts did the store sell in total?
   
   
   
   
   
   
   
4. There are 151 students in the auditorium. 5 students leave early. How many students are still in the auditorium?
   
   
   
   
   
   
   

Week 2 Session 4 Cool Down: Problem-Solving Check-in

Instructions: Answer the question below.

What was the most challenging word problem you solved today, and which strategy did you use to figure it out?

Week 2 Session 5 Warm Up: Strategy Recall

Instructions: Quickly write down whether you would use 'Make Ten' or 'Decompose to Ten' for each problem, and why.

1. To solve 6 + 9, I would use _______________ because...
   
   
   
   
2. To solve 14 - 8, I would use _______________ because...
   
   
   
   
3. To solve 127 + 5, I would use _______________ because...
   
   
   
   

Week 2 Session 5 Activity: Strategy Sorting & Solving!

Instructions: Work in groups. You will receive a mix of word problem cards (some within 20, some within 200). First, sort the problems into two piles: "Add (Make Ten)" or "Subtract (Decompose to Ten)". Then, solve each problem, showing your work and explaining your strategy to your group members.

Problem Cards (Cut these out)

--- Start Cut Here ---

Card 1

Problem: Lily has 9 crayons. Her brother gives her 7 more. How many crayons does Lily have?

Card 2

Problem: There were 15 birds in a nest. 6 birds flew away. How many birds are left?

Card 3

Problem: A farmer planted 48 apple trees and 5 pear trees. How many trees did he plant in total?

Card 4

Problem: A bus started with 73 passengers. 9 passengers got off at the first stop. How many passengers are left on the bus?

Card 5

Problem: John read 106 pages on Monday. He read 8 more pages on Tuesday. How many pages did he read in total?

Card 6

Problem: Mary had 142 stickers. She gave 7 stickers to her friend. How many stickers does Mary have now?

--- End Cut Here ---

Teacher Note: This activity encourages critical thinking about strategy selection. Observe student discussions about why they choose a particular strategy. Ensure they are correctly identifying the operation before applying the strategy. Use the Master Answer Key for verification.

Week 2 Session 5 Cool Down: Reflect on Strategy Use

Instructions: Answer the question below.

Today, you chose strategies for different problems. What did you learn about when it's best to use the "Make Ten" strategy versus the "Decompose to Ten" strategy?

Week 3 Session 1 Warm Up: Strategy Blitz!

Instructions: Quickly solve these mixed problems. Which strategy did you use?

1. 17 - 9 = ___
   
   
   
   
2. 8 + 5 = ___
   
   
   
   
3. 134 + 7 = ___
   
   
   
   
4. 72 - 6 = ___
   
   
   
   

Week 3 Session 1 Activity: Word Problem Challenge Cards!

Instructions: Work individually or with a partner. Each card has a mixed addition or subtraction word problem (within 20 or 200). Solve each problem using the "Make Ten" or "Decompose to Ten" strategy. Be prepared to share your solution and explain your strategy choice.

Problem Cards (Cut these out)

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Card 1

Problem: There were 18 children at the park. 9 children went home. How many children are still at the park?

Card 2

Problem: A gardener planted 7 more flowers. He already had 9 flowers. How many flowers does he have now?

Card 3

Problem: A bookstore sold 54 fiction books. They also sold 8 non-fiction books. How many books did they sell in total?

Card 4

Problem: There were 112 birds in a large flock. 5 birds flew to another tree. How many birds are left in the flock?

Card 5

Problem: John has 16 stickers. He gave 7 to his friend. How many stickers does John have left?

Card 6

Problem: A school library received 145 new books. They received 6 more books the next day. How many new books did the library receive?

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Teacher Note: This activity serves as a comprehensive review before assessment. Encourage students to clearly articulate their problem-solving steps and reasoning for choosing a particular strategy. Circulate to provide targeted support. Use the Master Answer Key for checking solutions.

Week 3 Session 1 Cool Down: Strategy Reflection

Instructions: Answer the question below.

Which type of word problem (addition or subtraction, within 20 or within 200) do you feel most confident solving using our strategies, and why?

Week 3 Session 2 Warm Up: Mental Math Mix-Up!

Instructions: Solve these problems in your head. Try to use our strategies.

1. 9 + 4 = ___
   
   
   
   
2. 12 - 5 = ___
   
   
   
   
3. 67 + 3 = ___
   
   
   
   
4. 81 - 2 = ___
   
   
   
   

Week 3 Session 2 Cool Down: Quiz Reflection

Instructions: Answer the question below.

What was one question on the quiz that you felt really confident about, and why?

Week 3 Session 3 Warm Up: Test Prep Brainstorm!

Instructions: List one tip or strategy you would tell a friend to help them solve a challenging word problem.

Tip 1:

Strategy for Addition:

Strategy for Subtraction:

Week 3 Session 3 Activity: Test Review Problem Cards!

Instructions: Work in pairs or small groups. Each card has a word problem. Solve the problem, showing your work clearly. Pay attention to whether it's an addition or subtraction problem and which strategy (Make Ten or Decompose to Ten) is most efficient. Discuss your strategies with your group. The goal is to feel confident for the test!

Problem Cards (Cut these out)

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Card 1

Problem: Lily has 17 fish. She gives 8 fish to her neighbor. How many fish does Lily have left?

Card 2

Problem: There are 9 red birds and 7 blue birds in a tree. How many birds are there in total?

Card 3

Problem: A farmer planted 75 corn stalks. He planted 9 more. How many corn stalks did he plant altogether?

Card 4

Problem: A school bus has 132 students. 6 students get off at the library. How many students are still on the bus?

Card 5

Problem: Mark collected 18 baseball cards. He got 4 more cards as a gift. How many cards does Mark have now?

Card 6

Problem: There were 63 apples in a box. 7 apples were rotten. How many good apples were left?

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Teacher Note: Circulate to listen to student discussions and offer immediate feedback. Address any lingering questions about the quiz or test format. This is a crucial session for reinforcing understanding and building confidence. Use the Master Answer Key to guide discussions and verify solutions.

Week 3 Session 3 Cool Down: Final Thoughts for the Test

Instructions: Answer the question below.

What is one thing you will remember to do tomorrow during the test to help you solve the word problems successfully?

Week 3 Session 4 Warm Up: Final Prep

Instructions: What strategy would you use for these problems? (You don't need to solve them, just state the strategy and why).

1. To solve 16 - 7, I would use _______________ because...
   
   
   
   
2. To solve 8 + 6, I would use _______________ because...
   
   
   
   
3. To solve 143 + 9, I would use _______________ because...
   
   
   
   

Week 3 Session 4 Cool Down: Learning Journey Reflection

Instructions: Answer the question below.

What is one new thing you learned or one skill you improved during our lessons on solving word problems?

Master Answer Key: Make Ten, Solve Big!

Week 1 Session 1 Warm Up: Number Bonds to 10

1. 4 + 6 = 10
2. 3 + 7 = 10
3. 1 + 9 = 10
4. 5 + 5 = 10

Week 1 Session 1 Worksheet: Make Ten to Add (within 20)

1. Mia has 8 red balloons. Her friend gives her 4 blue balloons. How many balloons does Mia have in total?

   • Strategy: Make Ten. 8 needs 2 to make 10. Take 2 from 4, leaving 2. (8 + 2) + 2 = 10 + 2 = 12.
   • Answer: Mia has 12 balloons in total.

2. There are 7 birds in a tree. 6 more birds fly to the tree. How many birds are in the tree now?

   • Strategy: Make Ten. 7 needs 3 to make 10. Take 3 from 6, leaving 3. (7 + 3) + 3 = 10 + 3 = 13.
   • Answer: There are 13 birds in the tree now.

3. Sam collected 9 seashells. He found 5 more on the beach. How many seashells does Sam have altogether?

   • Strategy: Make Ten. 9 needs 1 to make 10. Take 1 from 5, leaving 4. (9 + 1) + 4 = 10 + 4 = 14.
   • Answer: Sam has 14 seashells altogether.

4. A bus had 6 passengers. At the next stop, 7 more passengers got on. How many passengers are on the bus now?

   • Strategy: Make Ten. 6 needs 4 to make 10. Take 4 from 7, leaving 3. (6 + 4) + 3 = 10 + 3 = 13.
   • Answer: There are 13 passengers on the bus now.

Week 1 Session 1 Activity: Make Ten Match-Up!

• Card 1: 8 + 6 = 14 (8 needs 2 from 6; 10 + 4 = 14)
• Card 2: 7 + 8 = 15 (7 needs 3 from 8; 10 + 5 = 15)
• Card 3: 9 + 4 = 13 (9 needs 1 from 4; 10 + 3 = 13)
• Card 4: 5 + 9 = 14 (9 needs 1 from 5; 10 + 4 = 14)

Week 1 Session 1 Cool Down: Show What You Know!

• Explanation Example: To solve 9 + 3, I know 9 needs 1 to make 10. So, I take 1 from the 3, which leaves 2. Then I add 10 + 2, which equals 12.

Week 1 Session 2 Warm Up: Decomposing Numbers

1. Take 3 from 7: 7 = 3 + 4
2. Take 5 from 9: 9 = 5 + 4
3. Take 2 from 8: 8 = 2 + 6
4. Take 4 from 6: 6 = 4 + 2

Week 1 Session 2 Worksheet: Decompose to Subtract (within 20)

1. There were 12 cookies on a plate. Mia ate 5 cookies. How many cookies are left?

   • Strategy: Decompose to Ten. Subtract 2 from 12 to get to 10. This leaves 3 from the 5 (since 5 = 2 + 3). Then 10 - 3 = 7.
   • Answer: 7 cookies are left.

2. Sam had 15 toy cars. He gave 7 cars to his friend. How many toy cars does Sam have now?

   • Strategy: Decompose to Ten. Subtract 5 from 15 to get to 10. This leaves 2 from the 7 (since 7 = 5 + 2). Then 10 - 2 = 8.
   • Answer: Sam has 8 toy cars now.

3. A class had 11 pencils. Students used 3 pencils. How many pencils are still in the class?

   • Strategy: Decompose to Ten. Subtract 1 from 11 to get to 10. This leaves 2 from the 3 (since 3 = 1 + 2). Then 10 - 2 = 8.
   • Answer: 8 pencils are still in the class.

4. There were 14 ducks in a pond. 6 ducks swam away. How many ducks are left in the pond?

   • Strategy: Decompose to Ten. Subtract 4 from 14 to get to 10. This leaves 2 from the 6 (since 6 = 4 + 2). Then 10 - 2 = 8.
   • Answer: 8 ducks are left in the pond.

Week 1 Session 2 Activity: Decompose Dominoes!

• Domino 1: 13 - 5 = 8 (13 - 3 = 10, 10 - 2 = 8)
• Domino 2: 16 - 8 = 8 (16 - 6 = 10, 10 - 2 = 8)
• Domino 3: 11 - 4 = 7 (11 - 1 = 10, 10 - 3 = 7)
• Domino 4: 14 - 7 = 7 (14 - 4 = 10, 10 - 3 = 7)

Week 1 Session 2 Cool Down: Show What You Know!

• Explanation Example: To solve 15 - 8, I know I want to get to 10 first. So, I subtract 5 from 15, which makes 10. Since I took 5 from 8, there are 3 left to subtract. So, 10 - 3 = 7.

Week 1 Session 3 Warm Up: Addition and Subtraction Facts

1. 6 + 7 = 13
2. 14 - 8 = 6
3. 9 + 5 = 14
4. 11 - 3 = 8

Week 1 Session 3 Activity: Problem-Solving Challenge!

• Card 1: 9 + 6 = 15 (Make Ten: 9+1=10, 10+5=15)
• Card 2: 17 - 8 = 9 (Decompose to Ten: 17-7=10, 10-1=9)
• Card 3: 5 + 8 = 13 (Make Ten: 5+5=10, 10+3=13 or 8+2=10, 10+3=13)
• Card 4: 13 - 7 = 6 (Decompose to Ten: 13-3=10, 10-4=6)
• Card 5: 7 + 7 = 14 (Make Ten: 7+3=10, 10+4=14)
• Card 6: 16 - 9 = 7 (Decompose to Ten: 16-6=10, 10-3=7)

Week 1 Session 3 Cool Down: Reflect and Share

• Answers will vary but should demonstrate understanding of choosing appropriate strategies based on the problem.

Week 2 Session 1 Warm Up: Making Ten Review

1. 18 + 3 = 21 (18+2=20, 20+1=21)
2. 49 + 5 = 54 (49+1=50, 50+4=54)
3. 76 + 7 = 83 (76+4=80, 80+3=83)

Week 2 Session 1 Worksheet: Make Ten to Add (within 200)

1. A farmer has 38 chickens. He buys 7 more chickens. How many chickens does the farmer have in total?

   • Strategy: Make Ten. 38 needs 2 to make 40. Take 2 from 7, leaving 5. (38 + 2) + 5 = 40 + 5 = 45.
   • Answer: The farmer has 45 chickens.

2. There were 65 books on a shelf. The librarian added 9 more books. How many books are on the shelf now?

   • Strategy: Make Ten. 65 needs 5 to make 70. Take 5 from 9, leaving 4. (65 + 5) + 4 = 70 + 4 = 74.
   • Answer: There are 74 books on the shelf now.

3. Maria baked 126 cookies. Her friend brought 5 more cookies. How many cookies do they have altogether?

   • Strategy: Make Ten. 126 needs 4 to make 130. Take 4 from 5, leaving 1. (126 + 4) + 1 = 130 + 1 = 131.
   • Answer: They have 131 cookies altogether.

4. A school bus picked up 87 students. At the next stop, 8 more students got on. How many students are on the bus now?

   • Strategy: Make Ten. 87 needs 3 to make 90. Take 3 from 8, leaving 5. (87 + 3) + 5 = 90 + 5 = 95.
   • Answer: There are 95 students on the bus now.

Week 2 Session 1 Activity: Making Ten for Bigger Sums!

• Card 1: 29 + 4 = 33 (29+1=30, 30+3=33)
• Card 2: 57 + 6 = 63 (57+3=60, 60+3=63)
• Card 3: 118 + 5 = 123 (118+2=120, 120+3=123)
• Card 4: 146 + 7 = 153 (146+4=150, 150+3=153)

Week 2 Session 1 Cool Down: Show What You Know!

• Explanation Example: To solve 137 + 5, I would think: 137 needs 3 to make 140. I can take 3 from the 5, which leaves 2. So, 140 + 2 = 142.

Week 2 Session 2 Warm Up: Decomposing Review

1. 23 - 5 = 18 (23-3=20, 20-2=18)
2. 52 - 4 = 48 (52-2=50, 50-2=48)
3. 81 - 7 = 74 (81-1=80, 80-6=74)

Week 2 Session 2 Worksheet: Decompose to Subtract (within 200)

1. There were 42 birds on a wire. 7 birds flew away. How many birds are left on the wire?

   • Strategy: Decompose to Ten. Subtract 2 from 42 to get to 40. This leaves 5 from the 7 (since 7 = 2 + 5). Then 40 - 5 = 35.
   • Answer: 35 birds are left on the wire.

2. A class had 71 crayons. Students used 6 crayons. How many crayons are still in the class?

   • Strategy: Decompose to Ten. Subtract 1 from 71 to get to 70. This leaves 5 from the 6 (since 6 = 1 + 5). Then 70 - 5 = 65.
   • Answer: 65 crayons are still in the class.

3. Sarah had 135 beads. She used 8 beads to make a necklace. How many beads does Sarah have now?

   • Strategy: Decompose to Ten. Subtract 5 from 135 to get to 130. This leaves 3 from the 8 (since 8 = 5 + 3). Then 130 - 3 = 127.
   • Answer: Sarah has 127 beads now.

4. A train had 93 passengers. 5 passengers got off at the station. How many passengers are on the train now?

   • Strategy: Decompose to Ten. Subtract 3 from 93 to get to 90. This leaves 2 from the 5 (since 5 = 3 + 2). Then 90 - 2 = 88.
   • Answer: There are 88 passengers on the train now.

Week 2 Session 2 Activity: Decompose and Conquer!

• Card 1: 34 - 6 = 28 (34-4=30, 30-2=28)
• Card 2: 61 - 3 = 58 (61-1=60, 60-2=58)
• Card 3: 122 - 5 = 117 (122-2=120, 120-3=117)
• Card 4: 153 - 8 = 145 (153-3=150, 150-5=145)

Week 2 Session 2 Cool Down: Show What You Know!

• Explanation Example: To solve 141 - 7, I would think: I want to get to 140 first, so I take 1 from 141. This leaves 6 from the 7 (since 7 = 1 + 6). Then I do 140 - 6 = 134.

Week 2 Session 3 Warm Up: Mixed Strategies Review

1. 58 + 4 = 62 (Make Ten: 58+2=60, 60+2=62)
2. 45 - 7 = 38 (Decompose to Ten: 45-5=40, 40-2=38)
3. 109 + 6 = 115 (Make Ten: 109+1=110, 110+5=115)

Week 2 Session 3 Activity: Bigger Problem-Solving Relay!

• Card 1: 119 + 5 = 124 (Make Ten: 119+1=120, 120+4=124)
• Card 2: 72 - 8 = 64 (Decompose to Ten: 72-2=70, 70-6=64)
• Card 3: 46 + 7 = 53 (Make Ten: 46+4=50, 50+3=53)
• Card 4: 183 - 9 = 174 (Decompose to Ten: 183-3=180, 180-6=174)
• Card 5: 88 + 4 = 92 (Make Ten: 88+2=90, 90+2=92)
• Card 6: 61 - 5 = 56 (Decompose to Ten: 61-1=60, 60-4=56)

Week 2 Session 3 Cool Down: Reflect on Strategies

• Answers will vary, but should show understanding of choosing strategies for problems within 200. For example, for 46 + 7, students might explain using make ten because 46 is close to 50.

Week 2 Session 4 Warm Up: Quick Thinkers!

1. 78 + 5 = 83
2. 63 - 4 = 59
3. 117 + 8 = 125

Week 2 Session 4 Worksheet: Big Number Word Problems

1. A zoo has 56 monkeys. 7 more monkeys arrive from another zoo. How many monkeys are at the zoo now?

   • Strategy: Make Ten. 56 needs 4 to make 60. Take 4 from 7, leaving 3. (56 + 4) + 3 = 60 + 3 = 63.
   • Answer: There are 63 monkeys at the zoo now.

2. There were 94 apples in a large basket. Sarah used 8 apples to make juice. How many apples are left?

   • Strategy: Decompose to Ten. Subtract 4 from 94 to get to 90. This leaves 4 from the 8 (since 8 = 4 + 4). Then 90 - 4 = 86.
   • Answer: 86 apples are left.

3. A store sold 137 blue shirts and 6 green shirts. How many shirts did the store sell in total?

   • Strategy: Make Ten. 137 needs 3 to make 140. Take 3 from 6, leaving 3. (137 + 3) + 3 = 140 + 3 = 143.
   • Answer: The store sold 143 shirts in total.

4. There are 151 students in the auditorium. 5 students leave early. How many students are still in the auditorium?

   • Strategy: Decompose to Ten. Subtract 1 from 151 to get to 150. This leaves 4 from the 5 (since 5 = 1 + 4). Then 150 - 4 = 146.
   • Answer: 146 students are still in the auditorium.

Week 2 Session 4 Cool Down: Problem-Solving Check-in

• Answers will vary based on student experience.

Week 2 Session 5 Warm Up: Strategy Recall

1. To solve 6 + 9, I would use Make Ten because 9 needs 1 to make 10, and it's easy to add 10 plus what's left.
2. To solve 14 - 8, I would use Decompose to Ten because I can subtract 4 from 14 to get to 10, and then subtract the rest.
3. To solve 127 + 5, I would use Make Ten because 127 needs 3 to make 130, which is a friendly number.

Week 2 Session 5 Activity: Strategy Sorting & Solving!

• Card 1: 9 + 7 = 16 (Add, Make Ten: 9+1=10, 10+6=16)
• Card 2: 15 - 6 = 9 (Subtract, Decompose to Ten: 15-5=10, 10-1=9)
• Card 3: 48 + 5 = 53 (Add, Make Ten: 48+2=50, 50+3=53)
• Card 4: 73 - 9 = 64 (Subtract, Decompose to Ten: 73-3=70, 70-6=64)
• Card 5: 106 + 8 = 114 (Add, Make Ten: 106+4=110, 110+4=114)
• Card 6: 142 - 7 = 135 (Subtract, Decompose to Ten: 142-2=140, 140-5=135)

Week 2 Session 5 Cool Down: Reflect on Strategy Use

• Answers will vary. Students should articulate understanding that Make Ten is good for addition when one number is close to a ten, and Decompose to Ten is good for subtraction when you can easily subtract to a ten first.

Week 3 Session 1 Warm Up: Strategy Blitz!

1. 17 - 9 = 8
2. 8 + 5 = 13
3. 134 + 7 = 141
4. 72 - 6 = 66

Week 3 Session 1 Activity: Word Problem Challenge Cards!

• Card 1: 18 - 9 = 9 (Decompose to Ten: 18-8=10, 10-1=9)
• Card 2: 9 + 7 = 16 (Make Ten: 9+1=10, 10+6=16)
• Card 3: 54 + 8 = 62 (Make Ten: 54+6=60, 60+2=62)
• Card 4: 112 - 5 = 107 (Decompose to Ten: 112-2=110, 110-3=107)
• Card 5: 16 - 7 = 9 (Decompose to Ten: 16-6=10, 10-1=9)
• Card 6: 145 + 6 = 151 (Make Ten: 145+5=150, 150+1=151)

Week 3 Session 1 Cool Down: Strategy Reflection

• Answers will vary, but students should reflect on their confidence with different problem types.

Week 3 Session 2 Warm Up: Mental Math Mix-Up!

1. 9 + 4 = 13
2. 12 - 5 = 7
3. 67 + 3 = 70
4. 81 - 2 = 79

Master Quiz

1. Mia has 8 apples. Her friend gives her 5 more. How many apples does Mia have now? Show your work using the 'Make Ten' strategy.

   • Strategy: Make Ten. 8 needs 2 to make 10. Take 2 from 5, leaving 3. (8 + 2) + 3 = 10 + 3 = 13.
   • Answer: Mia has 13 apples now.

2. There were 14 cookies on a plate. John ate 6 cookies. How many cookies are left? Show your work using the 'Decompose to Ten' strategy.

   • Strategy: Decompose to Ten. Subtract 4 from 14 to get to 10. This leaves 2 from the 6 (since 6 = 4 + 2). Then 10 - 2 = 8.
   • Answer: 8 cookies are left.

3. A farmer has 36 chickens. He buys 7 more. How many chickens does the farmer have in total? Show your work.

   • Strategy: Make Ten. 36 needs 4 to make 40. Take 4 from 7, leaving 3. (36 + 4) + 3 = 40 + 3 = 43.
   • Answer: The farmer has 43 chickens in total.

4. There were 52 books on a shelf. The librarian took 5 books away. How many books are on the shelf now? Show your work.

   • Strategy: Decompose to Ten. Subtract 2 from 52 to get to 50. This leaves 3 from the 5 (since 5 = 2 + 3). Then 50 - 3 = 47.
   • Answer: 47 books are on the shelf now.

5. Which strategy would be best to solve 7 + 8?

   • Answer: Make Ten

6. Which strategy would be best to solve 16 - 9?

   • Answer: Decompose to Ten

Week 3 Session 2 Cool Down: Quiz Reflection

• Answers will vary based on student performance and confidence.

Week 3 Session 3 Warm Up: Test Prep Brainstorm!

• Answers will vary. Tips might include: read carefully, circle important numbers, draw a picture, decide on + or -, pick a strategy.

Week 3 Session 3 Activity: Test Review Problem Cards!

• Card 1: 17 - 8 = 9 (Decompose to Ten: 17-7=10, 10-1=9)
• Card 2: 9 + 7 = 16 (Make Ten: 9+1=10, 10+6=16)
• Card 3: 75 + 9 = 84 (Make Ten: 75+5=80, 80+4=84)
• Card 4: 132 - 6 = 126 (Decompose to Ten: 132-2=130, 130-4=126)
• Card 5: 18 + 4 = 22 (Make Ten: 18+2=20, 20+2=22)
• Card 6: 63 - 7 = 56 (Decompose to Ten: 63-3=60, 60-4=56)

Week 3 Session 3 Cool Down: Final Thoughts for the Test

• Answers will vary. Students might mention remembering to show work, using the strategies, reading carefully, etc.

Week 3 Session 4 Warm Up: Final Prep

1. To solve 16 - 7, I would use Decompose to Ten because I can take 6 from 16 to get to 10, then take 1 more.
2. To solve 8 + 6, I would use Make Ten because 8 needs 2 to make 10, then I add the rest.
3. To solve 143 + 9, I would use Make Ten because 143 needs 7 to make 150, then I add the rest.

Master Test

1. There are 7 red fish and 6 blue fish in a tank. How many fish are there in total? Show your work using the 'Make Ten' strategy.

   • Strategy: Make Ten. 7 needs 3 to make 10. Take 3 from 6, leaving 3. (7 + 3) + 3 = 10 + 3 = 13.
   • Answer: There are 13 fish in total.

2. A baker made 15 cupcakes. Customers bought 8 cupcakes. How many cupcakes are left? Show your work using the 'Decompose to Ten' strategy.

   • Strategy: Decompose to Ten. Subtract 5 from 15 to get to 10. This leaves 3 from the 8 (since 8 = 5 + 3). Then 10 - 3 = 7.
   • Answer: 7 cupcakes are left.

3. John has 47 marbles. He finds 5 more marbles. How many marbles does John have now? Show your work.

   • Strategy: Make Ten. 47 needs 3 to make 50. Take 3 from 5, leaving 2. (47 + 3) + 2 = 50 + 2 = 52.
   • Answer: John has 52 marbles now.

4. There were 83 birds on a tree. 7 birds flew away. How many birds are still on the tree? Show your work.

   • Strategy: Decompose to Ten. Subtract 3 from 83 to get to 80. This leaves 4 from the 7 (since 7 = 3 + 4). Then 80 - 4 = 76.
   • Answer: 76 birds are still on the tree.

5. A store sold 128 green apples and 6 red apples. How many apples did the store sell in total? Show your work.

   • Strategy: Make Ten. 128 needs 2 to make 130. Take 2 from 6, leaving 4. (128 + 2) + 4 = 130 + 4 = 134.
   • Answer: The store sold 134 apples in total.

6. Mary had 151 stickers. She gave 9 stickers to her friend. How many stickers does Mary have now? Show your work.

   • Strategy: Decompose to Ten. Subtract 1 from 151 to get to 150. This leaves 8 from the 9 (since 9 = 1 + 8). Then 150 - 8 = 142.
   • Answer: Mary has 142 stickers now.

7. Which strategy would you use to solve 9 + 4?

   • Answer: Make Ten

8. Which strategy would you use to solve 13 - 5?

   • Answer: Decompose to Ten

Week 3 Session 4 Cool Down: Learning Journey Reflection

• Answers will vary, but should reflect student growth in problem-solving and strategy use.