Finding Sums

Focus Predicting the outcome of joining groups of

blocks, and finding sums without the blocks

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n the previous section, children learned to model addition with the DigiBlock materials. Through your questions and their representations, they began to reflect on this process. Now they start to predict what will happen when they combine the blocks. Children need many opportunities to combine collections of blocks. In fact, they should do so until they can consistently predict the result of any combination before they physically perform the task. This focus on prediction will lead to successful work without the blocks. When the representations and expectations are internalized, the actual blocks become unnecessary.

Predicting the Total

With children working at the Counters and Counter mats, present an example such as 35 + 23. Tell the children to stop once they have represented and recorded each number. Then say,

Set the dials to tell how many there will be when these two groups are combined.
Once the dials are set, the children cover them and then combine the blocks. (Covering the dials keeps the numbers from distracting the children.) After combining the two groups on the Counter, the children uncover the dials to check their predictions. Repeat with an example that requires regrouping, such as 34 + 29. For this example, a child might first set the dial for the blocks-of-10 at 5, then change that dial to 6 after looking more closely at the single blocks. Note that when predictions are checked and found to be incorrect, the children can simply reset the dials to show the actual number of blocks on the Counter. It is important not to make children too self-conscious about their work, and the blocks promote self-correction. If you notice consistent errors, however, you might encourage the children to reflect on

To predict totals using the Place mat, writing the number of blocks in each column helps children see the packing that is needed.

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discrepancies by saying, for example,

I see that your dial for the blocks-of-10 is 1 less than the number of blocks. Why do you think that happened?
Children can also use the Place mats. With the mats, children may find it helpful to record the total number of blocks at the top of each column. Looking at these numbers can help children to predict how the blocks will look when they are packed. The image of blocks in a holder often makes it easier for children to predict totals in a column. For example, suppose there are 8 single blocks on the Counter and 4 on the Counter mat. Because the 8 blocks are in a holder, it is easy to see that 2 more blocks will fill the holder. So a child might think about first taking 2 from the 4 on the mat to add to the holder, making 10, and then adding the 2 more from the mat to get 12. You can encourage a similar technique when using the Place mats by having children continue to put the blocks in holders. Children need repeated opportunities to predict the outcome of joining two groups with the blocks in view. Lack of attention to this step often leads to difficulty with the development of mental computation strategies and with the transfer to paper-and-pencil techniques.

Developing Recording Techniques

To support computation with paper and pencil, encourage children to record their work as they combine the blocks. You can either guide them to record in the conventional manner or allow children to develop their own recording schemes. Either way, there should be a close association between the written work and the physical actions with the blocks. It can help to ask questions such as,

How can you show the new block-of-10 on the written example?
Activity Sheets 6-9 offer recording sheets that indicate the columns by showing pictures of the blocks or the names of the columns (hundreds, tens, and ones). Such formats may help children to keep track of the appropriate place for each digit while they are working. It is not necessary, however, that all children depict the combining process in the same manner. In fact, variations promote interesting discussions that can lead to deeper understanding as well as efficient recording

The columns on recording sheets help some children keep track of the appropriate place for each digit.

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techniques. Whats important is that children use recordings that are meaningful to them and that connect to the physical models. Following are two examples of childrens different recordings for the same problem. The first is from a child who works left to right on the Counter, self-correcting as she discovers the need to regroup. The second representation is from a child who works on the Place mat and records the number in each column, working right to left. 56 + 28 /74 84 56 + 28 14 70 84

When children are comfortable with their recordings for a particular combination, have them explain what they have done. Then you can present a traditional representation and ask,

Who can figure out what this person was thinking?

Encourage the children to talk about what the recordings mean and which techniques might be easier. Over time, children can adopt conventional techniques or develop their own reliable and efficient recording methods.

Working Without the Blocks

When children are able to consistently predict what will happen when combining groups of blocks and are able to record their work, they can try adding without the blocks. Present a written example in vertical form and ask children to find the sum using paper and pencil or mental computation. Over time, children should also use such techniques to solve story problems and to find sums when examples are presented horizontally. As children begin to work on paper, it is important that they continue to use their number sense and their mental image of the blocks to judge the reasonableness of their results. Estimation is often helpful here. For example, you might present the combination 368 + 221 and ask,

Do you think the sum will be more or less than 500? more or less than 600? Why?
You can introduce estimation of sums as the process of reporting only the biggest blocks to tell about how many there are. You might also present an example such as 39 + 24, which will likely prompt a few children to consider rounding before estimating. Other children may reason, 30 + 20 is about 50, but I know there are more than 10 ones, so Ill say 60. Again, encourage children to share their thinking and to maintain their ability to work flexibly with numbers.
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Practicing Key Ideas
Predict on a Counter
Children work in pairs with one Counter. The first child loads a collection of blocks on the Counter and uses the whiteboard to record the number in each place. The second child then writes a number underneath the first and sets out the corresponding blocks on the table. Children work together to predict the total number when the two groups are combined. They set the dials to record their prediction and then cover the dials. Next the children join the blocks on the Counter and uncover the dials to check their predicted answer. Children can repeat this activity many times, reversing roles.

Predict on a Mat
Children work in pairs with one Place mat. They lay a piece of string horizontally across the middle of the mat. The first child writes an addition example, and then represents the first addend by placing blocks above the string. The second child represents the second addend with blocks placed below the string. Children then work together to predict the total number of blocks when the two groups are combined. They set the Digit Flip Cards to represent their prediction. Then they turn the cards face down, remove the string, and combine the blocks, packing when needed. Finally they look again at the flip cards to check their predicted answer.

The Counter dials, which can be covered, offer a mechanism for predicting a sum and later checking that prediction.

They repeat the activity with the other child providing the addition example.

Whats Missing?
Present a vertical addition example with the sum given but with one of the addends missing. You may use either numbers or pictures of the blocks. Children first predict the missing number and then use the blocks to check.

31 + 28 65

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Assessing Learning
1. Ask the child to show 59 on the Counter and 24 on the table. Say,

Before you put these blocks together on the Counter, set the dials to show how many blocks you think there will be. Tell me how you decide.
After setting the dials, the child should perform the task physically to check. Does the child predict the correct total? self-correct, if necessary? explain his or her thinking clearly? 2. Present a written example such as 176 + 253 (in vertical form) and ask the child to find the sum without using the blocks. Have the child explain his or her technique. Does the child find the correct total? explain his or her thinking clearly? 3. Present 245 + 163 (in vertical form) and ask,

Do you think the sum will be more or less than 300? more or less than 400? Why do you think so?
Does the child answer correctly? reason correctly? explain his or her thinking clearly?

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