The purpose of this activity is for students to interpret equations that represent different methods for addition. When students connect the quantities in the story problem to addition equations, they reason abstractly and quantitatively (MP2). Base-ten drawings are provided for Jada and Kiran's way so that students can use the drawings and the equations to make sense of the different methods. Students compare methods that add tens and tens and ones and ones to methods that add on by place. Students may also relate the methods used by Kiran and Tyler to the make 10 methods they use when adding within 20.

This activity uses MLR8 Discussion Supports. Advances: listening, speaking

• Invite previously identified students to share.

• “¿Alguien puede expresar con sus propias palabras lo que compartió ____?” // “Who can restate what ____ shared in their own words?”
• 30 seconds: quiet think time
• Consider providing students time to restate what they heard to a partner before selecting one or two students to share with the class.
• Ask the original speaker if their peer was accurately able to restate their thinking.

The purpose of this activity is for students to find the sum of 2 two-digit numbers using one of the methods students have seen in previous activities. Students choose which method they would like to use and show their thinking using drawings, numbers or words. Although students have been analyzing base-ten drawings, if they are ready to represent their addition methods with equations, they should be encouraged to do so. Students participate in a Gallery Walk in which they observe the different ways the addition methods can be represented.

• “Con su compañero, observen los pósteres y hablen sobre lo que observan. ¿Alguno de los pósteres muestra el método de Jada, Kiran o Tyler? ¿Cómo lo saben?” // “With your partner, look at the posters and talk about what you notice. Do any of the posters show Jada's, Kiran's, or Tyler's method? How do you know?”
• 6 minutes: Gallery Walk