# Ten ones can travel together ## Access Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement. ## Adult model 364 + 278 = 500 + 130 + 12 = 642. Rename 12 ones as 1 ten 2 ones; 14 tens as 1 hundred 4 tens, with 6 hundreds altogether. Equivalently 364 + 200 = 564, +70 = 634, +8 = 642. No item disappears when regrouped. ## Child direction Make a plan for a collection that crosses a ten or a hundred. Pick one route. Show what the numbers mean, try a way, then check one result. You can stop after a useful part. ## Common tangle a carried ten disappears; check the roles and equivalent quantities, rather than memorising a printed answer. ## Day 52 ## Different guided practice A fictional picture station joins 527 cards and 186 cards: 527 + 100 = 627, +80 = 707, +6 = 713. Ask the learner to show where a hundred boundary was crossed. ## Check and teach the entry relationship Check 8 + 7 and explain ten ones = one ten. If needed, show 8 plus 2 fills ten and 5 remains; use 28 + 7 = 35 before hundreds. ## Hook Make a plan for a collection that crosses a ten or a hundred. ## Materials Broad paper, labelled place-value/part-whole/number-line alternatives as suitable; optional familiar safe counters; usual communication. No hundreds of loose marks, purchases or physical handling required. Keep adult model and own work separate. ## Next ordinary teaching If a carried ten disappears, teach 48 + 16 with ten-unit labels: 40 + 10 + 8 + 6 = 64. Then offer 57 + 18 = 75. ## Complete fictional source An invented costume cupboard has 364 tags, then receives 278 tags of the same kind. Find the new count. ## One own invitation Try 258 + 167. Show the regroup or describe it exactly. ## Partial curriculum opportunity 1. AC9M4N06 ## Purpose Regroup an addition without changing its value. ## Routes 1. ### Access Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement. ### Complete task There are 28 fictional counters and 17 more. Show what happens to fifteen ones. ### Entry or access Build one ten from ten labelled ones if needed. ### Id A ### Title Game counters ### After own work: adult practice possibility 45 counters: 30 + 15 = 45. 2. ### Access Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement. ### Complete task Use 527 and 186 cards. Make a checkable regrouping note. ### Entry or access Keep each place-value amount visible. ### Id B ### Title Picture station ### After own work: adult practice possibility 713 cards; 600 + 100 + 13 = 713. 3. ### Access Show, draw, type, sign, use your usual communication or direct an agreeing helper. Choose quiet/private work, switch a route, pause, pass or finish. One useful part is enough. A helper can read the exact words or scribe your choices; supplying an operation, count, regrouping or reason is mathematical help and is named. No speed, neatness, speech, handling or device requirement. ### Complete task Join 2687 and 1756 imagined sheets. Compare adding chunks with place-value regrouping. ### Entry or access Use this only after thousands can be renamed. ### Id C ### Title Print store ### After own work: adult practice possibility 4443: 3000 + 1300 + 130 + 13 = 4443; chunks +1000,+700,+50,+6. ## Session stages 1. ### Instruction Make a plan for a collection that crosses a ten or a hundred. Read the source. Ask what the numbers count and the wanted quantity. Check 8 + 7 and explain ten ones = one ten. If needed, show 8 plus 2 fills ten and 5 remains; use 28 + 7 = 35 before hundreds. ### Minutes suggestion 5 ### Stage Meet the job 2. ### Instruction 364 + 278 = 500 + 130 + 12 = 642. Rename 12 ones as 1 ten 2 ones; 14 tens as 1 hundred 4 tens, with 6 hundreds altogether. Equivalently 364 + 200 = 564, +70 = 634, +8 = 642. No item disappears when regrouped. Show on separate adult paper. Pause after one transformation; invite explanation before showing the next. ### Minutes suggestion 10 ### Stage Teach one relationship 3. ### Instruction A fictional picture station joins 527 cards and 186 cards: 527 + 100 = 627, +80 = 707, +6 = 713. Ask the learner to show where a hundred boundary was crossed. Offer one complete route below, not all three as a quota. Let the learner select a representation and pause or switch. ### Minutes suggestion 15 ### Stage Guide then choose 4. ### Instruction Try 258 + 167. Show the regroup or describe it exactly. Receive an available response before staff key. If a carried ten disappears, teach 48 + 16 with ten-unit labels: 40 + 10 + 8 + 6 = 64. Then offer 57 + 18 = 75. ### Minutes suggestion 5 ### Stage Receive and choose tomorrow ## What to look for Each regroup keeps the quantity, including both parts of the added amount, and yields 425. ## After own work: staff possibility 425: 300 + 110 + 15 = 425, or 258 + 100 + 60 + 7. ## Status Proposed 35-minute shape, unpiloted and freely reorderable; resource day not school calendar requirement. ## Title Ten ones can travel together