Teacher 1

Let’s take a look at the goal of Addition 2.

Teacher 2

Addition in the forms of combination and supplementation, right? The students are able to multiply up to the sum of 10 already from the previous class.

Teacher 1

Okay. Let’s take a look at each class period. We need to use diagrams on this topic, but we will not begin with 9 + 4 yet. I think maybe the student will write this down, but we will not focus on that. We will emphasize it during the second period.

Teacher 2

That should be fine because students from last year also come. The students of this year have similar approaches. This topic will take 12 periods according to the manual. We were doing just fine from the prior years.

Teacher 1

The first period will be about sand trays and sliders. It is addition in the form of combination, meaning that we will not focus on diagrams, but we will enable students to multiply to the number of 10, which is easy. This will be a tool for the second period where there will be a problem of 8 + 3.

The students will understand that they have to keep the number of 10 before combining the rest of the number. Diagrams will be used in this period.

Teacher 2

The students were able to come up with the result of 10 from the last period. Thus, it should be used as a tool for this first period of addition topic. Then, they can use blocks to represent their approaches.

Teacher 1

During this period, there will be nine children at the sand tray and four at the slider. These two groups are engaged in different kinds of plays. There will be a two-way arrow, asking about the total number of the children. Therefore, the students have to combine the numbers of children at the sand tray and those at the slider. The focus is on combination of these numbers. The result may be represented by either a number or block, but they have to know that it is a combination.

Researcher

So what is the goal of the first period?

Teacher 1

Well, it is to enable students to understand the addition situation. When the solution is more than 10, the students have to come up with the number of 10 first. Is that okay?