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It emphasizes writing addition number sentences and developing everyday math language for addition, highlighting problem-solving strategies with a focus on “counting on.” The content includes teacher implementation notes, symbols and lesson components, student activities and labs, home practice guidance, calculator use as a learning tool, and a structured look-ahead with lesson descriptions and 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is the main goal of the unit “Adding to Solve Problems”?","Question",{"text":112,"@type":113},"The unit connects addition to real-world situations using parts-and-wholes knowledge, while strengthening writing of addition number sentences and everyday math language for addition.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What addition strategy does the unit emphasize?",{"text":117,"@type":113},"The unit emphasizes the “counting on” strategy, where students start from a first addend and then count on the remaining addends.",{"name":119,"@type":110,"acceptedAnswer":120},"How should families support practice at home?",{"text":121,"@type":113},"Families can create addition stories for children to solve (e.g., apples in a bag) and encourage children to explain the keys used if a calculator is used to support 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TIMS⑧Curriculum from theUniversity of Illinois at Chicago  \n# Key to Symbols\n\nThese symbols indicatein which componentsstudent materials arelocated.  \nISBN 0-7872-0839-6  \nSGURG  \nThese symbols indicate additional inpDabon to ensure successfulimplementation of the lesson.UNIVERSITY  \n“TIMS Tips”are practical suggestions thatcan help teachers implement eachlesson effectively.  \n\"Journal Prompts,\"another language artsconnection,may also be used for assessment.nt.  \nCopyright ◎1997 by Kendal/Hunt Publishing Company  \nAll rights reserved.No part of this publication may be reproduced,stored in a retrieval system,or transmitted,in any form or by any means,electronic,mechanical,photocopying,recording,or otherwise,without the priorwritten permission of the copyright owner.Permission is granted to the purchaser to reproduce each blacklinemaster in quantities suitable for non-commercial classroom use.  \nThis material is based on work supported by the National Science Foundation under grant No.MDR 9050226and the University of linois at Chicago.Any opinions,findings,and conclusions or recommendations expressedin this publication are those of the author(s)and do not necessarily reflect the views of the granting agencies.  \nHaHammond,Indiana  \n463331e59℃ontent Note”provides specificTHE L地RckgrTound information.  \n“At a Glance”is a brief outline of theactivities in each lesson.  \nAdventure Book:A colleetion ofillustrated stories that deal with mathand science concepts relating tounit content.  \nDiscovery Assignment Book:Containspages students write on both in class andat home plus parent notes.  \nStudent Guide:Contains studentactivities,labs and games for eachlesson.  \nUnit Resource Guide:Provides the teacherwith lesson guides,lesson plans,materialslists,discussion prompts,and reproduciblemasters to complete each unit.  \n# Letter Home\n\nAdding to Solve Problems  \nDate:_______________  \nDear Family Member:  \nYour child will use knowledge of parts and wholes to make the connection between real-world  \nsituations and addition.This unit empha-  \nsizes writing addition number sentences  \nHappy Helpers Club  \n(e.g.,4+2=6)and developing everyday  \nmath language associated with addition.  \nWe CAN do!  \nChildren use several strategies for solving  \naddition problems.We emphasize one par-  \nHow much money wil each student have after  \nreceiving 3 more cents?  \nticular strategy,called counting on.For.  \nexample,if a child has thirteen beans and  \nis given three more,a strategy for finding  \nthe total number of beans would be to  \n⑧⑧⑧  \n⑧喂⑧  \ncount all sixteen beans,starting from one.  \n18+3=_______  \nThis works fine for small quantitles,but is  \n13+3=__  \ncumbersome when larger numbers are  \ninvolved.Counting on is a more mature  \nCounting on with money  \nstrategy whereby a child begins with thirteen  \nand then “counts on”the three new beans(“13..14,15,16”).Research shows that the  \nuse of strategies will resuit in better understanding of the math facts and a better  \nCopyright ② 1997 by Kendal/Hunt Publishing Company  \nattitude towards mathematics.  \nYou can provide opportunities for your child to practice addition at home by creating  \naddition stories for your child to solve.For example,while at the grocery store,you might  \nsay,\"There are eighteen apples in this bag.I will put three more apples in the bag.How  \nmany apples will have in all?”Your child might also make up problems for you to solve.  \nYour child will also be introduced to a calculator.The calculator will not be used to  \nreplace children's command of the basic facts or other ways of doing computation.It will  \nbe used as a tool that will enhance and promote learning.If your child solves a problem  \nat home using a calculator,ask him or her to explain which keys were pressed  \nThank you.Your continued efforts at home make a difference.  \nTE/c  \n","cbCainFbEWgYiupe","https://ap.wps.com/l/cbCainFbEWgYiupe","pdf",2438148,32,"English","# Adding toSolve Problems\n## Key to Symbols\n## Letter Home\n## Look Ahead\n## Lesson 1: Exploring Even and Odd Numbers\n## Lesson 2: The Pet Shop\n## Lesson 3: Parts and Wholes\n## Lesson 4: Counting On to Add Connections","[{\"question\":\"What is the main goal of the unit “Adding to Solve Problems”?\",\"answer\":\"The unit connects addition to real-world situations using parts-and-wholes knowledge, while strengthening writing of addition number sentences and everyday math language for addition.\"},{\"question\":\"What addition strategy does the unit emphasize?\",\"answer\":\"The unit emphasizes the “counting on” strategy, where students start from a first addend and then count on the remaining addends.\"},{\"question\":\"How should families support practice at home?\",\"answer\":\"Families can create addition stories for children to solve (e.g., apples in a bag) and encourage children to explain the keys used if a calculator is used to support learning.\"}]","Adding to Solve Problems - A Mathematical Journey Using Science and Language Arts - TIMS Curriculum from the University of Illinois at Chicago | PDF",1790620115,81]