Math Block Set Guide Math Block Set Guide | Page 6

Explaining Procedures Using the Math Blocks
Addition Involving the Making-10 Strategy
When carrying out addition like “9+4=13,” a new digit
is created as a result of calculation. In such addition, the
“making-10” strategy is useful: One focuses on either
“9” (the augend) or “4” (the addend) first, and instantly
finds out what number should be added to make “10.”
Then one splits the number, like “4 into 1 and 3,” and
makes “a group of 10” by combining 1 and 9. Finally,
one finds the answer by combining a group of 10 and
some ones, like “10 and 3 make 13.”
As previously mentioned, the idea of making “a group
of 10” becomes fundamental for understanding the
concept of base-10 numbers. At the same time, this idea
makes it possible to calculate larger numbers such as 20
and 30. The idea of making “groups of 10” is the basis
for learning addition and subtraction of larger numbers.
Date
Understand
We can solve this problem in several different ways.
Now let’s try one approach!
Image 1
9 needs 1 more to make 10.
Add 1 to 9
and make 10.
How to Use the Japan Math Block Set
Have students use the math blocks to solve the problem
“9+4=13.” By making “10” and “3” with the blocks,
students will see that they are in the form of “a group
of 10 and 3.” (see manipulation: Image 1)
To make 10,
we will split
4 into 1 and 3.
10
3
10 and 3 make
13.
Why Choose the Japan Math Block Set?
How to calculate 9 ＋ 4
1
11
Students will get a better sense of numbers in the real world while learning about
number concepts!
1
11
1
11
1 9 needs 1 more
11 to make 10.
When working with numbers greater than 10, students’ understanding for number structure
deepens as 12 they
learn to
2
2
12
12
Split
into 1 their
and
4 begin
3.
see 10 as a group, and their attention is directed toward “groups of 10 and some more.” 2 2 Do
not
education
12
Un i t
3
13
3 blocks
13 can
Add
to
and
make
1
9
10.
by presenting abstract numerals to them. Instead, begin by having
them
manipulate
math
so
they
get
a
3
13
10
3
13
hands-on and visual grasp of ”a group of 10.” After understanding the procedure using 4 4 the 10 math
can
14 students
and blocks,
3 make
14 13.
4
14
4
14
move on to the abstract — the numbers — and deepen their understanding of the meaning of numbers step-by-step.
9 ＋ 4
1
3
5
5 15
15
9
9 19
19
5
15
Students can develop the ability to communicate their ideas!
5
15
34
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16
16
The Japan Math Block Sets are helpful in deepening students’ understanding of addition 6 6 where the making-10
strategy
16
6
16
is used. They are also effective as a tool to communicate their ideas and their understanding
to others. A 17
student who
7
7
17
7
17
7
17
has understood the material can help a student who is struggling to understand by verbal explanation accompanied
8
18
8
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by block manipulation. There are many cases in which verbal communication is made easier
when accompanied
by the
8
18
8
18
9
19
manipulation of objects.
9
19
Students who think that they have understood the material can check their understanding
what they’ve
10 by explaining 20
10
20
10
20
10 those who do
20 not) to gain an
learned to others. This can help both students (those who think they have understood and
understanding of what is being taught. The Japan Math Block Set refines students’ communication skills and encourages
understanding of the material they are trying to learn.
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For more information, check out japan-math.com