Curriculum CornerComposing and Decomposing Numbers

by Leigh Volkers
With the transition to the new Common Core State Standards, there is a large emphasis on developing a deep understanding of number sense in Kindergarten students. In her book Developing Number Sense Marilyn Burns describes number sense as: understanding the relationships between and among numbers having the ability to think flexibly about numbers and to break numbers apart and put them back together being familiar with the properties of single digit numbers and using this information to calculate efficiently using larger numbers having the ability to manipulate numbers in their head having effective ways to estimate Think about the ultimate goal of math instruction--students with strong skills and flexibility with numbers. One of the key factors in reaching that goal is helping our students learn to compose and decompose numbers. It's a skill that starts in Kindergarten and follows students throughout their mathematical career. Consider the following examples from The Math Coachs Corner (a blog): A Kindergarten student uses number bracelets to find all the combinations for a given number. This is actually the foundation for learning basic facts, but it goes beyond that. Say the student is now presented larger numbers, like 8 + 5. They know that a combination for 5 is 3 and 2. They also know that a combination for 10 is 8 and 2. They can now solve it by decomposing the 5 into 3 and 2, adding the 2 to the 8 to make 10, and then adding the remaining 3 to get 13. In a 1st grade class, a student uses her knowledge of number combinations to solve 8 = ? +3, modeling the problem with counters.

A 2nd grade class is working on place value and writing numbers in expanded form (235=200 + 30 + 5). We don't typically refer to it as decomposing the number, but that's really what it is. Students need to understand that 235 is also 100 + 130 +5. That's the basis for understanding subtraction with regrouping. A 3rd grade class is working on multiplication facts. A student is trying to master the fact 7 x 6. He realizes he can decompose the 6 into 3 + 3 and then he knows that 7 x 6 is just twice 7 x 3 (a fact he happens to know). In the 4th grade, students use an area model to solve 12 x 13, leading to a deeper understanding of the multiplication process.

As you can see, the goal for introducing composing and decomposing number activities in Kindergarten is to create flexible mathematical thinkers. In the classroom this is a skill that is incorporated into many of our daily routines. Through our daily math work, your child has explored a number of ways to decompose numbers 1 - 10. Below I have included the description of a number of activities which you can complete at home with your child to provide additional practice for him/her with this critical math skill. Hiding Bears- To play Hiding Bears a child is presented with a group of counters (the counters represent bears, but any small object can be used) and given the opportunity to count the total number. The child is then asked to cover his/her eyes while some of the counters are placed under a cup (the cup represents the bear cave). When the child opens his/her eyes, he/she must mentally figure out how many counters are hiding under the cup, based on how many are still visible and how many counters there were in total. Begin by playing with a small number of counters and increase the total number of counters as you see that your child is ready for more of a challenge. -If your child is able to successfully play the Hiding Bears game with numbers up to 10 , try the Dice Roll activity below. This activity will provide your child with additional practice composing and decomposing numbers mentally while also helping your child become more familiar with the standard mathematical notation used to express addition and subtraction equations. - If your child is not yet able to successfully play the Hiding Bears game, try the Clothespin Count activity below (from The Math Coachs Corner) to provide your child with guided practice at composing and decomposing numbers.

Dice Roll (I hope that you are able to follow the directions below, this is a game that I created myself. Please let me know if you have any questions about how to play.) -To begin play, your child should roll a number cube (dice) and determine how many dots are shown. This will be the starting number. Ask your child to record the starting number on a piece of paper. -After the starting number has been recorded, your child should roll the number cube again. This new number will be the ending number. (HINT: You may want to move the number cube away from

your child so that the ending number is not lost, your child will not record this number until the final step.) -Now your child will need to mentally figure out how to move from the starting number to the ending number. If your child is new to this game you can ask the following question to help prompt his/her thinking at this point: Do you need to add some more (+) to the starting number to get to the ending number OR do you need to take some away (-) from the starting number to get to the ending number? -When your child has decided whether some more need to be added (+) or some need to be taken away (-) to change the starting number into the ending number, ask your child to put the proper symbol next to the starting number on the paper. (HINT: you may want to write the addition and subtraction symbols on a piece of paper with the words add some more next to the addition symbol and the words take some away next to the subtraction symbol so that your child can refer back to this and begin to determine by himself/herself which symbol is needed in the equation.) -Once the proper symbol has been written down, your child should mentally figure out how many need to be added or taken away to move from the starting number to the ending number. Ask your child to record that number in the addition/subtraction equation. -Finally your child will record the equals symbol and then the ending number. **Please note that I have many nonstandard dice in my classroom that I am always happy to loan out if your child loves this game but needs more of a challenge. I have 12sided dice, 20- sided dice and 32-sided dice for you to borrow.

EXAMPLE of the Dice Roll game: -Child rolls a 4 as the starting number. Child records 4 on his/her paper. -Child then rolls again and gets 6 as the ending number. -Parent prompts, You are starting with 4 and you want to get to 6, do you need to add more or take some away from 4 to get to 6? -Child correctly responds I need to add some more. Parent asks child to find and write the symbol that shows add more. Child writes + next to the 4. -Parent prompts, How many more do you need to add to 4 to get to 6? -Child correctly responds, 2 more. Parents says, Good job, now record that on your paper. Child writes 2 next to the +. -Parent says, Now we need to finish the number equation. 4 + 2 more equals? Child responds 4 + 2 more equals 6. Child finishes the number equation so that it now reads 4 + 2 = 6. HINTS: It is okay for your child to use his/her fingers to work out these mental math problems.

Once this activity has been introduced, please allow your child to determine which symbols need to be used in the mathematical equations. This will help your child to become familiar and comfortable with the meaning of each of the symbols (+, -, =).

Clothespin Count- Students use strips that have dots showing 5 (pictured below) through 10. Choose the number that your child needs to work on. You'll need two different colors of clothespins, and you need as many of each color as there are dots on the card. So, if your child is working on 5, you will need 5 of one color and 5 of the other. The child begins by flipping over a number card (number cards should be present for the number equal to the dots on the strip and all numbers less than that number). Upon flipping over the number card, the child puts that many of one color of clothespin on the dots on the strip. Then the child completes filling in the dots with the other color of clothespin. Help your child write the Math Sentence that says, "____ and ____ make ____" so they use the correct mathematical language to describe the combination they have made. So in the first picture shown, the student would say "1 and 4 make 5.

You can use a number cubes instead of number cards to provide your child with practice at quickly counting the dots.

Another option for selecting the first number--a card with ten frames or actual ten frames.

This shows how students can show their work. As they progress, they could write the actual number sentence instead of using "and" and "make".