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Bridging Ten: Addition in Two Steps, 25 Worksheets in two Versions

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Math Centre, Mental Math, Number Range to 20

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By Stumbling Blocks,
Bridging Ten: Addition in Two Steps, 25 Worksheets in two Versions

Bridging ten in two steps, worksheets in two versions, additionally: crossword pages

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Stumbling Blocks,

I'm a special education teacher in Germany, working in an inclusive setting.

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    (Thanks to google translator :-)
    The students just have to know one rule "First to 10 and then the rest".
    It is required, that all number decompositions to 10 are learned (not only the 10, but also the decompositions of 5,6,7,8,9)

    The worksheets contain enough repetitions and are therefore sufficient for slow learners. As a little change in between: a few cross number puzzles.

    DIY booklet for remedial teaching in 60 sec from Frank Kutzinski on Vimeo.

    If class screening (eg, a page with bridging ten tasks in a given time) allows students to make only a quarter of a page in time, then caution is advised: even if the quarter-page is all right, they probably can not do the step by step ten transition and have only counted up all the tasks that have been done, and therefore managed so little in time! The reason: either they ca not use the step by step ten transition, or they do not have automated the number decompositions of 5,6,7,8,9, often both. The diligent practice of decompositioning the 10, or the offering of a 20 abacus (counting up) will not help the students ... (a counting visualization even solidifies the unproductive solution behavior here). It would be correct now to work up the uncertain number decompositions. But it is also correct to practice the step by step ten transition with the exercise material offered here.

    Many students with learning difficulties can not quickly solve the ten transition because they are not shure in their number decomposition ... The only solution strategy they have left is counting with fingers or impulsively guessing.

    Without the automation of the number decompositions, the student has to fail at the stepwise ten transition:

    8 + 5 => 8 + 2 + 3 can only succeed if you know how the 5 can be decomposed.

    In the later years of elementary school you can see again and again students who can not bridge ten, not knowing other solutions (for example about doubling) and use the inconspicuous counting with fingers as the only solution scheme. The variety of solutions is great. But students with limitations in cognitive processing benefit from a secure solution scheme.

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