1. What’s Covered. How do I know they have number to 10
What’s Covered? How do I know they have number to 10? When given a whole and some parts they can make the connections between adding and subtracting.

2. I am watching for immediate recognition of what is covered because I know the parts that make the whole. If there is counting by ones, I suspect there is no automatic recognition

3. ?
The 5 means think about 5.
I started with five dots.

4. ? 4
Only 4 dots are showing

5. ? Some dots are hidden under the question mark.
How do you know how many are hidden?

6. ?
I know because I know 5

7. ?
I know 4 plus one equals 5.
4 + 1 = 5

8. ?
If = 5 then one is hidden or missing.

9. ?
I could imagine a flip card or put out 5 dots and cover 1 to see.

10. ? 5
Here’s my flip card.
I had 5, I lift some away…..

11. ? 5
Now I see 4.

12. ? 5
How many did I lift away?

13. ? 5
I can explain the lift as subtracting. I took some away. I read and write 5 subtract something
Use subtract for the subtraction sign. Taking away may be the action, but the sign is not called a take away sign.
5 – ? = 4

14. 5 ? 5 – ? = 4 5 subtract what (?) equals 4
Use subtract for the subtraction sign. Taking away may be the action, but the sign is not called a take away sign.
5 subtract what (?) equals 4

15. 5 ? 5 – ? = 4 5 subtract one equals 4 because
Use subtract for the subtraction sign. Taking away may be the action, but the sign is not called a take away sign.
5 subtract one equals 4 because

16. ? 5
4 + 1 = 5

17. ? 5
If = 5
Then 5 – 1 equals 4
Use subtract for the subtraction sign. Taking away may be the action, but the sign is not called a take away sign.

18. ? 5
5 – 1 = 4 because
4 + 1 = 5

19. Try another one.

20. ?

21. Start thinking about 7. ?

22. Only 4 are showing. 4 ?

23. ?
Some are missing?

24. 4
I need 7,
I only have 4.
How do I know how many are missing? ?

25. 4 ?
I know = 7
4 plus 3 equals 7

26. 4 ?
If = 7 then 3 are missing or hidden.

27. 4 ?
Think of a flip card….. Or put out 7 dots and cover 3 to see how this works.

28. 4 ? 7
Here’s my flip card. I see 7 but when I lift

29. 4 ? 7
Only 4 are left…..

30. 4 ? ? 7
I know I lifted away 3....because

31. 4 ? 7
4 + 3 = 7

32. 4 ? 7
If = 7 then

33. 4 ? ? 7
Read subtract not take away.
then
7 – 3 = 4

34. I can model inverses with Block Cards, with Dot Cards, with Mystery Frames.
I can carry these models to 20, then I move to hundred grids to incorporate a multiplicative model into 2 and 3 digit number.

35. Make no mistake: The goal is to develop an automatic response to equations written like this:
8 - ? = ? = ? = 8
and to have at fingertips the understanding that if you know addition, you can use it to solve subtractions.
8 – 3 = 5 because = 8
6 + 3 = 9 because 9 = or
12 – 4 = 8 because = 12
YOU DO NOT WANT TO COUNT BACKWARDS… it wastes time and brain space.

36. These 2 cards are about the same number facts.
Can you explain? ?

37. Both cards start from 8 ?

38. ? This card shows 3, the rest are missing.
This card shows an arrow to break apart at 3. ?

39. ? I know 3 + 3 = 8. I know 5 are missing.
I know = 8 so if I unsnap at 3, there will be 5 ?

40. I can think 3 + ? = 8
to explain.
I can think 8 = ?

41. ? I know 3 + 5 = 8 so 8 – 5 = 3 I can think 8 = 3 + 5.
Then 8 – 3 = 5 and 8 – 5 = 3 ?

42. ?
They both link to this flip card.

43. 3 3 5 ? 5 8 3 5 3

44. Let’s try some
cards

45. ?

46. Did you think
1 + ? = 6 or 6 - ? = 1 ?

47. ?

48. ?
Did you think
6 + ? = 7 or 7 - ? = 6

49. Ready?

50. ?

51. ?
Did you think
2 + ? = 8 or 8 - ? = 2

52. ?

53. ?
Did you think
3 + ? = 9 or 9 - ? = 3

54. ?

55. ?
Did you think
8 + ? = 12 or ? = 8

56. ?

57. ?
Did you think
9 + ? = 14 or ? = 9
If students do not have automatic recognition of the dot collection they should not be in this card. I see 9 as 5 and 4 or 6 and 3.