به انگلیسی

Asking Why It Works

Learning to Learn · Learning to Learn · ages 8-9

Name ______________________ Date ____________

Mia knows 12 ones make 1 ten and 2 ones. She asks why the 1 goes in the tens column. Which action helps her see the reason?
- Group ten counters and count the rest
- Copy the number 12 on twelve lines
- Say the word tens twelve times aloud
Which question asks for a reason why something happens?
- What answer did you get?
- Why does that happen?
- Which page shows the rule?
Repeating a rule alone does not show whether you can explain why it works.
Circle one: True False
Sam puts ten single cubes into one group. Why does he still have ten cubes?
- He has not added or taken away cubes
- Putting cubes in a group adds one cube
- Each group counts as one single cube
9 + 7 = 16. Why do we write 1 in the tens column and 6 in the ones column?
- 16 ones make 6 tens and 1 one
- 16 ones make 1 ten and 5 ones
- 16 ones make 1 ten and 6 ones
Which sentence links writing a ten in the tens column to a familiar grouping idea?
- I copied the answer into my book
- It is like bundling ten single cubes
- I will say the rule ten times aloud
Tom compares writing a ten in the tens column to bundling ten cubes. Which shared detail makes this connection useful?
- Ten single cubes form one group of ten
- The cubes and written digits are blue
- Tom has seen cubes and digits before
Priya suggests, 'Adding always makes a full ten.' Which example shows that her explanation needs changing?
- 5 + 8 makes 13 ones, with one full ten
- 8 + 9 makes 17 ones, with one full ten
- 4 + 2 makes 6 ones, with no full ten

Answer key

For grown-ups. Fold this page away before handing over the rest.

Group ten counters and count the rest · Grouping ten counters shows the full ten. The two counters left are ones. Copying numbers or repeating words does not show that grouping.
Why does that happen? · 'Why does that happen?' asks for a reason. Asking it starts a search for an explanation.
True · Repeating gives the rule's words. A reason explains why the rule works, which repeating alone does not show.
He has not added or taken away cubes · Grouping changes the arrangement, not the number of cubes. The group contains the same ten cubes.
16 ones make 1 ten and 6 ones · Ten of the 16 ones form one ten. Six ones remain, so 16 is 1 ten and 6 ones.
It is like bundling ten single cubes · Bundling ten single cubes uses the same idea: ten ones form one ten.
Ten single cubes form one group of ten · Both ideas use ten ones to make one ten. Color and familiarity do not explain that grouping.
4 + 2 makes 6 ones, with no full ten · 4 + 2 gives 6 ones, fewer than ten. This addition makes no full ten, so adding does not always make one.