Number Talks Planning Sheet – 2nd Grade Addition

Learning Goals:
-Understand and use multiple strategies for adding 1-digit and 2-digit numbers,
including making tens, near doubles, landmark/friendlier numbers, and adding up.
Focus on this number talk on the first three strategies.
-Use relational thinking to solve sets of related tasks (use solutions to one problem
to reason about solutions to other problems.
Tasks and Why:
9+1 (Making tens, Adding Ip)
9+7+1 (Making Tens, Adding Up)
1+6+9 (Near Doubles, Adding Up)
20+20 (Making Landmark or Friendly Numbers, Making Tens, Adding Up)
19+19 (Making Landmark or Friendly Numbers, Adding Up)
78+2+3 (Making landmark for Friendly Numers, Adding Up)
78+5 (
Anticipate Strategies: How to Record Strategies:

9+1 1 plus 9 is the same as 10 Making Tens: using a V shape to shows

which two numbers are added together
9+7+1 1 plus 9 is the same as 10, 10 to make ten. Use an equal sign to confirm
plus 7 is the same as 17 (e.g., 1+9=10). Say “is the same as” for
equal sign when reading equation. Then
1+6+9 1 plus 9 is the same as 10, 10 plus add the third number.
6 is the same as 16.

20+20 I know that 20+20 is the same a
40.
19+19 Add one to each 19 to get 20+20.
We know that 20+20 is 40. Then take
away 2 since we added 1 to each 19.
78+2+3 to get to the friendlier number
of 80; add 78 plus 2. Then add 80 plus 3
to get 83.
78+5 to get to the friendlier number of
80, decompose 5 into (2+3). Add 78+2 to
get 80. Then add 80+3 to get 83.
Questions to ask to elicit, understand,
Near Doubles: write the equation for
the doubled numbers (e.g., 10+10=20).
Say “is the as as” for equal sign when
reading. Then add any number in the
ones place.
Landmark/Friendly Numbers:
Use another color marker to note
quantity added/subtracted. Rewrite task
with new quantities. Use same color to
note when this quantity is
subtracted/added to answer to
compensate for change.
Adding up: students may simply start
with a number in the problem and add
the other numbers to the first number.
Possibly show this on a number line.
Possible Confusions/Misconceptions:
and represent students’ thinking:
Questions about focal strategies:
1. Why did you add/subtract ( )
to/from ( ) to make it ( )?
2. When you got your answer, how
did you know what to do next?
3. How did you make the problem
easier?
4. Can you think of another way to
make the problem easier?
In the problem 19+19 I believe a few
select students in my class will add two
to reach a friendlier number. However, I
think that these students might forget to
subtract the two at the end.
Also, I think many students might focus
on the adding up method and use their
finers to count the numbers in the
problem.

Other questions (to help students

orient to one another’s ideas):
1. Who can restate [student’s name]
strategy in their own words?
2. Why do you think [student’s
name] change ( ) to ( )?
3. Turn to a partner and talk about
why you think [student’s name]
added/subtracted ( ) from the
answer at the end?
4. Did anyone else change the
numbers, but in a different way

Notes During Number Talk: