The purpose of this Number Talk is to elicit strategies and understandings students have for adding within 100. These understandings help students develop fluency and will be helpful later in this lesson when students need to add to find the total number of students represented in a picture graph. When students use strategies based on place value to add, they look for and make use of structure (MP7).

This is the first time students experience the Number Talk routine in IM Grade 3. Students should be familiar with this routine from a previous grade. However, they may benefit from a brief review of the steps involved.

• “¿Cómo les ayudó el valor posicional cuando sumaron estos números?” // “How was place value helpful as you added these numbers?” (I was able to use tens and ones to help me find the sum.)
• Consider asking:
  • “¿Quién puede expresar el razonamiento de _____ de una forma diferente?” // “Who can restate _____’s reasoning in a different way?”
  • “¿Alguien usó la misma estrategia, pero la explicaría de otra forma?” // “Did anyone use the same strategy but would explain it differently?”
  • “¿Alguien pensó en el problema de otra forma?” // “Did anyone approach the problem in a different way?”
  • “¿Alguien quiere agregar algo a la estrategia de _____?” // “Does anyone want to add on to _____’s strategy?”

• “¿Cómo encontraste el número total de estudiantes representados en la gráfica?” // “How did you find the total number of students represented in the graph?”
• “¿Cómo te ayudaría contar de 5 en 5 a encontrar el número total de estudiantes representados en la gráfica?” // “How could you use counting by 5 to find the total number of students represented in the graph?”

• “¿Cómo hiciste para responder las preguntas sobre la gráfica?” // “How did you answer the questions about the graph?”
• “¿Qué nos dice la leyenda sobre cada dibujo en la gráfica?” // “What does the key tell us about each picture in the graph?”