Students are learning how to think of equations to 20 in simpler terms.
If they see 8 + 6 and don't know the answer, they could always count on their fingers (all 14), count on (8-9,10,11...), OR turn the 8 into a 10 to make the problem easier to work with (which is what we are guiding them towards if they are ready).
Here are some examples of what that might look like:
1. With cubes- children build both numbers (best if in two colors)
Then they rearrange the cubes- Ask, "If you have 8, how many more to make a ten?" (2)
So the child moves two of the cubes to fill up the ten frame. Now they have a ten and some more (or leftovers, or ones)- 4 in this case.
10 + 4= 14
2. Draw pictures: Have the child draw the numbers- be sure to keep them separated so you can see the two numbers- 8 and 6.
Ask, "How many do you need to make a ten?" (2)
The child draws a circle to include the 8 plus the 2 extra, thus making a circle of 10. Then they see the extras/leftovers (4).
10 + 4 = 14
It can also be used for kids who have a good number sense and can think more abstractly about how many cubes it takes to make a 10.
They start by writing the equation- 8 + 6
Then ask, "How many do you need to make a ten?" (2)
They would split the smaller number to take what they need and then see what's left.
In this case, they borrowed two from 6, and then had 4 leftovers.
The writing just shows what the thought process might be. They don't have to write it out.
