sentence or equation for the number 1. When there were no answers, I added, “It
could be adding or subtracting.” Suddenly Rachel offered, “I know, 1 0 1.” Then
Owen added, “5 take away 4 makes 1.” I recorded each of these equations on the
board. Then I showed the children their individual number books, telling them that
their job was to draw or write things that showed 1 (see Figure 13–1).
BUILDINGUNDERSTANDINGTHROUGHTALKFigure 13–1.