Today in Math, we worked on breaking apart the number 10. If you gave me ten counters and I wanted to make two piles, how could I do that? I could move one and make a pile of nine and one, or I could move five and make a pile of five and five to make ten, etc. This part, part, whole strategy is key to understanding how numbers work together. It creates a real number sense for the child. Being able to talk about (and write about) this understanding is often the hard part for our second graders. It is essential though to pass the EOG and to the common core curriculum. Have your student talk about what is happening in the problem, not just show it. What are the different ways to make ten?