Reading through a book today I saw this questions posed:
Make up an addition problem where 2, 3 and 4 are used somewhere in the problem or answer.
Ask that question of your students and see what types of responses you get.
Then twist the question slightly and ask it again (this is what I was thinking when I originally read it, so I wondered what type of varied response it would get and why).
Make up an addition problem where 2, 3 and 4 are used both in the problem and the answer.
What difference did it make? Was the change significant for teaching?
I would like to know your experiences with this, thanks for sharing.