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Subtraction

Subtraction. Lucky Shopper. Mental Strategies. Last time, we learned that the topic of “place value” extends beyond positional place value.

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Subtraction

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  1. Subtraction Lucky Shopper

  2. Mental Strategies Last time, we learned that the topic of “place value” extends beyond positional place value. True understanding of place value is in the application of using what you know about the value/ quantity of all parts of a number within a mathematical context.

  3. Why Mental Math? • In your red book, briefly review the section “Mental Computation as Relational Thinking” (page 102)

  4. Why Mental Math? • How does mental computation connect to relational thinking? • Why are mental computation and relational thinking important? • How do mental computation and relational thinking relate to the Common Core Standards?

  5. Why Mental Math? • How does mental math prepare students for the mathematics they will do later in life? • How do the instructional activities and manipulatives discussed so far support the development of mental strategies. How does this approach differ from “traditional” methods.

  6. Standards for Mathematical Practice • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning. Link to standards

  7. Why Mental Math? video

  8. Mental Strategies • 124+73 • 100-83 • 329+19 • 143-39 • 270-171

  9. Cups O’ Gold • Visit each game station as we gather.

  10. Cup O’ Gold Use Arrow Cards provided yesterday. If you prefer to have a set in each folder, use master provided on Marti website. http://kentuckymathematics.org/martiplus/ * When students are ready, place value dice may be used in place of arrow cards. Note that place value dice provide less support than arrow cards.

  11. CRA

  12. Settings and Situations

  13. Problem Situations • Write a problem situation of your assigned type in the range 101 to 1000. • Be prepared to model how your problem might be solved at your assigned CRA level. Feel free to use any materials from our morning activities. • As each person share’s his/her word problem and models a method of solving, everyone will determine • The problems location on the chart • The solutions CRA level

  14. Settings and Situations

  15. Table 2: Recommendations Source: Authors’ compilation based on analysis described in text.

  16. Van De WalleDifferentiated Instructions • Differentiated Tasks - Parallel Tasks (46-48) • Differentiated Tasks - Open Questions (48-49) • Learning Centers (49-50) • Tiered Lessons (50-53) • Flexible Grouping (53-54)

  17. Explore the sections in this book. What connections do you see to other ideas and activities previously discussed?

  18. Problem String Example • Demonstrate a number talk utilizing a problem string from “Extending Addition and Subtraction” text

  19. Now it’s your turn! • You will be given a set of problem strings to read through. • You will choose one of the problem strings, and lead all of us in a number talk using the string.

  20. Reflect What are some important “teacher” actions to remember when leading students in a number talk?

  21. Talk Moves https://www.teachingchannel.org/videos/student-participation-strategy?fd=1

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