More addition this week, friends! We’re still working on choosing efficient strategies (which actually makes me think of a blog post I need to write about the strategies we’re focusing on!–stay tuned!), so these will look similar to warm-ups we’ve had lately.
The benchmark for subtraction this quarter is the same as last (within 20), only we’re hoping for kiddos to have some more solid strategies for how to do that subtraction effectively and efficiently. Using strategies they already have been using for adding (like counting on by 10s or splitting 10s and 1s) can be helpful as they work more on subtracting. Helping kiddos see the connection between addition and subtraction is also a goal here. Tuesday
One strategy some kiddos have been working on is compensation (in short, it’s moving numbers around to make an easier problem that can be done with very few steps or even in your head). Even though some kiddos aren’t yet “there” as far as using it independently or correctly, it’s good for all to see/hear the possibilities for putting numbers together.
We have been working with “bare” problems for a bit now, and I wanted to throw another story at them. I know, this one’s easy. 🙂
Ok, friends, as I finish up, I have a math question that my team and some others have been chewing on this week: is it important that kiddos know the names of the strategies they are using, or just that they understand how those strategies work? And if the strategies are to be named, does it matter if all kiddos (like in a grade level, for instance) use the same names? I’d love to hear your thoughts! 🙂