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.
Monday
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
Wednesday
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.
Friday
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! 🙂
20somethingkids and 1kookyteacher 
I love your warm-ups. Do you think of them or get them from somewhere else?
And at this point we are still working on addition/subtraction within 20.
I’ve had this same question about knowing the names of the strategies. I do believe if you naming them is important than they should all be called the same thing.
Shannon
Thanks, Shannon! I’m glad you commented–I haven’t “seen” you in a while! I think of them everyday, based on what’s going on in our classroom, my family, and our math units. It’s pretty fun and easy, really.
I appreciate your thoughts about strategies. I agree that if you’re going to name them, then everyone should use the same names so everyone’s understanding is the same. Do you have your kids name them or use the “official” ones? Torn on that, too, at least in first grade. I COMPLETELY agree that it matters with older kids (like 5th graders), but am not so sure it matters in the beginning. Hope you’re well! How’s the weather in Alabama these days? 🙂
Actually, we have SO many strategies with our math curriculum that I can’t even keep up!!! And NONE of them have been mastered. But THAT’S a topic for a different day. 🙂
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