Math “Madness” for Parents ABES December 2014

Introductions Math Specialist – Heidi Kendall ITRT – Cindy Patishnock K – Valerie Marlowe, Paige Beck 1 st – Deb Bohr 2 nd – Kim Broberg, Kaylee Shepherd 3 rd – Christa Reyes, Bonnie Edelman 4 th – Michelle Lurch-Shaw, Andrea O’Connor 5 th – Darcy Moore, Eileen Smock

Goals  The Parents/Guardians will learn the strategies and alternative algorithms that their students are learning and using for addition, subtraction, multiplication, and/or division  Through practice and discussion the parents will understand the importance of these strategies in building conceptual understanding

Overview  Introductions, Warm-Up, Technology Resources  Grade Level Band Break-out Sessions  K &1 st  Mrs. Bohr’s Room, RM # 44  2 nd & 3 rd  Mrs. Broberg’s Room, RM # 36  4 th & 5 th  Mrs. Moore’s Room, RM # 20

Warm-Up Activity

Technology Websites   National Library of Virtual Manipulatives  Bedtime Math  First In Math Textbook Resources  Pearsonsuccessnet.com  ID: LastnameFirstnameMI  PW: 6digitDOBsc  Example:  Patishnockjacindaa  sc

Break Out Sessions  Kinder & 1 st : Room #44, Mrs. Bohr  2nd & 3 rd : Room #36, Mrs. Broberg  4 th & 5 th : Room #20, Mrs. Moore

ADDITION

Keeping One Number Whole  Keeping One Number Whole is one of the basic strategies introduced to students in the second grade. It helps the students add multi-digit numbers without needing to worry about regrouping. While keeping the first number whole, the students then add on the second number by place value chunks. This in turn reinforces the idea and importance of place value.

= = = 151  Keep first number whole  Break second number by place value  Add

= = = = 1426  Keep Larger Number Whole  Break second number by place value  Add

Now try one of these… = =

Partial Sums  AKA: Adding By Place Values Partial Sums is a useful way to add multi- digit numbers. The students expand each number into its place value, add corresponding place values together, then add the partial sums to get the final answer. Partial sums are easier to work with and this strategy helps students do mental math with more ease.

Add the tens (60 +80) 140 Add the ones (8 + 3) Add the partial sums ( )

Add the hundreds ( ) Add the tens (80 +40) 120 Add the ones (5 + 1) Add the partial sums ( )

Now try one of these… = =

Number Line  The Number line is a visual representation that assists students in “seeing” the math as it is happening. For addition, they begin with the first addend and then add the second addend in chunks to get their sum.

=

=

Now try one of these… = =

SUBTRACTION

Keeping One Number Whole  Keeping One Number Whole is one of the basic strategies introduced to students in the second grade. It helps the students subtract multi-digit numbers without needing to worry about regrouping. While keeping the first number whole, the students then subtract back the second number by place value chunks. This, in turn, reinforces the idea and importance of place value.

56 – 27 = – 20 = – 7 = 29  Keep Larger Number Whole  Break second number by place value  Subtract

932 – 356 = – 300 = – 50 = – 6 = 576  Keep Larger Number Whole  Break second number by place value  Subtract

Now try one of these… 74 – 39 =761 – 389 =

Number Line  The Number line is a visual representation that assists students in “seeing” the math as it is happening. For subtraction, they can place both numbers on the open- number line and then find the difference between the two, or they can start at one number and subtract in chunks to get the difference.

56-27 =

932 – 356 =

Now try one of these… 98 – 49 =725 – 498 =

Trades First  The “Trades First” Algorithm looks similar to the traditional algorithm when it is finished. However, in this algorithm all trading is done first, before any subtracting and you begin with the left-hand column.

When subtracting using this algorithm, start by going from left to right Ask yourself, “Do I have enough to subtract the bottom number from the top in the hundreds column?” In this problem, does not require regrouping Move to the tens column. I cannot subtract 5 from 3, so I need to regroup Now subtract column by column in any order Move to the ones column. I cannot subtract 6 from 2, so I need to regroup.

Let’s try another one together Now subtract column by column in any order Start by going left to right. Ask yourself, “Do I have enough to take away the bottom number?” In the hundreds column, 7- 4 does not need regrouping. Move to the tens column. I cannot subtract 9 from 2, so I need to regroup. Move to the ones column. I cannot subtract 8 from 5, so I need to trade.

Now try this one…

And now this one…

MULTIPLICATION

Number Line  The Number line is a visual representation that assists students in “seeing” the math as it is happening. For multiplication, the factors are shown as equal jumps on the number line – beginning at zero and ending at the product.

Let’s Take a Look 3 X 6 = “3 jumps of 6” 6 X 3 = “6 jumps of 3”

Now try these… 5 X 2 =8 X 6 =

Array/Box Method  The Array Model, or Box Method as the student like to call it, is based on what the students learn about area and using arrays for multiplication. This strategy again focuses the students on the place value of the numbers within each factor, while at the same time providing a visual representation for multiplication.

56 x 98=

56 x 98=

56 x 98=

56 x 98=

56 x 98= Partial Products can be added in any order: = = = 5488

Now try this one… 38 x 79 =

Partial Products  The Partial Products Algorithm is based on the distributive property of multiplication. This algorithm focuses on the place value of each digit as it is multiplied. Once all the partial products are determined, they are then added together to get the final sum.  Like the Array Model/Box Method, Partial Products can be used all the way through algebra for multiplying fractions and binomials.

Calculate 50 X X 53 Calculate 50 X 7 3, Calculate 3 X 60 Calculate 3 X 7 + Add the results 3,551 To find 67 x 53, think of 67 as and 53 as Then multiply each part of one sum by each part of the other, and add the results

Calculate 10 X X 23 Calculate 20 X Calculate 3 X 10 Calculate 3 X 4 + Add the results 322 Let’s try this one.

Now try this one x 79 =

DIVISION

Partial Quotients  The Partial Quotients Algorithm uses a series of “at least, but less than” estimates of how many b’s in a. You might begin with multiples of 10 – they’re easiest.

There are at least ten 12’s in 158 (10 x 12=120), but fewer than twenty. (20 x 12 = 240) 10 – 1st guess Subtract There are more than three (3 x 12 = 36), but fewer than four (4 x 12 = 48). Record 3 as the next guess 3 – 2 nd guess Sum of guesses Subtract Since 2 is less than 12, you can stop estimating. The final result is the sum of the guesses ( = 13) plus what is left over (remainder of 2 )

36 7, – 1st guess - 3,600 4,291 Subtract 100 – 2 nd guess - 3, R7 Sum of guesses Subtract – 3 rd guess – 4th guess - 324

Now try this one… 8572 / 43 =

Questions? Comments?  Mrs. Kendall   Mrs. Patishnock 