Continuing the Conversation

Minilessons for Addition and Subtraction

A warm–up mental math string What strategy does this string support? What big ideas underlie this strategy?

Small Group Discussions What strategies would you expect to see? How would you represent them?

The Double Number Line =

The Landscape of Learning

Let’s go to a classroom… Cdrom, minilesson folder (3 rd ), first page video clips 18, 19, and 20

The Landscape of Learning

Back to the classroom… second page video clips 3, 5, 6 #3 (3 on the top, 5 on the bottom) #5 (2 on the top, 6 on the bottom) #6 (is there another way the kids could trick me?)

Grade What’s the focus of the string? A) compensation B) splitting C) jumps of tens and adjusting D) moving to a landmark number

Grade What’s the focus of the string? A) compensation B) splitting C) doubles +/- D) moving to a landmark number

Grade – What’s the focus of the string? A) constant difference B) splitting C) doubles +/- D) taking jumps of ten backwards and adjusting

Back to the classroom… sixth page video clips 76, 77

Back to the classroom… Seventh page video clip 79

Grade – Here’s the string again. Would you continue with the 4 th problem?

How would you finish the string?

Grade (clip 83) Here’s the first part of a string that Michael does on another day.

What conversation would you have?

Have fun with minilessons….