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Mathematical Module Subtraction
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Hypothetically speaking, if you didn’t know how to subtract, how would solve the following question? 53 – 27
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Hypothetically speaking, if you didn’t know how to subtract, how would solve the following question? 53 – 27 Now, come up with two other ways.
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“Counting Up” Add Tens to Get Close, Then Ones
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“Counting Up” Add Tens to Overshoot, Then Come back
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“Counting Up” Add Ones to Make a Ten, Then Tens and Ones
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Developing Student-Invented Strategies Integrate computation with place value and fact development. Use story problems frequently using Problem structures that suggest strategies Increasing numeric complexity Incorporate the use of the empty number line to encourage flexible thinking. Use the three-part lesson format to gain the value of class discussion. Record students’ processes so that all students can see what others have done.
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Reflection Why is it helpful to think of subtraction in terms of addition? What is the mathematical justification for doing so? Describe to the class the three ways you worked the original problem: 53 - 27. Of the three previous methods, which one was most useful to you? Explain why. Under what circumstances would (or wouldn’t) you advocate for teaching addition and subtraction simultaneously?
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