Math Log #1

Week 3 and Week 4: Addition and Subtraction

Week 3 and Week 4: Addition and Subtraction

How might your students' understanding of addition and subtraction progress/develop/evolve? What will you do as the teacher to help move your students toward proficiency?

My students' understanding of addition and subtraction might progress/develop/evolve by...

Using different modelling and counting strategies
Using the Student continuum of numeracy chart

Using different modelling and counting strategies
Using the Student continuum of numeracy chart

For example: Counting: 
                    Counting blocks together three times
                    Counting on/counting bac

For example: Counting:
Counting blocks together three times
Counting on/counting back
Counting on from the larger number

For example: Working with numbers: 
                    Counting using the 5 or 10 anchor
                    Using a known f

For example: Working with numbers:
Counting using the 5 or 10 anchor
Using a known fact
Using up/down over 10
Splitting up the numbers

For example:

For example:

For example:

For example:

The way the problem is structured

For example: "If you have 27 cards, how many more will you need to get 62 cards?"
"If you have 62 cards and you take away 27

For example: "If you have 27 cards, how many more will you need to get 62 cards?"
"If you have 62 cards and you take away 27 cards, how many will you now have?"

As the teacher I might.... to help move my students toward proficiency.

Use different strategies to show that by adding to something makes it bigger.

Use different strategies to show that by adding to something makes it bigger.

For example: Using your hands
                    Using blocks
                    Using stickers
                    Using f

For example: Using your hands
Using blocks
Using stickers
Using food

Use different strategies to show that if you take away an amount the number gets smaller

Use different strategies to show that if you take away an amount the number gets smaller

For example: Using food
                    Using fingers
                    Using blocks

For example: Using food
Using fingers
Using blocks

Is it enough for your students to memorize addition and subtraction facts? Is it important for students to know their facts automatically?

I believe it is important for students to memorize the basic facts of addition and subtraction to help them so they can quickly come to an answer

For example: Knowing the basic equations can help students when math becomes more difficult to answer questions instead of them having to think about the simple equation first before trying to figure out the bigger part of the equation.

Having memorized some of the basics it can help compeleting equations in the future

For example: Being in the "real world" and being able to calculate your total to be sure you are not being ripped off

Can make solving equations quicker

For example: If the student automatically knows that 10 plus 10 is 20 then it will be easier for them to know that 110 plus 110 is 220 because they already know what 10 and 10 is.

What it says about addition and subtraction in the textbook...

Direct modelling

Direct modelling

Using drawing to solve an equation

Using drawing to solve an equation

Using concrete materials

Using concrete materials

Using base ten blocks

Using base ten blocks

Written supports

Written supports

Charts

Charts

Stacked number lines

Stacked number lines

Number lines

Number lines

Counting on and counting back

Learning about and recording jump strategies

Bar diagrams

Bar diagrams

Work well for contexts that fit a subtraction comparison situation and a part-part-whole model

Partitioning

Partitioning

Splitting a number into two parts

Technology

Technology

Using a calculator

Using a calculator

Week 2: Number Sense/Place Value

Week 2: Number Sense/Place Value

What does "strong number sense' mean to you?

Strong number sense to me means that...

The student has an understanding for numbers.

The student has an understanding for numbers.

They can look at a number and understand what the the quantity of the number is.

They can look at a number and understand what the the quantity of the number is.

They have an understanding that there is a specific order to numbers.

They have an understanding that there is a specific order to numbers.

How will you know if your students have strong number sense and how will you ensure they develop this?

I will know that a student has a strong number sense by...

If they are able to understand what number is which.

For example: 5 = Five

For example: 5 = Five

They can understand that the numbers can be shown in different ways.

For example:

For example:

They know that the numbers are ordered in a specific way.

For example: 2 comes after 1 and 3 comes after 2: but 3 does not come after 1

For example: 2 comes after 1 and 3 comes after 2: but 3 does not come after 1

I will ensure they develop this by...

Using different strategies to show them how to count

For example: Counting with fingers, blocks, toys, etc...

Use different strategies to show that numbers have an order

For example: 1, 2, 3, 4, 5, 6...
Using dice
Using fingers
Using pictures

Use different strategies to show what numbers look like.

For example: Pictures, tires, dice, domino, hands, etc...

What is says about number sense in the textbook...

Counting

Counting

Being able to count in order

Being able to count in order

For example: 1, 2, 3, 4, 5...
Not 1, 4, 2, 6, 3...

Quantity

Quantity

Knowing that 6 apples is 6 apples and not 4

Knowing that 6 apples is 6 apples and not 4

Knowing how many

Knowing how many

Knowing that there are 5 chocolate chip cookies on the plate

Knowing that there are 5 chocolate chip cookies on the plate

More than

More than

Knowing that 7 is bigger than 4

Less than

Less than

Knowing that 2 is less than 8

Equal to

Equal to

Knowing that 2 is 2

Developing number realtionships

Having a general understanding of number and operations as well as the ability to apply this understatement

For example:

For example: