ipl-logo

Numbers String Strategy

1189 Words5 Pages

String: The numbers string strategy we supported was regrouping numbers into multiples of ten to made mental addition easier. We only used numbers under 100 so that the students could easily create multiples of ten mentally. Our goal was for students to either add large numbers together to make multiples of ten or break numbers down to make ten.

Student Strategies: Many of the students began adding the numbers from left to right. They were not concerned about looking for multiples of ten or five to make addition easier. We saw many of our students switching the math problem from horizontal to vertical to make it easier on themselves. During our second math problem we were able to find someone who added two numbers to make a multiple of ten …show more content…

Using a number tree can help the students to see regrouping to find multiples of ten. They were able to see which numbers they could add together to make tens. Our first problem included three numbers with the two numbers that equaled a multiple of ten next to each other (17+3+2=22). We wanted the students to see that when they received an answer of 20 when they added 17 and 3 together, that it was simple to add 2 on to discover their answer. Our second problem also had three numbers which could be added multiple ways to make a multiple of ten (26+6+4=36). The students would be required to look at the problem differently that adding straight across. They could make a multiple of ten by adding 4 to either 26 or 6. Our next problem had three numbers (2+16+18=36), but the two numbers to make a multiple of ten were on opposite sides of the equation. The students had to look throughout the problem to find numbers to create a multiple of ten rather than seeing two numbers together. Our final equation included four numbers with two numbers that created multiples of ten (33+7+8+12=60). We wanted the students to see that although the students could add these numbers together without using multiples of ten, it was much easier to look and add by tens. If we were to complete this number string lesson again I would use the same problems we chose for our lesson. These equations made it easy for the students to see numbers they could add together to make multiples of

Show More
Related

Nt1210 Unit 12

321 Words | 2 Pages

They would tell the students that the two set of blocks were equal numbers of “10”. Next, the research assistant demonstrated the way of constructing number 35, saying: "Can you count how many tens in 35?" They then counted out three 10s and five 1s in such a way like "one ten, two tens, three tens......one, two, three, four,

Read More

Pt1420 Unit 6 Lab Report

407 Words | 2 Pages

• Misconceptions are commonly seen when the students create number pattern from performing subtraction. Even if they write a wrong number in the third position, the same mistake is likely to continue in all the numbers that

Read More

En1320 Unit 3 Case Study

537 Words | 3 Pages

His parents could require him to work out five word problems, with a goal that he work out four out of five (80%) correctly before moving on to higher level problems. As his math and applied problem fluency increases, the problems could be harder and the number of problems per session can be increased (7, 8, 9, 10 word problems per sheet). The focus can still be on 80% of the problems correct even as the difficulty and quantity of problems increase. This is based on “Standard - CC.2.1.4.B.2 Using place value understanding and properties of operations to perform multi-digit arithmetic” and “Standard - CC.2.1.5.B.2 extending an understanding of operations with whole numbers to perform operations including

Read More

Nt1310 Unit 4 Research Paper

507 Words | 3 Pages

In third grade it is the first time in which they are introduced to the ideas of group that represented by multiplication. They are able to solve the problem without given information by grouping. Standard 3.OA.3:  Use multiplication and division

Read More

Wgu Math Task 1

287 Words | 2 Pages

In Math, Scott is working on developing a strategy to help him solve one-digit and two-digit multiplication problems. He has been exposed to the Bow-Tie method for two-digit, grouping and the array strategy for one-digit multiplication. He is doing very well at understanding and using the method to assist him in solving the multiplication problems. There have been improvements in his assessments by creating a strategy that works for him. After Scott has used the strategy over time, he will develop automaticity for solving the multiplication.

Read More

Nt1310 Unit 2 Assignment

1467 Words | 6 Pages

-Students will use what they know about about place value to interpret and compare two numbers. Students will then compare numbers by starting with the greatest place value. They will then examine the equality and inequality symbols used to write number sentences. -Students will evaluate the number of hundreds, tens, and ones and complete number sentences comparing two numbers with the same hundreds digits. -Students will evaluate the number of hundreds, tens, and ones and complete number sentences comparing two numbers.

Read More

Nt1310 Unit 8 Assignment

1475 Words | 6 Pages

Guided Practice PERFORMANCE TASK(S): The students are expected to learn the Commutative and Associative properties of addition and subtraction during this unit. This unit would be the beginning of the students being able to use both properties up to the number fact of 20. The teacher would model the expectations and the way the work is to be completed through various examples on the interactive whiteboard. Students would be introduced to the properties, be provided of their definitions, and then be walked through a step by step process of how equations are done using the properties.

Read More

Bel 311 Week 3 Division Research Paper

480 Words | 2 Pages

o Mental math: 20 ÷ 2 (10) Step 2: Solve • Have students solve the division problem using long division for the 1st problem and mental math for the second problem on their chalkboards. Remind students to show all their work for the first problem. • Walk around and check for understanding, ask guiding questions to help students who might need further assistance. • When students have solved the problem, ask students to raise their chalk boards to show you their answers. If correct, students may erase their work.

Read More

Nt1310 Unit 1 Assignment

537 Words | 3 Pages

“One thing is certain: The human brain has serious problems with calculations. Nothing in its evolution prepared it for the task of memorizing dozens of multiplication facts or for carrying out the multistep operations required for two-digit subtraction.” (Sousa, 2015, p. 35). It is amazing the things that our brain can do and how our brain adapt to perform these kind of calculations. As teachers, we need to take into account that our brain is not ready for calculations, but it can recognize patterns.

Read More

Summary Of Never Say Anything A Kid Can Say Reinhart

606 Words | 3 Pages

Problem Solving Essay Shamyra Thompson Liberty University Summary of Author’s Position In the article “Never Say Anything a Kid Can Say”, the author Steven C. Reinhart shares how there are so many different and creative ways that teachers can teach Math in their classrooms. Reinhart also discussed in his article how he decided not to just teach Math the traditional way but tried using different teaching methods. For example, he tried using the Student-Centered, Problem Based Approach to see how it could be implemented in the classroom while teaching Math to his students. Reinhart found that the approach worked very well for his students and learned that the students enjoyed

Read More

Explain How The Tool From Part C Will Enhance Student Learning

510 Words | 3 Pages

conceptual understanding - The lesson incorporates manipulatives, students will gain a conceptual understanding of addition and subtraction because they can use Play-Doh to physically add or take away muffins to solve the problem and understand

Read More

Summary Of But What Do You Mean By Deborah Tannen

1026 Words | 5 Pages

Within the essay, “But What Do You Mean?”, author Deborah Tannen explains several main areas of miscommunication between men and women. She explores each topic contrasting men and women to conclude that while men and women may communicate differently, both are valid forms of communication, merely using language both parties understand will enhance understanding between the two groups. On the other hand, in William Lutz article, “The World of Doublespeak,” he takes a different approach to language discrepancies. Describing double speak as a detriment to communication, thus, should be eliminated to enhance communication. While both authors explore the concept of language use, the authors use different tones, classifications, and come to separate

Read More

Explain The Aims Of Learning Provision For Numeracy Development

1688 Words | 7 Pages

Through the resources made available to them and with the adults referral to numbers and counting, plus basic connections to addition and subtraction, children gradually grasp the mathematical concepts and build on their working knowledge. Numeracy worksheets are often used to assess the children's understanding. Question: Question 1b

Read More

Common Core State Standards

522 Words | 3 Pages

It also addresses procedural fluency in that students, with conceptual understanding, will “perform operations,” building on the arithmetic skills they already have with their procedural fluency of exponent laws. Students will use problem-solving skills when they must decipher context to find relevant information in order to perform operations in scientific notation. The lesson 1 learning objective, “given a very large or small number, scholars will be able to write an expression equal to it using a power of 10 and identify whether or not a number is written in scientific notation,” will address conceptual understanding and mathematical reasoning as students make a connection between powers of 10 and their prior knowledge of place value, understanding that the power of 10 has meaning. Students must then use mathematical reasoning to judge how large or small a power of 10 is.

Read More

Touch Math: Manipulatives For Improving Student Achievement In Mathematical Concepts

1062 Words | 5 Pages

Since bullock published her program in (YEAR) other research has been conducted to see how effective this program is for teaching math to students with exceptionalities. Research shows that the Touch Math Program is not only effective in improving the mastery of computation skills but also in improving the rate in which the students are able to successfully complete these addition skills. ORANGE ARTICLE AUTHOR NAME HERE conducted a study on the effectiveness of the program for improving academic achievement on math addition mad minute timed tests. NAMES gave four students in third and forth grade with different exceptionalities including: “mild mental retardation, learning disabled (??) or health impaired” a pretest consisting of 40 addition problems.

Read More

More about Numbers String Strategy

Related Topics

Open Document