Stage 5 Problem
day_2_stage_5.docx | |
File Size: | 32 kb |
File Type: | docx |
Strategies that might be explored as part of this problem:
8 + 7 = Up though tens, doubles,
6 + [ ] = 16 counting up to solve problem or making it sub and doing down through ten.
A key part of this problem might be unpacking what the equation looks like (perhaps do this at the end?) 8 + 7 = 6 + [ ]
8 + 7 = Up though tens, doubles,
6 + [ ] = 16 counting up to solve problem or making it sub and doing down through ten.
A key part of this problem might be unpacking what the equation looks like (perhaps do this at the end?) 8 + 7 = 6 + [ ]
Stage 6 (another below)
day_2_stage_5and6.docx | |
File Size: | 32 kb |
File Type: | docx |
rounding and compensating, using tidy numbers, same both sides - all possible here.
Sequenced student work
Hard question. This pair did exceptionally well. Chose it because they had shown their part whole thinking very clearly. Their working out was nearly unreadable....this was their third attempt and writing out a neat version of their work to be discussed by the class.
EE annotated version. Unpacked what each of the numbers "meant" in the story.
Linked their up though 10's strat to another group who had used doubles.
Stage 6 Problem
day_2_stage_6.docx | |
File Size: | 32 kb |
File Type: | docx |
Strategies that might be explored as part of this problem:
19 + 17 = rounding and comp, PV breaking the tens barrier, using known basic facts to help
9 + [ ] = 36 - sub might be easier? round and comp, counting up to solve problem.
19 + 17 = rounding and comp, PV breaking the tens barrier, using known basic facts to help
9 + [ ] = 36 - sub might be easier? round and comp, counting up to solve problem.
Sequenced Student work
Chose this because they did not use straight up PV but added 3 from the 19 to the 37 to make a tidy number for doing PV. Made it much easier.
As a class I raised the idea of changing the number that was already closest to the tidy number.