Math example
Posted by Anne Bordine on Sunday, March 17, 2013
LOTS of us struggled with a problem on one of our assessments.
8 = _____ - 4
We will continue to work on understanding that what is on one side of the equal sign must be the same as what is on the other and we may need to use opposite operations to determine a missing number.
We are also adding 2 digits numbers with or without regrouping. We build the numbers using base ten blocks (tens sticks and ones cubes) and then combine each place to arrive at our sum. Students must be able to show this procedure using the blocks, explaining as they go and/or drawing the ten sticks/ones cubes with given numbers.
Sometimes the problems will be presented horizontally..sometimes vertically,e.g.,
47 + 32 = OR 47
+32
8 = _____ - 4
We will continue to work on understanding that what is on one side of the equal sign must be the same as what is on the other and we may need to use opposite operations to determine a missing number.
We are also adding 2 digits numbers with or without regrouping. We build the numbers using base ten blocks (tens sticks and ones cubes) and then combine each place to arrive at our sum. Students must be able to show this procedure using the blocks, explaining as they go and/or drawing the ten sticks/ones cubes with given numbers.
Sometimes the problems will be presented horizontally..sometimes vertically,e.g.,
47 + 32 = OR 47
+32