Reflection: Diverse Entry Points More Than One Way to Solve A Problem - Section 3: Closing

 

My students are at different points in their understanding of 2-digit addition and subtraction. I do not want to force them to pick one "right way" to solve problems at this point. Common Core State Standards do not suggest using the standard algorithms until third grade, but they do want students to be able to choose a strategy based on place value understanding, and to explain why that works. 

Today's lesson encourages children to be flexible when thinking of a strategy to use. I want students to develop a conceptual understanding about what happens when we add or subtract 2-digit numbers. If they have several strategies that they can employ to carry out these calculations, they can begin to identify which ones are more efficient for different types of problems.  This understanding will transfer to later work with larger numbers. As students work alone, or with me today, I am looking to build that understanding by providing different forms of visual support for what students are actually doing.

Representational drawings of ten frames, base ten blocks, number lines, etc. are the tools I want my students to be moving towards as we near the end of second grade.

  Reinforcing Different Strategies
  Diverse Entry Points: Reinforcing Different Strategies
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More Than One Way to Solve A Problem

Unit 12: More Complex Numbers and Operations
Lesson 6 of 10

Objective: SWBAT choose a method to solve double-digit addition and subtraction problems.

Big Idea: Students can choose a method that best fits the problem they are about to solve. They need to be reminded that there is no one right way to solve a problem.

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Subject(s):
Math, Number Sense and Operations, addition, subtraction, base ten, ten frame, place value strategies
  40 minutes
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