## Reflection: Complex Tasks Larger Numbers: A Tie to Social Studies - Section 2: Working in Small Groups

The idea of converting dollars to yen was a complex problem for students to solve. Some groups immediately wanted to get out their calculators. I asked them to first tell me what they were going to do with the calculator. If students knew that they were going to do repeated addition, or multiplication, and which numbers they were going to use, I let them get the calculator. If they did not, I asked them to think first about how they might solve the problem and what the calculator might help them with.

I also watched students attempt repeated addition of 98, 20 times. One child asked if she could use the calculator to perform this task.

Another child tried to use the small, small big strategy that we have used before. She set up the chart and put in all the 98s. Again, she was using repeated addition.

Another child wrote it as a multiplication problem and tried to solve it in columns, even though we have not done anything like that. She related it to double digit addition on her own. She was able to multiply the tens place, but then did not know what to do next.

Each group kept working and working to solve the problem. The willingness to persevere in spite of the difficulty level of the problems was a testimony to the student's meeting the Common Core standard of persevering in solving difficult problems in mathematics (MP1).

Variety of Strategies

# Larger Numbers: A Tie to Social Studies

Unit 8: Numbers Have Patterns
Lesson 5 of 14

## Big Idea: I want my students to realize that numbers are everywhere and math is applicable to almost all other subjects. Geography offers a perfect opportunity for students to make this connection.

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Standards:
Subject(s):
Math, Number Sense and Operations, Algebra, Patterns (Algebra), Place Value, addition, subtraction, comparison, tie to social studies
50 minutes

### Beth McKenna

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