integers). This conversation will be continued as you explore what is the same and different with integer subtraction. Strategies You Might See: See Page 5 for a listing of possible strategies. Both addition and subtraction strategies can be used to solve this problem. Misconceptions & Questions That May M: Many students use drawings both as a problem solving strategy and as a means to justify a problem solution. However, using a drawing involving a large quantity of items can often lead to errors and an incorrect solution. When are drawings not appropriate in a problem solving situation? M: Many students see words such as all” and “in “more” and automatically think addition, especially if instruction in words’ has been given. Students end up blindly ‘key operating on numbers and fail to ask themselves: is “What the problem asking me to find out?” Q: Discuss strategies for comparing a problem situation involving 48 and 13. What strategy is the student to compare those two quantities? Q: Representations (i.e., number sentence and story problem) may not match what does this tell you about – the student’s understanding? Q: How are the students able to compose/decompose numbers and how does that influence the strategy they use to solve the problem? Sea Shells Problem Possible Strategies
integers). This conversation will be continued as you explore what is the same and different with integer subtraction. Strategies You Might See: See Page 5 for a listing of possible strategies. Both addition and subtraction strategies can be used to solve this problem. Misconceptions & Questions That May M: Many students use drawings both as a problem solving strategy and as a means to justify a problem solution. However, using a drawing involving a large quantity of items can often lead to errors and an incorrect solution. When are drawings not appropriate in a problem solving situation? M: Many students see words such as “in all” and “more” and automatically think addition, especially if instruction in ‘key words’ has been given. Students end up blindly operating on numbers and fail to ask themselves: “What is the problem asking me to find out?” Q: Discuss strategies for comparing a problem situation involving 48 and 13. What strategy is the student to compare those two quantities? Q: Representations (i.e., number sentence and story problem) may not match – what does this tell you about the student’s understanding? Q: How are the students able to compose/decompose numbers and how does that influence the strategy they use to solve the problem? Sea Shells Problem Possible Strategies
MLC4.docx