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In Module Four, students develop strategies that work efficiently for addition across the spectrum of rational numbers.
As with other operations, they inadvertently use the properties of mathematics that underlie algebra as methods of computing. Students won’t realize this unless we make the properties explicit by naming them. They also discover a fundamental misconception, that is, you don’t need to follow the traditional algorithm of working from right to left when adding. In fact, research has shown that children naturally approach addition by working from left to right, breaking numbers apart according to place value.
Because many students think of addition, as well as multiplication, as a set of rules to be memorized and practiced (Mad Minute), Module Four will address ways to nudge students away from traditional algorithms that have dominated their mathematical instruction.
Step One
Step One
Click here to work through the Google Slides outlining five different addition strategies that work efficiently across the continuum of rational numbers.
Click here to work through the Google Slides outlining five different addition strategies that work efficiently across the continuum of rational numbers.
Rational Numbers: Click here to work through Google Slides outlining five strategies that work specifically with decimals and fractions.
Step Two
Step Two
Read: Making Number Talks Matter, Chapter 6: Addition Across the Grades, pages 79−92.
Read: Making Number Talks Matter, Chapter 6: Addition Across the Grades, pages 79−92.
Reflection Questions:
Reflection Questions:
How can an open number line help students visualize addition?
Step Three
Step Three
Step Four
Step Four
Click here to review review Addition Problems for each Strategy (to use when facilitating Number Talks).
Click here to review review Addition Problems for each Strategy (to use when facilitating Number Talks).
Rational Numbers: Click here to review Addition Problems (decimals and fractions) for five strategies.
Step Five
Step Five
Click here to listen to Tara talk about how hard it is to nudge students beyond traditional methods taught.
Click here to listen to Tara talk about how hard it is to nudge students beyond traditional methods taught.
Click here to listen to Ruth Parker talk with teachers about how to move students away following a rule taught.
Click here to listen to Ruth Parker talk with teachers about how to move students away following a rule taught.
Optional Reading:
Optional Reading:
Digging Deeper, Making Number Talks Matter Even More, Chapter 5 Nudging, pages 57−64.
Digging Deeper, Making Number Talks Matter Even More, Chapter 5 Nudging, pages 57−64.
Reflection Question:
Reflection Question:
How can you nudge students away from using the standard algorithms?
Click here to complete the Module Four Survey by February 2, 2025.
Facilitate Addition Number Talks, two to three times per week, in one class, for about five weeks.
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