Week 4 - Addition, Subtraction, and Problem Solving

MONDAY

At the end of class today you will be able to:

Explain how oral language supports the learning of math for all students.
Demonstrate how manipulatives support the development of number sense.
Demonstrate the ability to create word problems from a piece of children's literature.

Mindful teacher talk - use math terms consistently; model verbal expressions - think alouds or self talk; connect objections and pictures with numbers and symbols
Scaffolds concept understanding via language
Promote lanuage as a problem-solving tool
Encouraging student use of self talk
Provide practice with speaking and writing justification

Addition and Subtraction

Combines cardinality, conservation, subitizing, equality and inequality

Teaching of place value and computation should be integrated

Consistent use of vocabulary

"zero"
"Equal"
combine/join
compare
separate
part-part-whole
equivalence - sameness
Children 3-5 engage with a variety of objects for counting, comparing, and manipulating; make connections between vocabulary and concepts.
5-6 year olds - scaffold student understanding by drawing diagrams for sets, and changes, combinations, and comparisons
To strengthen students concepts of zero use paper places, or place mats for groups objects as sets
Use " seeking sums" to strengthen fluency and number concepts -
With subtractions practice counting back is subtraction 1-2 - 9-2. 6-1; more than 1-2 difference count up 9-3
Consider introducing addition and subtraction at the same time; demonstrate change, combine, and compare concepts in the same problem

CGI - Cognitively Guided Instruction

..."an approach to teaching mathematics that builds on children’s natural problem-solving strategies."

Children bring an intuitive knowledge of mathematics to school with them and that this knowledge should serve as the basis for developing formal mathematics instruction in primary school.
Math instruction should be based on the relationship between computational skills and problem solving, which leads to an emphasis on problem solving in the classroom instead of the repetition of number facts (e.g., practicing the rules of addition and subtraction

Addition and Subtraction Problem Types (the types of action or relationships described in the problem)

Join -
- Involve a direct or implied action in which a set is increased by a particular amount
- Actions take place over time; quantity increases
- Result unknown; Change unknown; Start unknown
Separate
- Involve a direct or implied action in which a set is decreased by a particular amount
- Staring quantity, change quantity, results
Part-Part-Whole
- No direct or implied action; no change over time; both sets are important in the problem
- Whole Unknown
- Part Unknown
Compare
- Involves relationships between qualities
- Compare two distinct sets -
- There is a referent set and the compared set; the difference

Writing Problems from My Granny Goes to Market

Using My Granny Goes to Market
Create 4 Addition and Subtraction Problems - One Join, Separate, Part-Part-Whole, Compare

At the end of class you will be able to:

Define and give an example for the properties of operations - cummutative, associative, inverse, and identity.
Explain our place value system and describe the four forms in which numbers can be written.
read and teach a simple math lesson.

Math Talk Anchor Chart

Place Value - What gives our number system power!

Place value involves the relational understanding of : Base Ten Concepts - counting--oral names---written names

Children in many experiences over time to be able to make the connection of grouping by tens and our number system.

Based on sets of 10s
Counting plays a key role in constructing base-ten ideas and connecting these concepts to symbols and words
Use of base ten language - the way we say the number - 48 - 4 tens and 8 ones; 4 tens and 8; 4 tens and 8 leftovers
Positions of digits in numbers determine their value
There are patterns to the way numbers are formed.
Groupings of ones, tens, and hundreds can be taken apart in different ways
Connections to real world examples are best way to connect really big numbers

Read and bring One Hundred Hungry Ants. Take a look at these plans using this book.

Current Event groups for Tuesday, Nov. 6 - Meeting 9-11:30 - Group 1: Allyson, Laura, Samantha Group 2: Brooke, Lena, Rachel

Current Event groups for Monday, Nov. 12 - Group 1: Lizzie, Victoria, Brianna

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