Math

Below are the two methods that you child is using to solve addition and subtraction problems.


Place Value

 Our goals for this unit include:
  • make reasonable estimates
  • develop an understanding of conservation of large numbers
  • use their knowledge of tens and ones to determine "how many" without counting by ones
  • record quantities as numbers of tens and ones
  • take numbers apart in a variety of ways
  • compare two quantities to see which is more and which is less
  • compare two quantities to determine how many more one number is than another
To determine if the students have reached these goals, I will be observing the following;
Take Numbers Apart
  • Can the student organize objects into groups of tens and leftovers in a variety of ways to model a particular number?
  • When working with a particular number, after they have decided that there are a certain number of tens, do they predict the number of leftovers, or do they count to find out? For example, if they have a pile of 35 cubes and they make one 10, do they know that there will be 25 left overs?
Conservation of Number
  • Does the student know that a given quantity does not change when it is regrouped, or do they need to count to make sure?
Estimating
  • Can the student use the information they get as they work and change their estimates as they get more information? Are their new estimates closer to the actual amount?
Using Tens and Ones to Determine How Many
  • Does the student organize their counters into tens and ones? What methods do they use? Are they able to record the quantities appropriately?
  • Do they determine an amount by counting by ones? by counting by tens? by looking at tens and leftovers?
Comparing Quantities
  • Can the students compare quantities to determine which is more and which is less?
  • Cam they figure out how many more one number is than another? What size numbers are they confident using? Are they able to figure out how many more or less when the difference is ten or less? when the difference is greater than ten?
Working with Symbols
  • Are the students able to record the same number in a variety of ways? For example, can they write 43 as 4 tens and 3, as 43, and as 40+3?
  • Are they able to interpret various ways of recording numbers accurately?
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