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| By: Courtney Helt |
Hey everyone and welcome back to my blog!
This week in math class we focused on the different ways in which students might use to solve various problems. Above is a picture from our class discussing amongst us, teacher candidates how to solve for 238 + 577 = 815. In the picture, you can see about 4 different ways in which we explained our reasons for solving. The first solution on the top left we can see that the individual grouped the numbers based on their values (hundreds, tens, ones). This is an excellent method for solving a math equation with a larger number. Students can clearly set up their numbers based on their values and add.
The equation below the first solution has both of the numbers stacked on top of each other and adding the numbers/carrying whats leftover to the next number. This was the way I learned to do math without a calculator in elementary school. It's pretty straightforward but sometimes confusing if the carrying gets messed up.
If we look back at the top on the right, there is a third way to solve the equation, this was the way I solved it. When I complete a math problem I like to see all of my work right in front of me. Thus, I started with the two largest numbers 200 + 500 =700. I then added the next largest number 77 from 577 to the 700, making it 777. I think adding 777 + 30 because I like working with numbers that have zeros on the ends, it's easier for me to count in my head, answer 807. Lastly, I did 807 + the leftover 8 from 38 = 815. I instantly knew that 8+7=15 because I memorized this from my days of playing cribbage with my Nana.
Consequently, on top of my equation is an example of a faded number line, this was an alternate way in which our instructor, Mina stated that many visual students would like to use when solving.
HENCE, there are always so many ways in which one can use for solving math problems. This idea goes along with the online module question "solve for 18x5". The answer is 90, but how did you get there? For myself, I went back to my comfort zone and counted on my fingers. For others, some people used the place value system. 10 x5 =50 and 8x5=40, 50 + 40 =90. Other students used the carrying method when solving.... the possibilities are ENDLESS!! It is key that we teach this to our students because it will only develop their love for math even more!
Here is a great video explaining how to solve for 18x5 in unique ways. Everyone solves for it differently and that's the beauty of math!
Likewise, in our class, we discussed the importance of rich tasks, open-ended questions, and questions with multiple right answers. These are all ways in which we can encourage our students to think outside the box. We need to take the limitations away from math and allow students to work in ways that suit their learning styles. There is no one right way to solve for an equation and our students need to hear this every single day they enter our classrooms. Below is an awesome checklist/definition that teachers should have displayed in their classroom for both themselves and their students to reference when taking part in any rich task.
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| Google Images. Rich Task. https://www.slideshare.net/SimonBorgert/term-2-2013-rich-tasks-etc |
Thanks for taking the time to read this week!
Cheers, Courtney
Hey Courtney,
ReplyDeleteI really enjoyed the various math strategies that were shared when finding a solution to the math problem shared in class. When I was solving the math problem, I actually used the carry over method, which when doing it mentally in the head can get really confusing. This is why I really like how we shared different strategies. I feel that I have now found one that I feel more comfortable using. Although math is not about speed, having strategies that work faster and adds less confusion is definitely a win for me!
Thanks for sharing the checklist to reference when creating rich tasks for the classroom. Great blog post this week!
Hi Courtney,
ReplyDeleteI think it is awesome that you decided to focus on the different way to answer a math problem. I think this goes hand in hand with how every student is unique. Just like there are multiple was to answer this question there are different types of students who will see the various ways of solving the equation. Just like we must consider the multiple ways of answering questions, we must always considered the multiple ways of thinking of our students. This is a great way to do so (by showing different ways to answer questions). Great Blog post!