47 + 9 Compensation Strategy

When the children turn eleven the “males” or the boys, were given trousers with special pockets in the front. These pockets were used to hold their calculators, which they used later in school. They received calculators because they will need them as schoolwork becomes harder. I think that calculators were helped to correct problems because almost every is perfect in Sameness.

On the teacher’s command, students will form a plan and race to find the combination of coins needed to reach the total amount

1 Using addition and substation within 20 to solve word problems involving situations of adding, taking from putting together, taking apart and comparing, with unknowns in all positions, e.g., by using objects, drawing, and equation with a symbol for unknown number to represent the problem.

Write 912 ÷ 4 on the board. “We learned about this yesterday. How would we solve this? What do we do with the extra number in the quotient? What is that number called?”

and the second path is where ten is added to the value of the entrance and then the subtraction occurs. On the side you can see a series of logic gates that generate a function that will produce an output of 1 only when digit 1 of the exit is bigger than that of the entrance. This output will be sent to two different multiplexers, one for each digit. In the digit 1 diagram it will be sent to a multiplexer that will decide whether to use the subtraction where the entrance has been increased by 10 or whether to use the other where the entrance has had no alteration. If it is a 1, then it will use the first option where ten was added to the entrance. If it is a zero, then the latter will be used. This can be seen below in figure 2.

Jazmine was introduced to two digit addition. My first lesson focused on drawing tens and ones to solve two digit addition. This strategy would provide Jazmine with the visuals she needs to solve the problem. First, I did a quick review on how to draw tens and ones to represent a number. She was given three examples ranging from easy to hard. Jazmine showed no signs of difficulty and was able to complete the task. Then, I demonstrated how to use the drawings to add two digit numbers. I explained how she must draw the picture for each addend. Then, I explained that she must count the tens first and then the ones. She smiled and said “that's easy”. We went through a couple of problems together and Jazmine displayed that she understood the strategy of drawing tens and ones to solve two digit

[As a result of the step by step direction in the reengagement lesson, I want students to be able fully grasp the concept of addition; and how the knowledge of addition can be used to provide answers to expressions that require the decomposition of numbers totaling 8, 9, 10. The state standard that I am addressing in this reengagement lesson is 1.OA.1 Common Core State standards; use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together,

First, the interviewer presented the problem as difficult when reading the problem. Once the child had solved, the interviewer immediately went to the 7 in the hundreds place and questioned what that number represented (i.e. identifying the place of error). The interviewer pushed the child to re-examine place value, and was able to get the child to realize it should be larger numbers that sum to 1000. However, when the child didn’t automatically try to fix the other numbers, the interview pushed the child to fix the other numbers by again prompting towards place value application. Once the child said ten-hundred, the interviewer pointed back to the previous thousand and questioned why they were different—then asked “Really?” when the child showed a

At: Students at grade level will be expected to complete 6-8 of the three digit addition problems during the provided activity time. At grade level students will be expected to use at least one of the provided strategies to solve for the sum. Students who finish early will be asked to draw a picture or write and explanation of the strategy/strategies they used to find the sum. The teacher will direct students who are early finishers to complete this task individually. Slow finishes will be provided with three, two-digit addition problems

First, I disagree with the statement made in the last paragraph that said “one could easily argue that this exchange simply represented Danny’s misunderstanding of the task, we believe that if we look at this response as further explication of his conceptions of combining tasks and place value, we gain a more textured and multidimensional view of Danny’s understanding of number concepts” (p. 53). The student did not understand the task which caused confusion from the beginning. The student thought this was a place value task instead of a missing-addend task. The student asked for clarification over and over and then asked the teacher for confirmation when he said there was eleven chips. He did not receive confirmation so he changes his answer

This is one unit in a yearlong 6th grade math course. In this unit, the students will learn about expressions and equations. Students will learn how letters stand for numbers, and be able to read, write, and evaluate expressions in which these letters take the place of numbers. In this unit, students will learn how to identify parts of an expression using various new terms. They will learn to solve both one- and two-step equations. Students will be able to distinguish between dependent and independent variables. They will be able to identify the dependent and independent variables of equations and in turn, be able to graph them. Various activities to be completed inside and outside of the classroom will be used to show

Wendy correctly computes triple digit addition problems with 100% accuracy. She is able to complete quadruple digit addition problems as well as addition problems with decimals. When Wendy is asked to complete triple digit subtraction problems, she is able to complete the task with 85% accuracy. After direct instruction about place values, Wendy was able to state the correct place value with greater than 80% accuracy. When Wendy was asked to skip count she was able to complete the task, but when numbers were greater than 100 she had to be reminded what number came next, and then she was able to keep going. Skip counting by 2’s is the most difficult for Wendy. When presented with addition and subtraction word problems, Wendy was able to

The teacher prepared a lesson to do an assessment to the children about addition. This lesson was to show on the smart board different numbers with dots for counting. All children had the opportunity to participate in this activity, in which the teacher was able to observe and document what they know and what are some of their needs to help them. The teacher asked the children question such as Do you know which number represents these points? Can you represent it in the form of an addition? The child represented and wrote the addition 0 + 2 = 2.

My process with doing this problem is first I started with guess and check. The first number I tried was 36, and that number didn’t work. The next number I tried was 39, and that number did work. And I did the A plus B numbers and i repeated this step and when I was doing this when I got the answer, I made sure the number I got was a number i needed to end up with.

Teacher Instructions: During large group math, students will act out addition problems at “the bus stop”. Students will take turns being the actors, get a number and sit on the bus with another number. Class will solve the problem of how many the numbers will make before getting off the bus. Next student will write the new number (answer) on the dry erase board.