The best part of my days comes just after break, when I ask the students to take out their blue math folders and there is a resounding cheer from the class. While we may remember math class accompanied by groans and pleas of escape from fellow students, these fabulous kids love working with numbers. Math these days isn’t about just following a prescribed series of steps; it’s about understanding why and asking how. It’s about conceptual understanding and applying that understanding in real life contexts. In short, it’s more fun!
These past few weeks we’ve been busy exploring various ways of solving addition and subtraction problems. We started building upon what the students already knew about numbers. It turns out most of Grade Three was already familiar with some pretty advanced procedures of solving problems. But do they really understand what it means when they “carry the 1?” When they cross the numbers out to “borrow,” who are they borrowing from? Do they have to give them back? Questions like these fueled our next few learning experiences as we dissected what we already knew about numbers and built upon that knowledge.
Ali shows Deema how to regroup using base 10 blocks.
Grade Three used “Base 10” blocks to demonstrate their understanding of place value when adding and subtracting numbers. They used the rods and cubes to “trade” when regrouping was required. Based on these concrete representations, students developed their own methods and strategies for solving problems. After much discussion and deliberation, we decided that there were many ways to get to the same answer! What an epiphany!
Alla develops her own algorithm that I've never seen before. It works, too!
Children shared their strategies with each other and explained their mathematical thinking. They were also introduced to some new algorithms, which are methods for solving a problem. Students have the choice of a variety of methods to solve problems based on the method that makes sense to them. All of this practice was contextualized within our Unit of Inquiry on economics. Students added and subtracted their earnings and expenditures using our classroom money, Diamonds. Come back soon to see how we are exploring measurement!
Courtney and Tahlyn use different methods to solve the same problem.