Solving Addition Problems

Solving Addition Problems-27
This is a whiteboard sheet that we go through daily.The number line at the bottom helps students solidify their understanding of both how to use a number line and how “make 100 or make 1000”. In this activity, students practice making jumps of 10 and 100 up a number line.We do use real foam blocks in class, but I try to move away from them as quickly as possible. Students will always have pencil and paper to solve problems, but they won’t always have manipulative available to them. I don’t mind spending the time on them, for students who need them, but I also want to push students toward more efficient tools.

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In this activity, students are practicing how to add up, starting at the smallest number and figuring out who tot get to the larger number by jumping to the friendly numbers.

This student started at 19, jumped to 20, then made jumps of 10 to 60 and made a jump of 3. The above are a few examples from my Two-Digit Addition Math Stations.

We spend a lot of time discussing a variety of strategies, using many different models, and doing mental math. based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method.

Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

When looking at the standards above, I can see that the strategies are clearly noted in the standard: In 2. B.5 and the strategies are: As you can see, the strategies are clearly outlined in the standards.

Now within each of the above general strategy categories, there really are many different strategies that students can use and you can label them whatever you’d like in your classroom.

Go ahead and question it, think about it, mull it over and figure out whether it’s accurate or not. Here are some anchor charts that I’ve used the past couple years that illustrate some of the below models and strategies. They are what I have found useful in the classroom for students to practice and use to build conceptual understanding and number sense.

Below are a few models that we use do two-digit addition or subtraction. I usually start with number lines when I introduce students to paper / pencil models. Students can make jumps of one or ten (or more) and easily manipulate it to show their mathematical thinking.

Are you interested in a free sampler of some of my Two-Digit Addition and Subtraction Products?

are how the strategies are organized on paper so that students can explain or see the strategy.


Comments Solving Addition Problems

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