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We worked very hard and long on decomposing the subtrahend since that strategy is important and helpful.  I discovered immediately  that the strategy is not naurally used or understood by my students and had to be taught and repeatedly practiced.  Students are familiar with subtraction algorithm, but still use their fingers to subtract. Fluency is not evident and not natural for us. We needed to continue to practice this strategy in hopes to increase fluency.

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I enjoyed doing subtraction number talks. My students were able to come up with multiple ways to solve. The most frequent strategy used was rounding up to the nearest ten and counting up. Then they would add back the numbers they took away.

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Whenever my students discuss subtracting I'm noticing multiple errors. Students will follow procedures without really understanding what regrouping is. I also have some students to subtract up if the number is smaller on top than bottom. I plan on using place value blocks to show students what really is happening during subtraction.

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My students mostly started with the standard algorithm. I do have a couple students that used benchmark numbers and rounding. I noticed that more students began to pick this up. There are still several students who struggle with the process and it is something I have brought in to my interventions with them.

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When we first started, my students pretty much all chose to subtract using the standard algorithm. I think this is because it is very comfortable to them. Since then, I have had students find other strategies they could use to also subtract. It is awesome listening to their reasoning skills of why their strategy works.

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If there was no need to borrow for one of the places, my students would start from the hundreds place and break the numbers down into expanded form to subtract the numbers.  I have several students, though, who struggle with subtracting from zero.  They seem to forget that the zero represents that there's nothing there, so they just subtract and say that 0-5 is 5.  I learned that my students are visual learners and were better able to subtract if they were able to picture a visual, like zero candy bars is less than 5 candy bars.  When I originally taught subtraction at the beginning of the school year, this was an issue (They struggle more with subtraction than addition.), so I'm looking forward to continuing subtraction number talks.

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When I did my first subtraction number talk with my students, it was a huge teaching opportunity.  I had told my students to solve the problem in as many was as possible in the time given and I could tell that they were getting frustrated because they could not think of any.   When the students began to share they all shared the same strategy, the standard algorithm.  I chose to show them other ways to solve and I saw them start to take notes.  They told me that they had never seen a problem solved that way before and it broke my heart so I began to show them more and more.  Later I let them get onto the computer to look up different new ways to solve so that they could teach me next time!

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When I did my first subtraction number talk with my students, it was a huge teaching opportunity.  I had told my students to solve the problem in as many was as possible in the time given and I could tell that they were getting frustrated because they could not think of any.   When the students began to share they all shared the same strategy, the standard algorithm.  I chose to show them other ways to solve and I saw them start to take notes.  They told me that they had never seen a problem solved that way before and it broke my heart so I began to show them more and more.  Later I let them get onto the computer to look up different new ways to solve so that they could teach me next time!

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Some of my students will either round to the nearest 10 or will count up. I really enjoy talking to them about their strategies and what/why it works for them. During our division number talks, before I called it division, I used the term "repeated subtraction." That has really helped them understand the difference between multiplication and division.

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Many of my students use their fingers to count up. I did have some that that used the add instead method. Once one of my students explained it and I recorded it on the board, several others wanted to try it so we tried another. A few were able to pick it up easily.

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I did a division number talk with a some 5th grade students, and when we were sharing our strategies one student did repeated subtraction. This wasn't really a subtraction number talk, but I'm glad they know the repeated subtraction strategy.

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My students were doing a lot of counting up.  I realized that they mostly used addition to solve subtraction.  

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My students were doing a lot of counting up.  I realized that they mostly used addition to solve subtraction.  

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My students tend to "round the subtrahend to a multiple of ten and adjust." They also tend to use their fingers when they are computing the needed adjustments to the difference after rounding.

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I am noticing certain students who are not wanting to take risks are sticking with using the number line as a strategy to count up and count back. When I record their strategy on the board, especially when the numbers have a large difference, students begin to see that while this strategy might feel safe, it is actually very inefficient and allows for simple mistakes to occur.

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Since I can't get either of my accounts to work ATM, I'll just have to be anon and type my name in the title. :)

I used "Add instead" with the number line for subtracting fractions. My high-fliers loved this method. My lower level students got frustrated at first. Once they stopped looking at the number line as they usually do (with equal parts and equal increments) and realized they could use it as a visual, it helped them a lot. We're still practicing it with common denominators.

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I've noticed mine put their fingers up ...they are counting and taking one finger down at a time. I've also got some that can use landmark numbers and break-apart.

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My students tend to "Decompose the subtrahend" but I haven't actually told them what they are doing has a name.

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My students seem to always start at one and count up on their fingers. It was neat to see the kids come up with using 10 and 100 as a base and counting that way.