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I was presented with multiple strategies for my own learning in this class, as well as multiple strategies that I could present in my future classroom. I was able to see how this actually works in a real elementary class as well, which helped to tie it all together. This class also help me feel more confident in my math knowledge, and made me realize what kind of math teacher I want to be. Which is something I never really thought about before this class.

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Tying my learning from class to field...

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Tying my learning from class to field...

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This strategy was where you would just line up the SCN's into a regular subtraction problem until you reached the final answer. I had the hardest time understanding this strategy, rather, it took me the longest to get a grip on this strategy.

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This strategy was where you drew an empty number line and started at the bigger number and counted the amount of the smaller SCN. I identified most with this strategy.

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1. Pictures using flats, rods, and cubes

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1. Pictures using flats, rods, and cubes

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The first strategy we were given was drawing the SCN in rods, flats, cubes, or whatever it took to draw the number given, and then just subtract the smaller SCN from that. I enjoyed this strategy but it was pretty timely.

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We were given 3 different strategies to help us subtract super cool numbers.

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This strategy was made for us to convert each fraction into a decimal and then compare those decimals and see which one had the greater value.

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This strategy had us come up with a common numerator for each fraction, this was kind of harder for me to wrap my head around but this was another strategy that worked for some of my classmates, so this might be a beneficial strategy for some of my students in my future classrooms.

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This strategy had us take each fraction and find a common denominator that would be easy for us to get to. And then use those fractions to compare.  This is the technique I was taught in my primary education so this is the strategy I would have brought to my classroom.

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We were given a total of 4 strategies to compare fractions, these are the 3 that made the most sense to me.

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"I hope to gain the techniques to teach lessons in multiple ways so that every student can be successful." (3, Stanton).

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This is the students work for strategy #2. Her preferred method for multiply 2 digit by 1 digit numbers.

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The students were asked to use both strategies to decide which one worked better for them. This is the students work with strategy #1, after asking her how she felt about this strategy, she said she didn't like it that much because it was "too much work." One reason this strategy might be necessary to use for the first couple of weeks when teaching this is so that students don't lose sight of how important place value is. So I think I would use this strategy and for students who are at a good place with their place values and understand it, I will allow them to use this strategy.

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Like I learned in this class, my teacher provides the students with multiple strategies when covering a math topic. The class was learning ways to multiply 2 digit by 1 digit numbers. The teacher presented them with 2 different strategies. Although majority of the students utilized strategy #2, a couple of the students identified with strategy #1 and that was the only strategy they could work with.

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I was unaware of how to properly introduce students with a math lesson and how to help those students who might struggle with a certain math topic. One of the most valuable things I am going to take from this class is remembering that it is crucial to try to have multiple strategies to help show a math topic. I have seen it incorporated in our math class as well as incorporated in my field classes.