https://padlet.com/gonring_anne/gh66v15r8gyy en-us 2017-03-06 19:46:35 UTC 2026-02-27 05:57:48 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Pizza.png gonring_anne https://padlet.com/gonring_anne/gh66v15r8gyy/wish/158157056 For younger children, it is much easier to think of larger-number addition problems  in terms of smaller numbers. This is where the empty number line method comes in handy! By breaking down one of the numbers in the addition problem into 100s, 10s, or 1s, it makes it much easier to add up to find the answer!

]]> 2017-03-06 19:49:55 UTC https://padlet.com/gonring_anne/gh66v15r8gyy/wish/158157056 sorensen_sara2 https://padlet.com/gonring_anne/gh66v15r8gyy/wish/158203428 2017-03-06 23:43:29 UTC https://padlet.com/gonring_anne/gh66v15r8gyy/wish/158203428 sorensen_sara2 https://padlet.com/gonring_anne/gh66v15r8gyy/wish/158207081 2017-03-07 00:25:50 UTC https://padlet.com/gonring_anne/gh66v15r8gyy/wish/158207081 sorensen_sara2 https://padlet.com/gonring_anne/gh66v15r8gyy/wish/158207701 Since children master counting up before they learn subtraction,  counting up is more natural than counting back. As educators, we should utilize that strength when introducing subtraction. They are still getting to the same answer, just with a more natural process. The standard algorithm would encourage counting down, but this method allows counting up.]]> 2017-03-07 00:31:09 UTC https://padlet.com/gonring_anne/gh66v15r8gyy/wish/158207701 sorensen_sara2 https://padlet.com/gonring_anne/gh66v15r8gyy/wish/158208461 In first grade, children are expected to use language to
describe putting together and
taking apart, aspects of
addition and subtraction.]]> 2017-03-07 00:37:58 UTC https://padlet.com/gonring_anne/gh66v15r8gyy/wish/158208461 fairchil_jordyn https://padlet.com/gonring_anne/gh66v15r8gyy/wish/158866784 2017-03-09 04:24:37 UTC https://padlet.com/gonring_anne/gh66v15r8gyy/wish/158866784 gonring_anne https://padlet.com/gonring_anne/gh66v15r8gyy/wish/159080917 Here, we are starting with the bigger number (46) and placing it on an empty number line. Then, instead of skipping all the way to 79 by adding 33, we break 33 down into 3 longs (tens), and 3 units (ones), making it much easier to get to our answer! (79).]]> 2017-03-09 18:29:35 UTC https://padlet.com/gonring_anne/gh66v15r8gyy/wish/159080917 gonring_anne https://padlet.com/gonring_anne/gh66v15r8gyy/wish/159087325 2017-03-09 18:47:02 UTC https://padlet.com/gonring_anne/gh66v15r8gyy/wish/159087325 fairchil_jordyn https://padlet.com/gonring_anne/gh66v15r8gyy/wish/159181485 In fourth grade, students are expected to solve multi-step word problems posed with whole numbers, including problems in which the remainder is interpreted. They are also expected to know how to divide using mental computation and estimation strategies, just like the partial quotient method. ]]> 2017-03-10 04:55:35 UTC https://padlet.com/gonring_anne/gh66v15r8gyy/wish/159181485 fairchil_jordyn https://padlet.com/gonring_anne/gh66v15r8gyy/wish/159182045 The partial quotient method is very similar to the standard method, but it does have a few differences. One of the main differences is that you do not put the numbers that you are multiplying on top, but rather to the side. You also use estimation to find your answer instead of just seeing how many times the number goes into the other number, right away. The partial quotient method is easier for students to understand if they have not mastered all of their math facts, but they do know how to estimate. ]]> 2017-03-10 05:02:54 UTC https://padlet.com/gonring_anne/gh66v15r8gyy/wish/159182045 fairchil_jordyn https://padlet.com/gonring_anne/gh66v15r8gyy/wish/159182143 Here, we are starting with 195 and seeing how many groups of 12 can go into that number. We might not know that answer directly, so we do 12 groups of 10, instead. That gives us 120. From there, we subtract 195-120 to get the answer of 75. We know that if we did another 12 groups of 10, 120 is bigger than 75, so instead, we do 12 groups of 5. That gives us 60 and we subtract 75 - 60 to get 15. We now know that only one more group of 12 can go into 15 so we do 15 - 12 and get the answer of 3. Since 12 cannot go into 3, we add up the numbers of the side (10+5+1), which gives us 16, and then add in the remainder, giving us an answer of 16 R3. If you wanted to check your work, you could divide out 195 by 12 and you would get 16.25 as your answer. ]]> 2017-03-10 05:05:37 UTC https://padlet.com/gonring_anne/gh66v15r8gyy/wish/159182143 fairchil_jordyn https://padlet.com/gonring_anne/gh66v15r8gyy/wish/161694887 https://uwlax-my.sharepoint.com/personal/fairchil_jordyn_uwlax_edu/_layouts/15/guestaccess.aspx?guestaccesstoken=a8hULFy%2baYmbH%2fVA%2beYeEE7h2G8XZueyHi1JlrFc4JE%3d&docid=2_0326e26f56d5242ce87b344328801c675&rev=1https://uwlax-my.sharepoint.com/personal/fairchil_jordyn_uwlax_edu/_layouts/15/guestaccess.aspx?guestaccesstoken=a8hULFy%2baYmbH%2fVA%2beYeEE7h2G8XZueyHi1JlrFc4JE%3d&docid=2_0326e26f56d5242ce87b344328801c675&rev=1]]> 2017-03-22 01:52:07 UTC https://padlet.com/gonring_anne/gh66v15r8gyy/wish/161694887