https://padlet.com/missy_walker/ro3i29r0qiji en-us 2017-01-25 20:18:44 UTC 2025-10-02 22:49:30 UTC hello@padlet.com https://padlet.com/missy_walker/ro3i29r0qiji/wish/151942941 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.]]> 2017-02-06 19:15:50 UTC https://padlet.com/missy_walker/ro3i29r0qiji/wish/151942941 https://padlet.com/missy_walker/ro3i29r0qiji/wish/151950987 My students tend to "Decompose the subtrahend" but I haven't actually told them what they are doing has a name. 
 ]]> 2017-02-06 19:36:10 UTC https://padlet.com/missy_walker/ro3i29r0qiji/wish/151950987 jennifer_hensley2 https://padlet.com/missy_walker/ro3i29r0qiji/wish/152532481 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. ]]> 2017-02-08 16:59:00 UTC https://padlet.com/missy_walker/ro3i29r0qiji/wish/152532481 https://padlet.com/missy_walker/ro3i29r0qiji/wish/153094844 2017-02-10 16:03:27 UTC https://padlet.com/missy_walker/ro3i29r0qiji/wish/153094844 https://padlet.com/missy_walker/ro3i29r0qiji/wish/153197830 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.]]> 2017-02-11 00:15:59 UTC https://padlet.com/missy_walker/ro3i29r0qiji/wish/153197830 shelbybray https://padlet.com/missy_walker/ro3i29r0qiji/wish/153296607 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. ]]> 2017-02-12 19:31:00 UTC https://padlet.com/missy_walker/ro3i29r0qiji/wish/153296607 https://padlet.com/missy_walker/ro3i29r0qiji/wish/153969660 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. 

]]> 2017-02-15 11:49:53 UTC https://padlet.com/missy_walker/ro3i29r0qiji/wish/153969660 michelle_smith https://padlet.com/missy_walker/ro3i29r0qiji/wish/154702377 2017-02-17 21:01:34 UTC https://padlet.com/missy_walker/ro3i29r0qiji/wish/154702377 ashley_strode https://padlet.com/missy_walker/ro3i29r0qiji/wish/155475274 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.]]> 2017-02-22 15:18:31 UTC https://padlet.com/missy_walker/ro3i29r0qiji/wish/155475274 tammi_oberg https://padlet.com/missy_walker/ro3i29r0qiji/wish/156277165 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. ]]> 2017-02-26 21:40:41 UTC https://padlet.com/missy_walker/ro3i29r0qiji/wish/156277165 taylor_dinges https://padlet.com/missy_walker/ro3i29r0qiji/wish/157398152 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.

]]> 2017-03-02 16:57:28 UTC https://padlet.com/missy_walker/ro3i29r0qiji/wish/157398152 shannon_ormsbee https://padlet.com/missy_walker/ro3i29r0qiji/wish/157413012 2017-03-02 17:33:55 UTC https://padlet.com/missy_walker/ro3i29r0qiji/wish/157413012 candace_junkin https://padlet.com/missy_walker/ro3i29r0qiji/wish/160020788 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.   ]]> 2017-03-14 15:43:42 UTC https://padlet.com/missy_walker/ro3i29r0qiji/wish/160020788 https://padlet.com/missy_walker/ro3i29r0qiji/wish/160152394 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. ]]> 2017-03-15 03:28:02 UTC https://padlet.com/missy_walker/ro3i29r0qiji/wish/160152394 jessica_sumners https://padlet.com/missy_walker/ro3i29r0qiji/wish/161042779 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.]]> 2017-03-20 00:22:21 UTC https://padlet.com/missy_walker/ro3i29r0qiji/wish/161042779 allison_moore https://padlet.com/missy_walker/ro3i29r0qiji/wish/161600565 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. 

]]> 2017-03-21 17:38:53 UTC https://padlet.com/missy_walker/ro3i29r0qiji/wish/161600565 mary_england https://padlet.com/missy_walker/ro3i29r0qiji/wish/165522123 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. ]]> 2017-04-08 19:37:55 UTC https://padlet.com/missy_walker/ro3i29r0qiji/wish/165522123 kerkhof https://padlet.com/missy_walker/ro3i29r0qiji/wish/166478296 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.]]> 2017-04-16 18:49:09 UTC https://padlet.com/missy_walker/ro3i29r0qiji/wish/166478296