From looking at the data from the initial observations and diagnostic questions, I can see that these students need strategies for cross decade addition and 2 digit subtraction.
This is going to be our first area for teaching & learning.
There is a gap across all learners in 2 digit subtraction when the bigger number has small numbers in the tens and ones column. They are flipping the numbers around to suit the addition eg 243 - 157 becomes 257 - 143 because these facts are known to the student.
What they are missing is the identification that the number that is being taken away is PART OF the total (the first number). This is where I am going to head back to for these learners and am going to use equipment to help as the students appear lacking in knowledge of what the number actually 'looks' like.
Partitioning has helped them to begin to visualise but it is not an efficient method for them in the long run to break down each number. They need to see and understand the borrowing and renaming process.
(Students are also partitioning to solve 2 digit addition - using bonds to 10 and place value to solve.)
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