Presentation on theme: "Operations and Whole Numbers: Developing Meaning"— Presentation transcript:
1Operations and Whole Numbers: Developing Meaning Model by beginning with word problemsReal-world setting or problemModelsConcretePictorialMentalLanguageMathematical World(symbols)
2Understanding Addition and Subtraction There are four types of addition and subtraction problemsJoin actionSeparate actionPart-part-whole relationships of quantitiesCompare relationships of quantities
3Eleven Addition and Subtraction Problem Types JoinResult UnknownPeter had 4 cookies. Erika gave him 7 more cookies. How many cookies does Peter have now?Change UnknownPeter had 4 cookies. Erika gave him some more cookies. Now Peter has 11 cookies. How many cookies did Erika give him?Start UnknownPeter had some cookies. Erika gave him 7 more cookies. Now Peter has 11 cookies. How many cookies did Peter have to start with?
4Separate Result Unknown Peter had 11 cookies. He gave 7 cookies to Erika. How many cookies does Peter have now?Change UnknownPeter had 11 cookies. He gave some cookies to Erika. Now Peter has 4 cookies. How many cookies did Peter give to Erika?Start UnknownPeter had some cookies. He gave 7 cookies to Erika. Now Peter has 4 cookies. How many cookies did Peter have to start with?
5Part-Part-Whole Whole Unknown Peter had some cookies. Four are chocolate chip cookies and 7 are peanut butter cookies. How many cookies does Peter have?Part UnknownPeter has 11 cookies. Four are chocolate chip cookies and the rest are peanut butter cookies. How many peanut butter cookies does Peter have?
6Compare Difference Unknown Peter has 11 cookies and Erika has 7 cookies. How many more cookies does Peter have than Erika?Larger UnknownErika has 7 cookies. Peter has 4 more cookies than Erika. How many cookies does Peter have?Smaller UnknownPeter has 11 cookies. Peter has 4 more cookies than Erika. How many cookies does Erika have?
7Using Models to Solve Addition and Subtraction Problems Direct modeling refers to the process of children using concrete materials to exactly represent the problem as it is written.Join and Separate (problems involving action) work best with Direct ModelingFor example, John had 4 cookies. Jennifer gave him 7 more cookies. How many cookies does John have?(join)
8Direct Modeling for Join and Separate David had 10 cookies. He gave 7 cookies to Sarah. How many cookies does David have now? (separate)Brian had 10 cookies. He gave some cookies to Tina. Now Brian has 4 cookies. How many cookies did Brian give to Tina?(separate)
9Modeling part-part-whole and compare Problems Michelle had 7 cookies and Katie had 3 cookies. How many more cookies does Michelle have than Katie? (compare)Meghan has some cookies. Four are chocolate chip cookies and 7 are peanut butter cookies. How many cookies does Meghan have? (part-part-whole)
10Writing Number Sentences for Addition and Subtraction Once the children have had many experiences modeling and talking about real life problems, the teacher should encourage children to write mathematical symbols for problems.A number sentence could look like this2 + 5 = ? Or ? =7
11Addition AlgorithmsThe Partial-Sums Method is used to find sums mentally or with paper and pencil.The Column-Addition Method can be used to find sums with paper and pencil, but is not a good method for finding sums mentally.The Short Method adds one column from right to left without displaying the partial sums(the way most adults learned how to add)The Opposite-Change Rule can be used to subtract a number from one addend, and add the same number to the other addend, the sum is the same.
12Partial-Sums Method Example: 348 + 177=? 100s 10s 1s 3 4 8 +1 7 7 Add the 100s ( )Add the 10s ( )Add the 1s ( 8 + 7)Add the partial sums ( )
13Column –Addition Method Example: =?100s 10s 1sAdd the numbers in each columnAdjust the 1s and 10s: 17 ones = 1 ten and 7 onesTrade the 1 ten into the tens column.Adjust the 10s and 100s: 15 tens = hundred and 5 tens. Trade the 1 hundred into the hundreds column.
15The Opposite-Change Rule Addends are numbers that are added.In = 12, the numbers 8 and 4 are addends.If you subtract a number from one addend, and add the same number to the other addend, the sum is the same. You can use this rule to make a problem easier by changing either of the addends to a number that has zero in the ones place.One way: Add and subtract59 (add 1)+26 (subtract 1) +2585
16The Opposite-Change Rule Another way. Subtract and add 4.59 (subtract 4) 55(add 4)85
17Subtraction Algorithms The Trade-First Subtraction Method is similar to the method that most adults were taughtLeft-to-Right Subtraction MethodPartial-Differences MethodSame-Change Rule
18The Trade-First Method If each digit in the top number is greater than or equal to the digit below it , subtract separately in each column.If any digit in the top number is less than the digit below it, adjust the top number before doing any subtracting. Adjust the top number by “trading”
19The Trade-First Method Example Subtract 275 from 463 using the trade-first method100s 10s 1sLook at the 1s place. You cannot subtract 5 ones from 3 ones
20The Trade-First Method Example 100s 10s 1s SubtractSo trade 1 ten for ten ones. Look at the tens place. You cannot remove 7 tens from 5 tens.
21The Trade-First Method Example Subtract 463 – 275100s 10s 1s15So trade 1 hundred for 10 tens. Now subtract in each column.
22Left to Right Subtraction Method Starting at the left, subtract column by column.Subtract the 100s 932- 300Subtract the 10s- 50Subtract the 1s- 6576
23Partial-Differences Method Subtract from left to right, one column at a time. Always subtract the larger number from the smaller number.If the smaller number is on the bottom, the difference is added to the answer.If the smaller number is on top, the difference is subtracted from the number.
24Partial-Differences Method Example Subtract the 100s –Subtract the 10s –Subtract the 1s
25Same-Change Rule Example 92 –36 = ?One way add 492 (add 4) 96- 36 (add 4) – 4056Another way subtract 692 (subtract 6)(subtract 6) - 30
27Partial-Products Method You must keep track of the place value of each digit. Write 1s 10s 100s above the columns.4 * 236 = ?Think of 236 asMultiply each part of 236 by 4
28Partial – Products Method 4 * 236 = ? s 10s 1s*4 *4 *4 *Add these threepartial products
29Lattice Method6 * 815 = ?The box with cells and diagonals is called a lattice.48636
30Types of Multiplication and Division Problems Equal GroupingPartitive Division – Size of group is unknownExample:Twenty four apples need to be placed into eight paper bags. How many apples will you put in each bag if you want the same number in each bag?
31Types of Multiplication and Division Problems RatePartitive Divison – size of group is unknownExample:On the Mitchell’s trip to NYC, they drove 400 miles and used 12 gallons of gasoline. How many miles per gallon did they average?
32Types of Multiplication and Division Problems Number of equal groups is unknownQuotative DivisionExample:I have 24 apples. How many paper bags will I be able to fill if I put 3 apples in each bag?
33Types of Multiplication and Division Problems Number of equal groups is unknownQuotative DivisionExample:Jasmine spent $100 on some new CDs. Each CD cost $20. How many did she buy?
34Partial Quotients Method The Partial Quotients Method, the Everyday Mathematics focus algorithm for division, might be described as successive approximation. It is suggested that a pupil will find it helpful to prepare first a table of some easy multiples of the divisor; say twice and five times the divisor. Then we work up towards the answer from below. In the example at right, 1220 divided by 16, we may have made a note first that 2*16=32 and 5*16=80. Then we work up towards *16=800 subtract from 1220, leaves 420; 20*16=320; etc..