This week in our daily number talk, I have been mixing up some subtraction and addition equations with the hope that the students would see that some of their strategies from solving one operation could be used to solve another operation. It wasn't until I made an equation that said 89 + 63, that I didn't realize the effect of using our hundreds chart was having on the students. A number of students immediately said that it was impossible to solve the equation because they couldn't use the hundreds chart to help them solve it.
This had me immediately reflecting what students see in a math tool and their own ability to solve a problem that looks or finished in a way that is unexpected for them. I also reflected on what the magnitude of numbers means for students who may or may not have been exposed to them before.
I gave them their regular think time and then we talked about their strategies and how come they thought that the hundreds chart was not going to help them. It was also immediate that I realized that I need to get a second hundreds pocket chart so that we can learn to extend past 100 and see the relationships that those numbers have.
I have some work to do over the weekend to ensure that I am able to cycle back and recapture their thinking and how I am going to present the second hundreds chart. I am currently in my (dorm) room at #OAME2017 and I am excited to see if there's some spark from here that will light my way this week.
A snippet about me...
I'm a grade 1/2 teacher; wife; mama to #TeamA & #TeamO; runner; chocolate lover and always wanting to learn.