Common core State Standards

  • Math:  Math
  • 3:  Grade 3
  • NBT:  Numbers & Operations in Base Ten
  • A:  Use place value understanding and properties of operations to perform multi-digit arithmetic
  • 2: 
    Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Download Common Core State Standards (PDF 1.2 MB)

Subtraction as a Confidence Builder
Lesson Objective: Students gain confidence by using a variety of subtraction methods
Grades 3-5 / Math / Multiple Methods

Thought starters

  1. How do students subtract by making "jumps" on the number line?
  2. How does the "adding on" method help students see that addition and subtraction are related?
  3. How are students assessed by the head teacher, the teacher, and the teaching assistant?
This is excellent!
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A clear and consistent difference I've noticed in all these videos from England is the coordinated approach among a "maths coordinator, the classroom teacher, and an obviously qualified teaching assistant. In this one, that group also is given time to collaborate on understanding the individuals within the classroom and where they are in understanding and development. Very little of this translates to the majority of American experience where there is no head teacher/math coordinator in a building to help in a supportive/non-judgmental manner, and who also has a multi-year view of the individual student's progress, no maths-trained teaching assistant to help with classroom management and student learning, and no time given to talk among adults knowledgeable about student progress. In the U.S. the individual teacher is responsible for all of this on her/his own, as well as integrating special needs students into the classroom without (often, or even usually) any assistance at all. It would be easy to complain about the obvious structural/support differences between the systems, and say that I understand and relate to the bitterness growing among many teachers who hear constantly about how "bad" they are (and in need of "disciplining"--thank you "Great Schools"), but I'd much rather submit a wishlist that would try to give teachers a similar support framework. It would be easier, at that point, to agree that we're comparing apples to apples.
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