The Common Core standards require that children understand three subtraction situations.
The standards also require that children be able to solve subtraction problems with the unknown in any position.
Click here to see how ten frames can help teach and practice these skills.
You can find this free lesson in the Problem Solving section.
Click Settings within the lesson to choose:
subtract to compare, or
Remember, subtraction is a hard skill to learn. With the right tools and a can-do spirit, children do accomplish marvelous things.
Thanks for stopping by!
WOW! October already! I’m looking forward to meeting with Florida teachers in two weeks at the 60th annual Florida Council of Teachers of Mathematics conference! I’ll be sharing ideas for implementing ten frame models into math instruction in the primary grades. Of course we’ll be focusing on how these strategies support teaching to the Common Core so that children develop those powerful habits of mind that help them get really good at math.
If you want to learn more about ten frames, this video, Getting Started with Ten Frames, is a good place to start. Ten frames are so easy to integrate with your math lessons. If your math program does not already have workmats to use, you can easily make a ten frame mat for each student and have them use pennies as counters.
For free online resources,
click here to practice numbers to ten
click here to practice counting on with ten frames.
click here to practice solving subtraction stories with ten frames.
You can use the online practice as a daily sponge activity, too!
Three cheers for teachers everywhere!
Teachers make a difference!
I came across an enticing book today, Making Thinking Visible. It requires more time than I or any teacher might have for reading right now. So I skimmed the pages for visuals that make the authors’ thinking visible, so to speak.
The chapter on “Routines for Introducing and Exploring Ideas” caught my eye with the “see–think–wonder” routine because this concept is so similar to the conversation starters that Sharon Davidson shared in her blog earlier this month.
“I see, I think, I wonder” is a great strategy for modeling and developing the mathematical practices of Common Core Standards. And it is easy to implement. Invite children to join the conversation with their own “I see, I think, I wonder” statements.
Here is an example related to introducing long division using 369 ÷ 7.
Teacher: What do you notice? Student: I see a division problem. Teacher: I wonder how many 7s we can take out of 369.
Student: I think it will be less than 100. Teacher: I wonder why you think that.
Student: Because 7 times 100 is 700 and we only have 369. Teacher: I wonder how we can use that idea to solve the problem.
Student: I think I’ll try 50. Teacher: I wonder how how you decided on 50.
Student: Half of 700 is 350. That’s close to 369.
Students are thinking all the time. Just ask!
Teachers make a difference every day. Thanks so much!
Have you ever thought about all the know-how needed to use a number line?
- know number order,
- identify benchmark numbers,
- determine the scale shown by labeled points,
- figure out the value of the interval between each marked point.
Some children can put this know-how together on their own. But many children need direct instruction to master this skill. Explicit instruction will ensure that ALL your students use number lines successfully.
Here is a video that lays out step-by-step how to read a number line. Once students have mastered this skill, they will be ready to use number lines for rounding, measurement, fractions concepts, and more.
You can find additional teaching support and practice on our web site, www.mathcoachinteractive.com. Just click on the Online Practice button.
Number line skills are essential to the new Common Core standards. Here are a few examples:
Grade 2_MD6: Represent whole numbers as lengths from 0 on a number line
Grade 3_NF2.a: Represent a fraction 1/b on a number line
Grade 3_MD4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.
Do you clearly hear the -n at the end of teen numbers? Probably not. That is why children, and especially English language learners, easily confuse teen numbers and “-ty” numbers, 20, 30, 40, etc. Add to that the fact that in teen numbers we name the ones before we say “teen” and no wonder young learners confuse numbers like 13 and 30 or 18 and 80.
What you can do:
1. Use child friendly visuals like ten frames to model and reinforce early numeracy. Check out this video, Count to Ten.
2. Help families understand ten frames. This video, Getting Started with Ten Frames, is a really helpful introduction.
3. In the classroom, exaggerate pronunciation when you talk about teen numbers. I like to put a silly “n-n-n” sound on the end of teen numbers. That really gets children’s attention and we all laugh a little.
4. Talk about solutions when doing simple exercises.
9 + 5 = 14 “Is that sum 4 plus 10 or 4 groups of 10?”
28 + 2 = 30 “Is that product 3 plus 10 or 3 groups of 10?”
“There’s an app for that!” This inexpensive KinderMath app covers Common Core Standards for Kindergarten and Grade 1, incorporating ten frame models throughout to make sure children visualize the relationship between rote counting and quantity.
All of these ideas will help you align your instruction with the Common Core Standards, too.
Thanks for all you do to educate our nation’s children!
I just came across this wonderful blog site just for Kindergarten.
Sharon let’s her readers to be a fly on the wall of her classroom. Her blogs are full of wonderful suggestions like these discussion starters that invite every learner to join in:
“I wonder. . .”
“I notice. . .”
“I observed. . .”
Do take the time to read the reflections of an experienced teacher and gather the pearls of wisdom she shares. Sharon uses a lot of technology. But a lot of what she describes can easily be implemented without technology.
Thanks so much, Sharon Davidson of Williston, Vermont!
Welcome back to another exciting school year! As an educator, you don’t need research to tell you how important family support is for the success of each student.
We’ve spent some time hunting for ideas for family involvement. These easy, at-home activities get families AND students engaged and excited about the math they will be learning this year. Notice that the user can choose English or Spanish.
To request prepared handouts, visit our website and click Contact to send your request. Be sure to include your email address so that we can send pdfs your way.
Thanks from all of us here on the MathCoach team for your dedication to educating our nation’s children.
Three cheers for a great start to the school year!
Yay!!! It’s summer time, time to sleep in, relax, and look back on the high points of the year.
Summer is also a great time to play math games that keep brains lively and skills sharp. Here are two that kids love to play. The games are easy to learn and can be fun to play as a family while school is out.
The video is courtesy of the Teaching Channel. Thanks for all that you do to support teachers.
Happy Summer to all!
We are reaching into the blogsphere and finding online video lessons created by real classroom teachers like Jennie in Chicago who teaches Grades 4 and 5.
Here we share her excellent video. Jennie uses manipulatives to model how to find the volume of a rectangular prism and a pyramid.
The first part of this video lesson, finding the volume of a right rectangular prism, meets Grade 5 Common Core standards 5_MD.5 and 5_MD.6.
Thanks Jennie, a distinguished teacher in Chicago Public Schools!
Every now and then we come across a story that just has to be shared. Today I want to share a video about an enterprising 9-year-old who knows how to make good creative use of his time.
Have you heard this story? Watch this wonderful video.
What a wonderful story to share with your students and colleagues!
Caine at work building his cardboard video arcade.