Analyzing Students Thinking

Addition
Examine the following examples of students procedures for solving the same addition problem. Explain what each student did to obtain the correct answer. Then, choose one of the strategies and solve the problem 1367 + 498. 1. Kelly 567 +259 700 110 16 826
First they added the hundreds place Then the added the tens place And last they added the tens place. Then added them all together.

2. Rudy 567 +259

567, 667, 767 777, 787, 797, 807, 817 818, 819, 820, 821, 822 823, 824, 825, 826 4. Yours
They added 33 to the 567 to make it an even 600. Then subtracted 33 from 259. Then they add those two numbers together.

First row they added two hundred to the first number. Second row they added 5 tens to the tens spot. The last two rows they added 9 ones.

3. Andy 567 600 +259 +226 826

259 - 33 226

1367 + 498 1000 1200 150 + 15 2365

Subtraction
Examine the following examples of students procedures for solving the same subtraction problem. Explain what each student did to obtain the correct answer. Then, try Caitlins procedure to solve the problem 152-39. 1. Caitlin 2. Louis 63 -18 63 10 = 53 52, 51, 50, 49, 48, 47, 46, 45 3. Kenley 63 -18 28 38 48 58 +5
First they added 10 to the bottom number until they got close to the top number. Then they added 5 to make it to 63. I took 4 tens and 5 ones to get to 63 from 18 so the answer is 45. First they subtracted 10 from 63.Then they subtracted 8 ones form 53 by counting backwards.

63 -218 45

13

I know that they are using the take away model, so I understand how they got 13. I dont know how they got the two in the tens place in the second number.

4. Yours- (use Caitlins procedure)

First they took 30 from 152. 152 They still need to subtract 9 so - 39 they counted back 9 from 122. 152 - 30 122 122.121.120.119.118.117.116.115.114

10 10 10 10

or

40 +5 45

Multiplication
Examine the following examples of students procedures for solving the same multiplication problem. Explain what each student did to obtain the correct answer. Then, use the lattice method to solve the problem 57 x 23. 1. Sasha 43 x 62 6 80 180 2400 2666
Multiplied 3x2, then 40x2, then 60x3, then 40x60. All these added up = 2666

2. Emily 43 x 62 20 x 62 =1240 20 x 62 =1240 3 x 62 = 186 2666

Emily broke up the 43 into 20 and 3. She thought it would be easier to multiply 62 by 20, so she did it twice. Then she multiplied it by the left over three. After she added all her answers up to get 2666.

3. Tabitha Lattice method 4

2
6 2 0 6 4 8

3
1 0 8 6

x 6 2

Yellow box they multiplied 3x6, blue 4x6, purple 4x2, red 2x3. Then they added what was in the boxes diagonally.

4. Yours - Lattice method 57 x 23 5 7 x 2 10 14 3 15 1311 21

Division
Examine the following examples of students procedures for solving the same division problem. Explain what each student did to obtain the correct answer. Then, use the lattice method to divide 832 by 6. 1. Doug 137 r 4 5| 689 -500 100 x 5 189 -50 10 x 5 139 -50 10 x 5 89 -50 10 x 5 39 -35 7x5 4 137x5 3. Madelaine 500 5 = 100 100 5 = 20 50 5 = 10 30 5 = 6 95= 1 r4 689 5 = 137 r 4
First they found the closest hundred 500. Then the subtracted 50 until they got a number lower than 50. Then they added all the numbers they used to multiply to five to get their answer.

2. Nancy 137 r 4 5| 689 -5 18 -15 39 -35 4

Nancy looked at the first number (6) and figured how many time 5 can go into it. Then she subtracted, got a remainder, and moved the next number down. She repeated these steps until she had only one number left that she could not divide 5 into.

4. Yours Lattice Method or MultiGrid

First she found the nearest hundred that 5 could go into that was close to 689. She knows it is a hundred away from 600 so she divided 100 by 5. She broke down the number into smaller sections that were easier for her to divide. Stencil (see More Division Strategies)

832/6= 138r4 6/ 832 -6 23 - 18 52 - 48 4