Regrouping! Sometimes it goes by other names but this is a term often used in subtraction. Borrowing is also a common name for it. Both are appropriate.

The word regrouping would mean putting the numbers in different groups. In the problem below I am regrouping the number 22 to be 10 and 12, but since the 1 is in the tens place you just write the digit 1.

Borrowing is when you think of each digit in their place. The ones place borrows from the tens place...

It's nice to know how to do problems on paper, but mental math shouldn't be discounted since it is much faster (but I know some teachers can't stand it because there is no 'work' shown). But how to mentally think of this problem is you have 22 and since 9 is close to 10 you know 22 minus 10 is 12, but it was only minus 9 so you have one more than that, 13.

Which way is your favorite way to solve problems with 2 digits--writing it down or doing it mentally?

## Tuesday, April 22, 2014

## Monday, April 21, 2014

### I have three winners from my giveaway!

Thank you to everyone who entered to win the great three prizes for my blogiversary giveaway. The winners were...

Emily L. won the 6 pack of personalized Lollipics from Lollipics.com

Becky M. won a copy of the printable book Trouble with Monkeys: A place value story

Congratulations to the winners!

Emily L. won the 6 pack of personalized Lollipics from Lollipics.com

Becky M. won a copy of the printable book Trouble with Monkeys: A place value story

and

The Math Maniac won the Animal cap kids (pack 1) clipart set!Congratulations to the winners!

## Saturday, April 19, 2014

### Q is for quotient (A to Z Challenge)

Do your students know what the term 'quotient' is?

Quotient is the answer for a division problem! Just like 'sum' is the answer for an addition problem, 'difference' is the answer for a subtraction problem, and 'product' is the answer for a multiplication problem. I found this one handy forum question about the names for the other sides of the equation too.

My blogiversary giveaway ends tonight! You can enter at the I and K post here.

Have a great weekend!

Quotient is the answer for a division problem! Just like 'sum' is the answer for an addition problem, 'difference' is the answer for a subtraction problem, and 'product' is the answer for a multiplication problem. I found this one handy forum question about the names for the other sides of the equation too.

My blogiversary giveaway ends tonight! You can enter at the I and K post here.

Have a great weekend!

## Friday, April 18, 2014

### P for polygon! (A to Z challenge)

P--we are getting near the end of the alphabet--whew!

I chose P to talk about polygons. Polygons are basically two-dimensional multiple-sided figures. Many polygons can be made to be composite shapes. When I looked up polygon on Wikipedia I thought it was interesting there are even polygons that self intersect.

My oldest child enjoyed making polygon art. He would make a bunch of dots on a paper at random, then connect some of the dots with a ruler for a perfectly straight line. Then he would turn them into animal/creatures. I happened to still have a copy of this piece from four years ago...

I chose P to talk about polygons. Polygons are basically two-dimensional multiple-sided figures. Many polygons can be made to be composite shapes. When I looked up polygon on Wikipedia I thought it was interesting there are even polygons that self intersect.

My oldest child enjoyed making polygon art. He would make a bunch of dots on a paper at random, then connect some of the dots with a ruler for a perfectly straight line. Then he would turn them into animal/creatures. I happened to still have a copy of this piece from four years ago...

Do you do anything with polygons?

## Thursday, April 17, 2014

### MaTh with order (O in the A-Z challenge)--making fraction strips!

I know, I have been skipping my MaTh activity Thursday due to the A to Z challenge, but I'm back for today with a focus on 3rd grade (hip, hip, hooray)! Add your link at the end if it applies to 3rd grade.

So, my O post for today will be about ordering (no, not ordering pizza--ordering numbers) 3.NF.A.2 and 3.NF.A.3

Most third graders should be able to order numbers really well--putting a handful of numbers in least to greatest or greatest to least, but they may need a little bit of practice with fractions. Actually, even some older grade students struggle with fractions.

This is hands-on... Have the kids create fraction strips to learn about how to order fractions. Yes, do not prepare anything else other than strips of paper (but they all have to be the same length). Have the kids turn the strips into halves, thirds, fourths, sixths, eights, nineths ( and maybe twelvths and eighteenths if you want) by only folding. I suggest you take each fraction one at a time.

Just doing this activity your students will have a better sense of how big fractions are and some of their equivalents 4/8 is the same as 2/4 and 1/2. Seeing a piece of paper with fraction bars on it isn't as memorable as making the strips yourself. You could choose to extend this activity to have the students solve/answer questions with them.

Do you do this type of activity in your class?

Don't forget to enter my giveaway! You can enter at the I and K post here.

So, my O post for today will be about ordering (no, not ordering pizza--ordering numbers) 3.NF.A.2 and 3.NF.A.3

Most third graders should be able to order numbers really well--putting a handful of numbers in least to greatest or greatest to least, but they may need a little bit of practice with fractions. Actually, even some older grade students struggle with fractions.

This is hands-on... Have the kids create fraction strips to learn about how to order fractions. Yes, do not prepare anything else other than strips of paper (but they all have to be the same length). Have the kids turn the strips into halves, thirds, fourths, sixths, eights, nineths ( and maybe twelvths and eighteenths if you want) by only folding. I suggest you take each fraction one at a time.

#### Into halves.

That one should be easy, but still you should ask a student how they did it. How did they know it was half?

#### Then thirds.

Was this tricky? What makes it difficult?

#### Fourths.

My 2nd grader did it the fastest way with folding in half and then in half again although my fifth grader brought both ends to the center, then folded each side, and folded the center last. How do your students do it?

#### Sixths.

Is it hard? How did you do it? (They will find out--or they might already know that they fold the thirds in half)

#### Eights.

Was this similar to any other way? Maybe like the fourths?

Just to see if I could do it--I made a strip into fifths. If some students want to eyeball it, they can. I folded the paper so the two sides looked approximately the same as the interior section, then finished the other two folds.

Here are the fractions strips!

Do you do this type of activity in your class?

Don't forget to enter my giveaway! You can enter at the I and K post here.

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