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 2. Rudy 567 +259

567, 667, 767 777, 787, 797, 807, 817 818, 819, 820, 821, 822 823, 824, 825, 826 4. Yours 1367 + 498 1000 700 150 15 1865 *I used Kellys strategy*

3. Andy 567 600 +259 +226 826

259 - 33 226

Explanations: 1. Kelly She added the hundreds place: 500 + 200 = 700 Then added the tens place: 60 + 50 = 110 Then she added the ones place: 7 + 9 = 16 Then she added all three answer: 700 + 110 + 16 = 826 2. Rudy He started with 567 and counted up by 100 two times (adding 200) to get to 767 Then he counted up from that number by 10s five times (adding 50) to get 817 Then he counted up from that number by 1s 9 times (adding 9) to get the answer of 826 3. Andy Rounded up 567 to 600 Then, because that added 33 to the first number, he subtracted 33 from the second number to compensate and balance it out, getting a number of 226. From there it was easy to add 226 to a straight number of 600 to get 826

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 4. Yours- (use Caitlins procedure) 152 - 39 10 10 10 10 152-30 = 122 Count down from 122 by ones 9 times 121, 120, 119, 118, 117, 116, 115, 114, 113 Answer: 113 6313 -218 45

or

40 +5 45

Explanations: 1. Caitlin First she subtract the 10 (from the tens place) from 63 to get 53. Then she counted down from 53 the remaining 8 times to get 45 2. Louis First he borrowed (like one would do in the standard algorithm). But then instead of taking that 10 from the 60, he added 10 to the 10s place on the bottom. (I have never seen that done before??) 3. Kenley Kenley started with the 18 and counted up by tens until she got close to 63 without going over. She arrived at 58 from which she added the 5 needed to reach 63. Because she added 10 four times, that gave her 40 and then she added an addition 5 giving her the answer of 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 3. Tabitha Lattice method 4
2
6 2 4 0 6 8 0 6

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

4. Yours - Lattice method 5

1

57 x 23

3
1 8

x 6 2

7
1 0 4 5 2 1

x 2 3 Answer: 1, 131

1 3

1 Explanations: 1. Sasha Partial Products Method 2x3=6 2 x 40 = 80 60 x 3 = 180 60 x 40 = 2400 2400 + 180 + 80 + 6 = 2,666

2. Emily Emily broke down 43 into 20 + 20 + 3 and multiplied 62 by each of those. Then she added the three products to get 26666 3. Tabitha Lattice Method Multiply the top numbers by the numbers on the right side of the box and plug in the answers in the corresponding boxes. Then you add down the horizontals from the bottom right to the top left. Your answer is outside the boxes, reading from top left to bottom right, resulting in 2,666

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

4. Yours Lattice Method or MultiGrid

Stencil (see More Division Strategies)

689 / 5 6 1 1 8 3 3 9 7 4 6/5=1r1 18 / 5 = 3 r 3 39 / 5 = 7 r 4 689 / 5 = 137 r 4

Explanations: 1. Doug Doug worked with the inverse of division multiplication. First he multiplied 5 by 100 to get 500, getting him fairly close to 689. Then he subtracted 500 from 689 leaving him with 189. Then he worked with the tens place, multiplying 5 by 10 to get fifty and subtracting fifty from 189. He had to subtract 50 three times before he got a number smaller than fifty. Now he has a 1 in the hundreds place and a 3 in the tens place. Then he was left with 39 and he knew that 5 went in to 39 7 times with a remainder of 4, leaving him with a 7 in the ones place now. Final answer: 137 remainder 4 (I think? This one was super confusing!?) 2. Nancy Standard Division Algorithm

3. Madelaine Madeline broke down 689 into rounded numbers easily divisible by five: 689 = 500 + 100 + 50 + 30 + 9 Then she divided each of those by five: 500 / 5 = 100 100 / 5 = 20 50 / 5 = 10 30 /5 = 6 9 / 5 = 1 remainder 4 Then she added her answers and kept the remainder: 100 + 20 + 10 + 6 + 1 = 137 remainder 4 CORRECT!