tag:blogger.com,1999:blog-2429983491199569680.post5359734944394259711..comments2017-06-15T04:59:38.269-07:00Comments on love2learn2day: Give (and Take!) Me a Great Addition StrategyCindyhttp://www.blogger.com/profile/06419042339830317651noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-2429983491199569680.post-73847240543875726192016-08-12T15:03:08.709-07:002016-08-12T15:03:08.709-07:00Absolutely! We did exactly that, but before this p...Absolutely! We did exactly that, but before this particular lesson in the Bridges curricula. Both with paper and with the (free) Number Line App.<br /><br />http://catalog.mathlearningcenter.org/apps/number-line<br /><br />Here's an example, though with a different strategy:<br /><br />http://www.mathlearningcenter.org/blog/constant-difference-number-line-app<br /><br />Thank you for your thoughtful reply! It sounds like you've had some great professional development!Cindyhttp://www.blogger.com/profile/06419042339830317651noreply@blogger.comtag:blogger.com,1999:blog-2429983491199569680.post-36057643324656972542016-08-12T15:01:41.356-07:002016-08-12T15:01:41.356-07:00This comment has been removed by the author.Cindyhttp://www.blogger.com/profile/06419042339830317651noreply@blogger.comtag:blogger.com,1999:blog-2429983491199569680.post-27651833285457018292016-08-09T20:01:47.053-07:002016-08-09T20:01:47.053-07:00I love your catchy phrasing of the strategy. Howe...I love your catchy phrasing of the strategy. However, you can't forget to help the child understand why it works. In some very comprehensive training I've attended in the last few years, the use of the number line helps students to visualize why "Give and Take" works. Copy a number line that goes from 0 to 40. Model using 27 - 19. Cut a strip that is the distance between 19 and 27 and place it on below the number line. What is the difference? Then ask move the strip and ask, what is 26 - 18 and 25 - 17. Notice what happens to the answer to all three. (The difference is the same distance each time. Why?) Move the strip forward on the number line to 28 - 20. Now what is that difference? Why? What are you noticing? What can you determine is the reason it works? Does it work with any numbers? Investigate. I hope this makes sense. It made perfect sense from the mathematics presenters I've had the honor to hear and work with during my 35+ years in education and elementary math. This actually is a way to help a child who isn't good at borrowing, to learn to be more flexible with numbers...compose and decompose...throughout their schooling.Anonymousnoreply@blogger.com