I ask myself this question numerous times during the course of school week. During number talks and in class conversations, the students show such amazing thinking and strategies in solving various computation problems. But, just when I think they are constantly thinking about the numbers, their values and sense-making, they seem to start a new problem from scratch without connecting to any of their prior reasonings. Is it flexibility in their thinking, efficiency or seeing each problem as a new one? I was SO glad to see I am not alone when I read Tracy’s tweets yesterday….

The conversation was an interesting one that then seemed to moved into number choice and thinking about what the students were thinking and what we do as teachers from here. We all definitely had a lot more questions than answers, which is always fun to explore!

So, of course I had to test out some of our questions into my number talk today. I had the students do the number talk from their seats so they had their journals readily available. I gave them 36 x 7, asked them to solve mentally and really think about the strategy they were using. I took answers, they all got 252, and I asked them to jot down how they solved it. We shared out and the majority had solved it just as Tracy had mentioned in her tweet, (30×7) + (6 x 7). Then I gave them 36 x 25 to see if, when given a 2-digt x 2-digit, they changed their thinking. I was also interested in the influence of the number choice of 25.

I don’t think it was the two-digit times 2-digit number that changed their approaches, but more so the influence of the 25. A lot went to double/halving because they could get to 50 and 100 and others used the 100 made of four 25s. One student multiplied 40x 25 and subtracted 100 while a few others used the associative property that Tracy had mentioned (4×25) x 9.

The final problem was 39 x 25. Unlike a typical number talk in which I push students to connect to previous responses in route to an answer, I instead asked them to not solve it, but just think about how they would solve the problem. After they had their thumbs up with a strategy, I asked them to complete one of the following prompts: “I used the same strategy I had used before because….” or “I used a different strategy in this problem because…” Here are some of their responses…

My conclusion is: the more students talk about their strategies, reasonings, and choices, the more they think about the numbers and what “makes sense” in the solution pathway. I think some students definitely get into a comfort zone with a strategy that works for them, and that is ok with me, but I definitely want to expose them to other ideas and things to think about. I loved that 25 and 39 influenced their thinking about the way to approach the problems.

I am not sure this answers any questions in our Twitter conversations, but I am always SO incredibly curious to see what the students actually do after anticipating their thoughts. The even better part is, they love sharing what they were thinking without the worry of being wrong. I even had one student who said she changed her strategy for the last problem because she got the one before it wrong after solving it twice. In her words, “It definitely was not working.” 🙂

Hope this gives you something to think about Tracy, Christopher, Sadie, Simon and Kassia!

-Kristin

Damian WatsonI love the “do not solve it move”, I should do this more often. Great post, great to see pupils thinking. Damian

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