So, this year is tough….getting to know students and content across all grade levels is so exciting but always leaves me with so many questions! As much as I use the CCSS as a guide, I go in to every class wondering what students at this grade know, wondering how they talk about it, and wondering how to structure activities to encourage connections. These are all things I took for granted as a 5th grade teacher.

Today I went in and did a subtraction number talk with a 3rd grade teacher. I did a string starting with the problem: 23 – 19 and all of the other problems were subtracting a number with a 9 in the ones place. I thought I could possibly get adding up, removal and/or compensation strategies. For this problem and the following two, I got at least 3 or 4 different answers and a lot of strategies, some correct others not. The most common was subtracting tens (20-10 = 10) and then incorrectly subtracting ones (9-3=6) and arriving at 16 as their answer. Correct or not, I absolutely loved their openness to sharing and looking for errors in their thinking, it was fantastic! Their thinking was definitely not anything I could even begin to really string together because they were really all over the place so all I can focus on now is where to go from here?

The only common thread I saw was the majority of the students were “number pulling and operating” without seeming to think about the numbers first, what was happening or reasonableness. So, my question now is, Is there a type of number talk that would take the focus off of the numbers for a bit and allow students to think about what relationship the pictures have? I don’t know if this makes much sense but I am playing around with these images, but struggling with the wording…

If I flashed the first one, How many did you see? How did you see them?

Flash the second one, What changed? What is the difference? <—–(I like this one suggested by the awesome 3rd grade teacher) Can you write an equation to represent the change?

I am thinking we could get 20 – 5 = 15 or 15 + 5 = 20.

Next this..same questions.

Now on this one, 30 – 11 = 19, I think I may bring up the strategy they used today, 30 – 10 = 20 and 1-0 = 1, leaving us with the answer of 21 and see what they think? I can’t tell if that would be helpful or not?? Would love thoughts.

Also, I cannot decide whether to end with a number expression and ask them what the first image looked like and what is different in the second and what the equation would be? Still thinking on this one too.

Trying it out tomorrow and will keep you posted, however I couldn’t sign off without one piece of student work that I loved. I left them today with 36 – 19 in two ways if they could. This student originally got 23 (by the means I described above) but then did the number line and arrived at 17. He went back to the first and realized that 20 and -3 gave him 17, not 23.

When I asked him how he knew it was 17, he said it was like having something 20 feet above the ground and it goes down 3 feet. It has 17 above ground still. I asked him to try and capture that and this is the beautiful piece of work I got…

Looking forward to seeing this bunch tomorrow!

-Kristin