Continuing the Conversation

Continuing the Conversation

Cathy Fosnot

Minilessons for Addition and Subtraction

A warm–up mental math string92 + 3999 + 32139 + 94134 + 99199 + 34129 + 97

What strategy does this string support?

What big ideas underlie this strategy?

Quick Image Billboards (K-1)

Small Group DiscussionsWhat strategies

would you expect to see?

How would you represent them?

The Landscape of Learning

Let’s go to a classroom…

Cdrom, minilesson folder (3rd), first page

video clips 18, 19, and 20

The Landscape of Learning

Back to the classroom…

second page

video clips 3, 5, 6#3 (3 on the top, 5 on the bottom)

#5 (2 on the top, 6 on the bottom)

#6 (is there another way the kids could trick me?)

Grade 243 + 1043 + 2043 + 1968 + 2339 + 54

What’s the focus of the string?

A) compensationB) splittingC) jumps of tens and

adjustingD) moving to a

landmark number

Grade 250 + 5049 + 5125 + 2526 + 2532 + 2849 + 53

What’s the focus of the string?

A) compensationB) splittingC) doubles +/-D) moving to a

landmark number

Grade 2-3192-40192-43378-39247 – 29371 - 19

What’s the focus of the string?

A) constant difference

B) splittingC) doubles +/-D) taking jumps of

ten backwards and adjusting

Back to the classroom… sixth page 192-40

video clips 76, 77

Back to the classroom… Seventh page

video clip 79

Grade 2-3192-40192-43378-39247 – 29371 - 19

Here’s the string again.

Would you continue with the 4th problem?

Revising in actionHow would you finish the string?

Michael’s revisions192-40192-43378-39378-40371-19

Grade 2-3

146-12272-14283-275 (clip 83)

Here’s the first part of a string that Michael does on another day.

Revising in actionWhat conversation would you have?

Have fun with minilessons….