Number Talk in 3rd Grade

FCS shilohpoint

25 Mar 201410:34

Summary

TLDRThe video script captures a lively math class where students engage in solving simple arithmetic problems using various strategies. The teacher encourages different approaches, such as mental math, counting up, and using a number line, to find the answers to problems like 78 minus 5 and 75 minus 7. Students share their methods, demonstrating a range of techniques from straightforward subtraction to more creative problem-solving. The interactive and exploratory nature of the lesson aims to deepen understanding and encourage mathematical thinking.

Takeaways

😀 The transcript involves a classroom discussion on solving simple arithmetic problems using various strategies.
📚 The first problem presented is 5 - 8 = 3, and the students are encouraged to find different ways to solve it.
🤔 One student solved it by subtracting 5 from 75 and then flipping the result, which is a creative approach to the problem.
📉 Another student used a rounding method, rounding 78 to 80 and then adding 2 to reach 82, before subtracting to find the result.
🔢 The discussion includes breaking down numbers into place value, which helps in understanding the arithmetic process.
🎓 The teacher emphasizes the importance of understanding different strategies for solving arithmetic problems.
📈 A number line strategy is mentioned, where students count up from a known number to find the answer.
📝 The transcript highlights the counting up strategy, where students count from 77 to 78 to reach the next number.
🤓 Some students used mental math to quickly solve the problems, showing a good grasp of basic arithmetic.
📊 A student shared a strategy of adding 5 and 8 to reach 13, demonstrating the use of addition in problem-solving.
👥 The teacher encourages students to share their methods with a neighbor, promoting peer learning and discussion.

Q & A

What is the first problem presented in the script?
-The first problem is a simple subtraction task where the participants are asked to calculate 5 foot 8 minus 5 and 7 minus 7.
What is the result of 5 foot 8 minus 5 in the script?
-The result of 5 foot 8 minus 5 is 3, as the 'foot' unit is not considered in the calculation.
How does the script suggest a different approach to the subtraction problem?
-The script suggests using a number line strategy, rounding numbers to the nearest tens, and then performing the subtraction.
What is the alternative method mentioned for finding the difference between 75 and 78?
-The alternative method involves rounding 78 to 80, then subtracting 80 from 75, and adjusting the result by the difference between the rounded and actual numbers.
What is the significance of the number 82 mentioned in the script?
-The number 82 is mentioned as a point in the alternative subtraction method, where the participant rounds 78 to 80 and then adds 2 to reach 82.
How does the script describe the counting up strategy for solving the problem involving 77 and 78?
-The counting up strategy involves starting at 77 and counting up to 78, recognizing that one more than 77 is 78.
What is the place value strategy mentioned in the script?
-The place value strategy involves breaking down the numbers into their place values and performing calculations based on those individual place values.
What is the result of 65 plus 5 plus 8 in the script?
-The result of 65 plus 5 plus 8 is 78, as the participant uses a combination of addition to reach the final number.
How does the script suggest using a number line for the problem involving 70 and 8?
-The script suggests using a number line to visualize the jump from 70 to 78 by adding 8, which is a more visual and intuitive approach to the problem.
What is the final problem presented in the script involving the numbers 70, 60, and 8?
-The final problem is to find the result of 70 minus 60 and then adding 8, which is a combination of subtraction and addition.
What is the outcome of the final problem in the script?
-The outcome of the final problem is 13, achieved by first subtracting 60 from 70 to get 10, and then adding 8 to reach 13.

Outlines

00:00

🧩 Math Problem Solving Strategies

The first paragraph introduces a math problem-solving session where participants are encouraged to share their methods. The problem involves simple arithmetic subtraction, and various strategies are discussed, such as direct calculation, rounding to the nearest ten, and breaking down the problem into place value. The participants engage in a lively discussion, sharing different approaches to arrive at the solution, emphasizing the importance of understanding the underlying concepts rather than just memorizing algorithms.

05:11

🤔 Exploring Mathematical Reasoning and Strategies

In the second paragraph, the discussion continues with a focus on the efficiency of different mathematical strategies. The participants explore the use of a number line, counting up, and mental arithmetic to solve a problem involving the addition of numbers. The conversation highlights the diversity of methods people use to solve mathematical problems, from intuitive counting to more structured approaches like using a number line, and the importance of understanding the mathematical reasoning behind each strategy.

10:15

🚀 Efficient Calculation Techniques

The third paragraph briefly touches on the efficiency of calculation techniques. It acknowledges the participants' ability to perform quick mental calculations and suggests that some may have used a more straightforward method of subtraction to arrive at the answer. The paragraph ends with an agreement on the efficiency of the methods used, indicating a consensus among the participants about the effectiveness of their chosen strategies.

Mindmap

Keywords

💡Number Line

A number line is a visual representation of numbers in a sequential order, typically from left to right, increasing in value. In the video, the concept of a number line is used as a strategy to solve mathematical problems by visualizing the distance between numbers and counting up or down from a given point. For example, the script mentions '77 to 78' and counting up to reach the next number, illustrating the use of a number line to understand numerical relationships.

💡Place Value

Place value refers to the position of a digit within a number, which determines its value. In the context of the video, breaking numbers into place values is a strategy used to simplify complex calculations by focusing on individual parts of the number. The script mentions 'breaking hers out into place value,' which suggests that the participants were encouraged to consider the value of each digit in their calculations.

💡Counting Up

Counting up is a basic arithmetic technique where one number is incremented by one to find the next number. In the video, this method is used to quickly determine the result of simple addition problems. For instance, the script refers to 'counting up 77 and one more is 8,' which demonstrates the simplicity and efficiency of this approach in solving arithmetic problems.

💡Algorithm

An algorithm is a set of rules or steps used to solve a problem. In the video, the term is used to describe a systematic approach to solving mathematical problems, such as addition and subtraction. The script mentions 'algorithm when we sit on top of each other,' indicating that the participants were using a structured method to arrive at their answers.

💡Rounding

Rounding is the process of adjusting a number to the nearest whole number, often to simplify calculations or comparisons. In the video, rounding is used as a strategy to approximate numbers to make them easier to work with. The script includes 'round 78 to 80,' which shows how rounding can be applied to simplify the process of subtraction by adjusting numbers to more convenient values.

💡Efficient Calculation

Efficient calculation refers to the use of strategies or methods that minimize the complexity of solving mathematical problems. The video emphasizes the importance of finding the most straightforward way to arrive at an answer. The script mentions 'how do you know what is the easy efficient way to know that it's one,' highlighting the search for the most direct approach to problem-solving.

💡Strategies

Strategies in the context of the video refer to various methods or techniques used to solve mathematical problems. The script discusses different strategies employed by the participants, such as using a number line or rounding, to find solutions more easily. The term is used to explore the diversity of approaches to arithmetic.

💡Arithmetic

Arithmetic is the branch of mathematics dealing with the basic operations of addition, subtraction, multiplication, and division. The video's theme revolves around arithmetic, as the script discusses various ways to perform and simplify arithmetic calculations. For example, the script mentions 'five foot 8 minus 5 is 3,' which is a subtraction problem within the realm of arithmetic.

💡Problem-Solving

Problem-solving is the process of finding solutions to questions or challenges. In the video, problem-solving is central to the discussion, as participants are encouraged to explore different methods for solving mathematical problems. The script includes phrases like 'how did you get there,' which invites participants to share their problem-solving techniques.

💡Participation

Participation in this context refers to the active involvement of individuals in a learning or discussion process. The video script emphasizes the importance of engagement, as seen in the phrase 'turn and talk to a neighbor,' which encourages interaction and the sharing of ideas among participants.

💡Multiple Strategies

The concept of multiple strategies highlights the idea that there are various ways to approach and solve a problem. In the video, this is evident as different participants share their unique methods for arriving at solutions, such as 'some people did okay I think a lot of you do that naturally,' indicating that there is not just one correct way to tackle mathematical problems.

Highlights

Introduction of the first math problem and the presenter's enthusiasm for the topic.

Participant's solution to the first problem using simple subtraction.

Discussion of an alternative method involving rounding numbers to the nearest ten.

Mistake made by the presenter and correction by a participant.

Explanation of the rounding method to simplify the subtraction problem.

Introduction of a new problem and the presenter's surprise at the participants' quick solutions.

Participant's use of a number line strategy to solve the problem.

Different approaches to counting up from 77 to 78.

Presenter's surprise at the participants' mathematical strategies.

Explanation of the counting up strategy as a simple and efficient method.

Invitation for participants to share their problem-solving methods with each other.

Participant's use of place value to solve the problem.

Discussion of the algorithmic approach to solving the problem.

Participant's strategy of breaking the problem into smaller parts.

Presenter's realization of the participants' natural inclination to use certain strategies.

Final participant's efficient method of solving the problem by breaking it down and adding.

Conclusion of the session with participants agreeing on the efficiency of their methods.