The fox is 3 feet tall.
The bad seed is 1 foot tall. How much taller is the fox? Today, I would like you to think of different strategies to solve this problem. What might you do? One student offered to build a model with cubes or tiles. "I would put three for the fox and one for the bad seed." Next, a student said, "It's like 3, take away 1, so it would be 2." Another student added on, "Yeah, I can do that on my hand. So if I have these three fingers and take away one, that's two." A student repeated, "You circled three fingers and crossed out one finger, so there's two." Someone added, "I can do that with tally marks," and drew three marks and crossed one out. "Could we do this with a number line?" A student answered, "Yeah, and go back 1, so that's 2." The same student said, "Some people say it's 3 + 1 = 4, but it's not that. That would be like saying what a fox-bad seed together. But that's not what we're doing. We're doing how much taller."
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