Encourage children to model and discuss multiple solution strategies for number problems instead of hunting for clue words¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Across items and tasks, the guide urges that children be encouraged to model problems of joining, separating, and comparing rather than looking for clue words like 'more than' or 'difference'. It notes that either a subtraction sentence (5 - 3 = 2) or an additive sentence (3 + how many more = 5) can be an equally valid representation, and that children should use many different solution strategies and share them with the class. Modeling with manipulatives and acting out strategies helps develop the concepts needed to understand algorithms learned later.

Design Implications¶

Context¶

Requirements¶

• Manipulatives and opportunities to discuss methods of solution with the class

Constraints¶

Target Learners¶

• First-grade students

Target Learning Goals¶

• Developing concepts of addition and subtraction from environmental situations and symbolizing problem statements

Related Strategies¶

• Analyze the types of errors students make on assessment items, not just correct/incorrect scores
• Cognitively Guided Instruction
• Counting All
• Find the Total

Examples¶

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Key Sources¶

• Kasten, Margaret; Meiring, Steve; Mikesell, Anne. (1997). Mathematics. Competency-Based Education Assessment Series. https://eric.ed.gov/?id=ED417935