Course 9 Activity 5: Share Your Thoughts
A child, when asked to subtract 17-9, wrote 12 as an answer. What does this tell you about the child's thinking and how will you help the learner better understand the concept of subtraction?
Share your thoughts.
Many subtraction strategies do rely on being able to..........
ReplyDeleteThe child has some idea since the answer given is a smaller number than the greater number but concept is not clear in his / her mind. Needs reteaching and practice.
DeleteThe child needs extra support for better understanding, more hands-on practice to be given to the child.
ReplyDeleteThis shows that the students need extra support for understanding the concept better and having more hands on experiencial learning by doing.
ReplyDeleteThis child needs special care and attention and his /her mathematical foundation should be helped in a better way.The teacher can play the role of a facilitator.Then only child feel more comfortable.
ReplyDeleteThis shows that child needs practical and play based activities to to understand numbers and their interrelation
ReplyDeleteThe child need to learn the basic of substraction again which can be taught with play way method.
ReplyDeleteSpecial care needed by child for numeracy literacy
ReplyDeleteThis shows that child knows that when subtraction is done the answer is less than the given bigger number.But his answer shows that his application of knowledge in real world is missing.
ReplyDeleteThe child has some idea since the answer given is a smaller number than the greater number but concept is not clear in his / her mind. Needs reteaching and practice.
ReplyDeleteThe child needs to understand the numbers accordance with one one correspondence
ReplyDeleteThe child is well aware with the concept of subtraction but is little confused of with ones and tens. We can solve it by doing one to one correspondence.
ReplyDeleteThe child's thoughts are a little mixed up. he has exchanged the unit digit to simply be able to subtract easily.
ReplyDeleteA little more guidance and help will ensure that the child can do such calculations himself.
The child has some idea of number but concept is not clear in his / her mind because
ReplyDeletethe answer given by child is smaller number than the greater number. The child needs practice.
May b the child is not aware or confused in how to subtract.
ReplyDeleteThe child has simply done 9-7 which is 2 and bring 1 which reflects in his answer as 12. The idea of place value and takeaways or how many left need to be planned in a step wise process.
ReplyDeleteStep 1 - Idea of set - How many all together.
Step 2 - Take away - How many left
Step 3 - Use of proper resources like real objects, ganit mala, sticks for bundles and a set of cubes.
Step 4 - Making use of mathematical language in an integrated way like rhymes, make up stories, real world situations with live examples, etc.
Step 5 - Pictorial representation for visual effects - picture cards, ICT skills through various videos, worksheets, grid boxes made of cardboards, etc.
Step 6 - Motivate or encourage the child to make such a subtraction problem and ask questions to the class.
The child is not clear about tens and ones
ReplyDeleteThe child need to learn the basic of substraction again which can be taught with play way method.Motivate or encourage the child to make such a subtraction problem and ask questions to the class.
ReplyDeleteMotivate or encourage the child to make such a subtraction problem and ask questions to the class.
ReplyDeleteThe child has knowledge on the concept of subtraction concept but is little confused with place value of ones and tens.
ReplyDeleteChild should taught with addition followed by subtraction using some objects.
ReplyDeleteThe child simply saw the bigger number and subtracted the smaller from it. It tells me that the child has a concept of one's and tens but not about taking the bigger number as a whole and subtracting the smaller one from it.
ReplyDeleteTo ease the concept further, manipulatives in the form of blocks or beads can be given to the child to understand the physical implication of the subtraction.
The above situation tells me, either child needs to understand the concept of subtraction or needs to practice two digit subtraction. Child can be helped by providing more practise with real objects.
ReplyDeleteThe child is not clear about the tens and ones concept. Need more hand to hand activities using real objects so that he/she can understand the take away and how many left concept.
ReplyDeleteThe child don't know the ones and tens first We will teach ones and tens with the help of beads as well as fingers . Ask about how many tens are there and how many ones are there now what we do subtract with one's reminder in mind when you subtract write bigger number on top and smaller number bottom then we get answers and now subtract with tens and they get answer
ReplyDeleteAnother way take out your ten fingers but we need 17 fingers it's ok now what we do
In no 17 we take no 7 , start
counting close fingers no 7 ,8 and 9 and how many fingers are left That is correct Answer.
The child has some idea of subtracion but not able to apply practically. First the concept of bigger number and smaller number should be made clear to the child using beads or sticks, then help the child to solve arranging according to the places.
ReplyDeleteChild required more practice of subtraction
ReplyDeleteChild is not able to do subatraction of bigger numbers
ReplyDeleteIt is very necessary for the children to not just learn the theoretical aspects of the subjects but also learn about them practically. If we initiate ways in which the topics deal with their own daily life then subtraction can also be explained in a very playful way.
ReplyDeleteStrategy adopted to teach the concept of subtraction needs interrogation.
ReplyDeleteChild has subtracted the digits in ones place and has taken digit 1 down simply before 2 ( 9-7 =2).
Through games, using sticks, beads or any concrete thing teacher needs to make the child clear about terminology like greater, smaller then vocabulary take away, less than must be taught by giving practice on concrete things. When these strategies show desired LO then the child must be dealt with written form of numbers.
This child needs special care and attention and his /her mathematical foundation should be helped in a better way.The teacher can play the role of a facilitator.Then only child feel more comfortable.
ReplyDelete