This video illustrates how to use the traditional algorithm to solve subtraction with regrouping. The traditional algorithm focuses on digit placement and requires that students move right to left to correctly perform the operation. Before students are introduced to the standard addition algorithm, it is important that they have a conceptual understanding of regrouping. This will allow students to correctly use the algorithm when they exchange 10 ones in the ones place value column with 1 ten in the tens place value column. It is important for students to know and understand how to use the traditional algorithm because it is an efficient strategy to use if regrouping is required, when numbers have varying numbers of digits, and when the numbers included are too large to reasonably use other strategies (e.g., partial differences can become confusing for students who do not understand negative integers).
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This video demonstrates two subtraction problem structures that students must understand to master basic facts. Each problem structure has three numbers, with one number missing.
This video describes how to use the partial differences strategy to solve multi-digit subtraction.
This video uses manipulatives to review the five counting principles including stable order, correspondence, cardinality, abstraction, and order irrelevance.
In this webinar presenters reviewed the evidence-base behind explicit instruction for students with disabilities and highlighted recently released course content designed to help educators learn how to deliver explicit instruction and review their current practices.
This video demonstrates how to use fraction tiles and the set model to convert mixed numbers to improper fractions. It is important that students have the opportunity to convert fractions using both models of representation.
This video demonstrates how to use fraction tiles to multiply a fraction and whole number. Students should have experience with determining the fraction of a whole (2 x 2/3) before being introduced to determining the fraction of a fraction (2/3 x 3/4). Before students multiply fractions, they should understand the concepts of repeated addition and grouping as it is used with multiplication of whole numbers. Teachers can model how to create equivalent groups (such as two groups of 2/3). Students can then use skills of addition and converting improper fractions to mixed numbers to find the product.
This video demonstrates how to use the set model to subtract fractions with unlike denominators. Students need to have the prerequisite conceptual knowledge of finding like denominators before they can apply subtraction strategies to fractions with unlike denominators.
This video demonstrates how to use fraction tiles to model fraction addition with unit fractions. After a teacher models how to appropriately use fraction tiles to solve addition problems, students can use the tools to explore fractions with guided and independent practice.
This video demonstrates how to use fraction tiles to convert mixed numbers to improper fractions. As students practice this process with fraction tiles, they will also gain fluency with determining different fractions that are equivalent to 1.