Analysis Brief

Problem Discussion What would the answer be if I had to take 168 marbles from 307 marbles? *I had to challenge myself by doing the problem in a non- traditional way. I did the problem by using blocks, sticks, and circles. The blocks stand for the hundreds, the sticks stand for the tens, and the circles stand for the ones. This way of teaching is very popular in Elementary schools. Hundreds Tens
NO TENS

Ones

307
-

ooooooo

168

l l l l l l

oooooooo

(The first thing I did was set up the appropriate number of blocks, sticks, and circles that represented each number) Since you cannot take 8 from 7 we have to exchange from the tens place, but since there is no tens in 307 we have to start the exchange process from the hundreds place. My next step is going to be crossing out 1- hundred block and putting 10 sticks in the tens place since there are 10 sticks in a block.

______________________________________________

Hundreds

Tens

Ones

307
-

llllllllll

ooooooo

168

l l l l l l

oooooooo

I crossed out a one hundred block and put ten sticks. I now have to cross out 1 set of ten (one stick) and put ten circles in the ones place because there are ten ones in 1 stick. Hundreds Tens Ones

307
-

llllllllll

ooooooo
oooooooooo

168

l l l l l l

oooooooo

*Now I am able to start subtracting now. I cross out 8 ones on the bottom and then cross out 8 ones on the top which gives me how many ones I have. I then cross out 6 sticks on the bottom and 6 sticks on the top, which gives me the number of tens. And finally, I cross out 1 block on the bottom and 1 block on top which gives me my hundreds. Hundreds Tens Ones

lll
100 30

ooooooooo
9

The answer to the problem is 139

Another way we could do this problem is by using place values from the largest down to the ones place in order to subtract.
First you would start with the hundreds place. 300-100 in the first column, then the second column would be the tens which is 0 tens- 6 tens. The ones come next which would be 7-8.

307 - 168 ______________ 300-100 0-60 7-8

__________________________________________________________

307 - 168 ______________ 300-100 = 0-60 7-8 200 - 60 -1 139

The next step is actually figuring out the three mini subtraction problems. Since in the tens and ones place we went in the hole, we have to put a negative symbol by them. So 200- 61 gives you 139.

Problem Reflection
In each of the ways I did the problem, I still came up with the correct answer. It just shows that there are a number of ways to do a problem, and the way you do the problem depends on the type of learner you are. The first way was more visually while the second way was more mathematically. The first way is a lot of thinking and asking you certain questions along the way. Once I remembered how to do it the first way I went through it pretty quickly. In elementary school I wasnt taught either way. I was taught the more traditional way of subtraction. The way I was taught was not visual at all and I think the blocks, sticks, and circles way helps visual learners like me. Even though it is more work, students understand what is really going on in subtraction. It shows that you cannot take a number that is smaller on top from a number that is bigger on the bottom. I also really like the second way that I did this problem. This is probably my favorite way to understand subtraction now. I can actually see what is in the hundreds place, tens place, and ones place. I know that if I hav e a negative beside my number that in the end I have to subtract that number, not add it. I believe the level of cognitive demand of this problem is a level 2. This subtraction problem has to be done in multiple steps. The students have to be able to draw the blocks, sticks, and circles and know exactly what each one of them means. One way that I could make this problem a level 3 is by having the students think if their answer makes sense to the question and then check to see if they have the right answer. This problem relates to the Common Core Standard for second grade Math. The standard says students should Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.