#Decompose math definition examples how to#
#Decompose math definition examples pdf#

Can you decompose fractions with unlike denominators?.

Can all fractions be decomposed into unit fractions?.

What is the purpose of decomposing fractions?.

Decomposing Fractions into Different Denominators.

Decomposing Fractions into Unit Fractions.

#Decompose math definition examples pdf#

I’ve compiled this PDF of resources as a sampler from several different products that really emphasize all the work we do in our classroom to develop these strategies in depth.ĭifferent components of the sampler can be used whole group or small group and are perfect for helping your students think outside the box when it comes to solving multi-digit addition and subtraction. If you teach second grade, you might like a few pages from some of my two-digit addition and subtraction products. How do you develop a conceptual understanding with composing and decomposing numbers in your classroom? How do you help students think flexibly about numbers? I’d love to hear more ideas! These activities really get students thinking about math and being flexible with numbers. I have a set of math station activities where students practice subtracting using a variety of strategies and tools. My students have had the most success with using number lines and counting up from the subtrahend. We’ve also used number lines and I’ve had students draw out base-10 blocks. In all honesty, I wouldn’t have a student decompose a ten to subtract 4, but we needed to practice the concept with smaller numbers before moving onto larger numbers.ĭecompose a Ten is a set of sentence frames and scoot-type activities where students look at whether they need to decompose a ten before they solve the problems. You don’t have to / have to decompose a ten. I started with simple ones, like, “There are/aren’t enough ones to subtract _ ones. My solution was to give students sentence frames. They didn’t know what to do! This was so hard for them! A couple of weeks ago, I switch from writing a horizontal problem to giving students a vertical subtraction problem. The last thing I have done recently is to give students sentence frames when subtracting. We used the number puzzles in November and I pulled them out again in the Winter to review with a few of my students who need to solidify it a bit further.

#Decompose math definition examples how to#

Not all of my kiddos have made the jump to seeing how all these numbers are related and how to decompose numbers. These have helped students see how 44 is 40 + 4, which is also 30 + 14 and 30 + 10 + 4. Decomposing Number PuzzlesĪnother resource that we have used this year has been Decomposing Number Puzzles.

Through this exercise, students began to see “friendly numbers” and how to use 100 when adding. When a student got to 100, he or she stopped and wrote 100, then started over and counted the remaining sticks. One strategy that worked well for students was having them draw sticks that represent the amount of tens in each number, then count and cross off each stick as they counted it. Later on in the year, when we transitioned to adding larger numbers, we again revisited the make 10 strategies to add numbers but worked on adding tens and making 100 to add. Using 100 to Add Just Like Students Use 10 to Add This began our journey of decomposing numbers. I created a packet of math stations centered around Using 10s to Add (+9 & +8). Using +8 and +9 facts, we looked at how making 10 can help us solve problems.Īlthough I gave students the strategy, it took a lot of practice to help them understand the benefit of using it, instead of counting on their fingers. Decompose Smaller NumbersĪt the beginning of the year, we started with decomposing and composing smaller numbers to make 10. I want them to think flexibly about numbers and apply that flexibility to addition and subtraction. My goal is for my students to understand how numbers work, how numbers can be broken apart and put back together in different ways. Likewise, catchy phrases and poems are fun to memorize, but I wonder how much the students understand and can explain what is happening in the process. They have no meaning related to mathematical thinking, so I think it’s a good thing that we don’t use them. The old catchphrases, like borrowing and carry, are no longer in use with the Common Core.