Kelli ☮️

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12U

Gym Rats - 73
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Final #PhenomGrassrootsTOC

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FINAL #PhenomGrassrootsTOC

Gym Ratz 2032 PBS - 48
Highsmith Griffin (MVP) 15
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[Kelli ☮️ @Kelli_Rae7]

@pwharris I see that the 4 was halved to 2 in the expression on the right, which means we can double 5.5 to 11 to maintain balance on both sides because each expression would be equal to 22.

[Kelli ☮️ @Kelli_Rae7]

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We Comin 17
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[Kelli ☮️ @Kelli_Rae7]

@pwharris Same.

[Kelli ☮️ @Kelli_Rae7]

@pwharris I’m thinking about 1/2 as 4/8 in order to identify the number of counts the unit 1/8 and the left side of the equation, which would be 11/8, and since 8/8 equals 1, the missing addend in this balanced equation would be 3/8.

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[Kelli ☮️ @Kelli_Rae7]

@pwharris I would describe this process as the removal in parts strategy on an open number line. I would also show students the adding up strategy as another option for solving using a number line.

[Kelli ☮️ @Kelli_Rae7]

@howie_hua Yes! Will show this to my sixth grader who has been working the “keep, change, change” for something like this.

[Kelli ☮️ @Kelli_Rae7]

@pwharris I figured it out this way: 10% of 75 is 7.5, and 2% of 7.5 is 1.5. So, I can identify 88% of 75 with the following (7.5 x 8) + (1.5 x 4), which is 66.

[Kelli ☮️ @Kelli_Rae7]

@howie_hua 10% of 75 is 7.5, so 60% would be 7.5 x 6, which is 45.

[Kelli ☮️ @Kelli_Rae7]

@GamecockMBB Highsmith had a great time at camp! @LamontParisUSC
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[Kelli ☮️ @Kelli_Rae7]

@pwharris Breaking into smaller factors 8x3x5x5. Then 8x5 is 40, 40x5 is 200, and 200x 3=600.

[Kelli ☮️ @Kelli_Rae7]

@LaSalleEd This is true sometimes. If both are 3-digit numbers, then yes, the number with the 7 in the hundreds place will always be larger. But, if the numbers have more than 3 digits, the number with the 7 in the hundreds place may not always be the larger number.

[Kelli ☮️ @Kelli_Rae7]

@pwharris The adjusting strategy can be tricky for third grade students since whatever adjustment is made to the subtrahend, whether adding to or removing from, has to be done again as a final step to get back to the original problem. Interested to see how others model/represent this.

[Kelli ☮️ @Kelli_Rae7]

@pwharris I would use the compensation strategy and remove 48 from 699 and add it to 952 to make 1,000. Then, add 651 to get a final sum of 1,651.

[Kelli ☮️ @Kelli_Rae7]

@pwharris I would first make a point to provide students with a name for this strategy so they can name it when explaining their process. When debriefing as a whole group, “adding one number in parts” can be modeled on an open number line or as a series of expressions.