Dear Frustrated Parent, As you have correctly concluded, the number line approach is not an efficient method of solving the problem. It is not a useful tool for figuring out how much someone still owes you if they paid $316 of their $427 invoice. For that, I suggest the following mechanical sequence of actions: Take out your calculator. Press 4. Press 2. Press 7. Press -. Press 3. Press 1. Press 6. Press =. Read off the result. What the number line approach is trying to to is make sure that your child understands *how numbers work*. That subtracting 316 is the same as subtracting 300, then 10, then 6. And that subtracting 300 is the same as subtracting 100 three times. Its about demostrating that your child knows WHY 427 - 316 = 111. Does your child know that? I dont know, and if all I got for an answer was: 427 -316 ------ 111 I still wouldnt. Sure, we prefer simple answers in the real world, because we assume a certain level of shared knowledge. In teaching situations, however, we expect to get more complex answers that demonstrate mastery of the intermediate steps and conceptual underpinnings that we want them to have mastered, so that out in the real world, people can confidently assume they do in fact possess whatever shared level of knowledge is supposed to come with a given educational credential. Thanks, Some random guy on the internet fed up with hearing these complaints about common core questions that are clearly intended to get the child to demonstrate understanding some concept than just mechanically solve problems.
Posted on: Sat, 22 Mar 2014 21:53:02 +0000
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