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Math Teachers Chatboard

How Can I Help This Student?

by Carolyn

Feb 19, 2014

I'm looking for expert advice on one of my students. I teach third grade, and I received a new student to my class back in December. He demonstrates great mental math skills during math strings. For example, when I put 70-45 on the board, he showed his understanding of constant difference by putting 65- 40 on his white board. He also showed his understanding of commutative property by changing the question of 49+36 to 50+35. Now, having said all of this, he absolutely struggles with single digit addition and subtraction. While he works on three-digit standard algorithms, he will make MULTIPLE errors (like 8-4=6). When I have a conference with him, it will take him several attempts to finally arrive at the correct answer.

What can I do to help him? We've had several opportunities to play simple addition and subtraction games. Can anyone make any suggestions or help me understand why he comprehends complex strategies but can't solve the simplest questions?

Thanks in a...See More

Claire Maybe the problem is that he is dyslexic. He sounds like he understands math applications. My daughter had similar problems with math. She would avoid the writing of problems and attempted to do the math verbally. If she wrote the problems down she would transpose the numbers incorrectly. I would look into this further.

On 2/19/14, Carolyn...See More

Feb 19, 2014

Not commutative On 2/19/14, Carolyn wrote: > I'm looking for expert advice on one of my students. I > teach third grade, and I received a new student to my class > back in December. He demonstrates great mental math skills > during math strings. For example, when I put 70-45 on the > board, he showed his understanding of constant difference > by ...See More

Feb 20, 2014

Carolyn Yes, you're right. I stand corrected. > > I don't have any answer to your question, since I am not an > elementary school teacher, but I had to comment that the bold > > portion is NOT an example of the commutative property It > could > be the associative property, though if framed > correctly. > > It could be rewritte...See More

Feb 20, 2014

Sara On 2/20/14, Not commutative wrote: > On 2/19/14, Carolyn wrote:

this is an interesting kid! It sounds to me as if they're are likely some interesting issues - how are his social skills, his verbal skills, how does he do in other subjects?

It's extraordinary to be able to intuitively manipulate two digit numbers and not single ...See MoreOn 2/20/14, Not commutative wrote: > On 2/19/14, Carolyn wrote:

this is an interesting kid! It sounds to me as if they're are likely some interesting issues - how are his social skills, his verbal skills, how does he do in other subjects?

It's extraordinary to be able to intuitively manipulate two digit numbers and not single numbers. But wait - how does he do with constant difference when working with single digit numbers? That could help to tell you if his issue is single digit numbers or addition/subtraction.

What happens if you give him manipulatives to add and subtract with? Can he come to the right answer when he's got the 'goods' in front of him?

I need a bit more information. > >> I'm looking for expert advice on one of my students. I >> teach third grade, and I received a new student to my class >> back in December. He demonstrates great mental math skills >> during math strings. For example, when I put 70-45 on the >> board, he showed his understanding of constant difference >> by putting 65- 40 on his white board. He also showed his >> understanding of commutative property by changing the >> question of 49+36 to 50+35. Now, having said all of this, >> he absolutely struggles with single digit addition and >> subtraction. While he works on three-digit standard >> algorithms, he will make MULTIPLE errors (like 8-4=6). When >> I have a conference with him, it will take him several >> attempts to finally arrive at the correct answer. >> >> What can I do to help him? We've had several opportunities >> to play simple addition and subtraction games. Can anyone >> make any suggestions or help me understand why he >> comprehends complex strategies but can't solve the simplest >> questions? >> >> Thanks in advance! > > I don't have any answer to your question, since I am not an > elementary school teacher, but I had to comment that the bold > > portion is NOT an example of the commutative property It > could > be the associative property, though if framed > correctly. > > It could be rewritten: 49 + (1 + 35) = (49 + 1) > + 35 > > which WOULD demonstrate the associative property.

Mar 18, 2014

mathdad On 2/19/14, Carolyn wrote: > I'm looking for expert advice on one of my students. I > teach third grade, and I received a new student to my class > back in December. He demonstrates great mental math skills > during math strings. For example, when I put 70-45 on the > board, he showed his understanding of constant difference > by ...See More

Apr 2, 2014

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