Subtraction Archives - MARILYN BURNS MATH

Addition Assessment General Interest Interviews One-on-One Listening to Learn Number and Operations Numerical Reasoning Subtraction Videos

What Was Rebecca Thinking?

Rebecca solved 7 – 3 by adding, demonstrating the important numerical reasoning strategy of applying the inverse relationship between addition and subtraction. Read about what happened when I used the video clip of Rebecca in a class lesson.

Marilyn BurnsApril 10, 2022

General Interest Number and Operations Numerical Reasoning Subtraction

Does Changing Subtraction to Addition Make It Easier?

Teachers have always told me that paper-and-pencil subtraction when problems call for regrouping is hard to teach and hard for students to learn. Much harder than addition. So why subtract when you can always add? That’s what my friend Nicholas thought, and he taught me how.

Marilyn BurnsApril 7, 2016

General Interest Number and Operations Subtraction Videos

Yet Another Way to Subtract

When a workshop participant raised his hand to offer how he was taught to subtract when he was in elementary school, I was surprised by the process he described. He called it the “trouble-coming method” of subtraction. I hadn’t ever seen it before, and I’ve never seen it since.

Marilyn BurnsApril 14, 2015

General Interest Number and Operations Numerical Reasoning Subtraction Videos

Another Way to Subtract

Here’s another post about subtraction. I’ve long been a fan of having students invent and use their own methods for computing, as long as they can explain why their strategies make sense. Here’s what I learned from Jesús, a fifth grader.

Marilyn BurnsMarch 30, 2015

General Interest Number and Operations Numerical Reasoning Subtraction

Why I Like Using Open Number Lines (Though I Don’t Like the Name)

This post is about subtraction, which is typically difficult for students to learn and for teachers to teach. Think about 503 – 398, for example. To estimate the answer, I can change the problem to 500 – 400 (rounding 503 to 500 and 398 to 400). That gives me an estimate of 100, which I know is close. But how can I know if the actual answer to 503 – 398 is greater or less than 100? I raised this question with third graders.

Marilyn BurnsFebruary 25, 2015

Subtraction

What Was Rebecca Thinking?

Does Changing Subtraction to Addition Make It Easier?

Yet Another Way to Subtract

Another Way to Subtract

Why I Like Using Open Number Lines (Though I Don’t Like the Name)

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Subtraction

What Was Rebecca Thinking?

Does Changing Subtraction to Addition Make It Easier?

Yet Another Way to Subtract

Another Way to Subtract

Why I Like Using Open Number Lines (Though I Don’t Like the Name)

Categories

Subscribe to Marilyn Burns Math

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Marilyn Burns Math