Math A.Tube.com

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The new math curriculum expects a

student to be able to do lots of math in his

head, or

use “mental mathematics”. As adults, we

do a lot of math in our heads! Most people

estimate in their heads at the grocery

store, fast food restaurants or department

stores.

Very few of us take out a pencil and paper

to solve problems we might have. We are

able to

do this because of many years of practice

doing mental math in real life situations.

student to be able to do lots of math in his

head, or

use “mental mathematics”. As adults, we

do a lot of math in our heads! Most people

estimate in their heads at the grocery

store, fast food restaurants or department

stores.

Very few of us take out a pencil and paper

to solve problems we might have. We are

able to

do this because of many years of practice

doing mental math in real life situations.

In your child‛s classroom, students will be

encouraged to find ways to use mental

math

when solving problems. For example, a

teacher might pose the following problem:

encouraged to find ways to use mental

math

when solving problems. For example, a

teacher might pose the following problem:

I had some coins in my pocket that made 39¢. Fourteen cents fell out. How much

money do I have left in my pocket?

money do I have left in my pocket?

Students will be encouraged to find a way to solve it in their head that makes sense to

them!

them!

Here are 3 possible strategies that students might use:

I know that 39¢ take away4¢ is 35¢. 35¢ take away 10¢ is 25¢. |

I know that 39¢ can be madeup with a quarter, a dime, and four pennies. A dime and four pennies is 14¢. So, 39¢ minus 14¢ is a quarter or 25¢. |

I know that 39¢ is close to40¢. 40¢ take away 10¢ is 30¢. Take away 4¢ more and that‛s 26¢. Now take off the 1¢ that made 40¢. |