## Forum Replies Created

• ### Debra Loftus

Member
April 10, 2020 at 12:50 pm

We use these types of lessons with our 2nd and 3rd graders. A big reminder is that we must have ‘a whole’ to use as a reference. If we took brownies out of the pan and put it in the dishwasher and then cut it into 8 pieces, and removed 3 pieces, there is no way to know what fraction of the brownies is left. (were there 10 pieces to start, 12? 14? )

• ### Debra Loftus

Member
April 10, 2020 at 12:32 pm

This was a good reminder of using proper vocabulary/terminology.

For example there are only 10 digits and they make up a number (there are 26 letters and they make up words).

Also in the example 228. I must remember to explain or reword when I ask ‘How many tens are in 228?’ When using PV blocks it is easier because I ask ” Using the least number of blocks, how many tens are in 228? ” or something similar.

Definitely relates to money… If you only had dimes and pennies, show 228 with the least number of coins.

• ### Debra Loftus

Member
April 10, 2020 at 11:27 am

This will be extremely helpful when we are working on rounding LARGE numbers. Students panic and don’t see the connections. They immediately think “We can’t do this, or we haven’t learned about big numbers.