A Thinking Mathematics Classroom

Addition and Subtraction Word Problems

Students in Room 12 are continuing to work on problem solving in math. One of the strategies we have introduced is non-permanent writing surfaces. We begin by using our popsicle sticks to create random groups of three. We use random groupings to ensure students have the opportunity to collaborate, share and learn alongside a variety of classroom peers.

Why Groups of Three?
Using guidance from our school-wide book study this year, "Building Thinking Classrooms” one rule that we have implemented is that students always work in groups of three. This helps to ensure that all students in the group contribute. One student is the recorder and is responsible for writing down their partners' thinking (strategies) using the white board marker. Students rotate roles and take on the “thinking” role and “recording” roles based on their comfort level with the word problem.

Why Vertical Non-Permanent Surfaces (VNPS)?
Students are often more willing to take risks for their learning and attempt problem solving using a non-permanent surface because if they make a mistake it can easily be erased. Research has shown that students who have the opportunity to stand, collaborate and work on VNPS, students are more likely to engage in their learning and attempt higher level thinking problems. (Peter Lijedahl)

How Do Students Answer Questions in a Thinking Classroom?
As students complete one problem, they raise their hands to get their work checked. In order to be given an extension problem or the next problem, students need to have the outlined success criteria completed.

Success Criteria: 

• All important information from the problem identified
• Evidence of an estimated sum or difference
• All computations visually represented
• Students need to verify their computations using an alternative method
• Computations must be accurate

Once groups have received a check mark, they are able to choose between different word problems (often referred to as: mild, medium and spicy) to continue their thinking and learning. If a group has difficulty moving forward with a word problem, I will often ask them a question, give them a hint or re-read a section of the word problem to try to help them without explicitly showing them how to solve the problem.

Finally, we look at each other’s work and/or use the Smartboard to go through the problem together as a class. We look at different strategies, ways to organize our work and see if there are more efficient ways to solve the problems.

Mathematics Learning Outcomes:

• Students apply strategies for addition and subtraction within 1000.
• Explain the standard algorithms for addition and subtraction of whole numbers.
• Add and subtract algorithms for addition and subtraction of whole numbers.
• Estimate sums and differences.
• Solve problems using addition and subtraction.