tag:blogger.com,1999:blog-3878780460906137367.post4987870174690388696..comments2023-10-21T02:56:25.388-07:00Comments on Elaboration of Georgia Performance Standards: Mathematics: Double Number Line DiagramsTadhttp://www.blogger.com/profile/06803743063529967989noreply@blogger.comBlogger4125tag:blogger.com,1999:blog-3878780460906137367.post-91708467934910587952013-04-14T09:10:23.918-07:002013-04-14T09:10:23.918-07:00Thank you for this video.
Thank you for this video.<br />Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-3878780460906137367.post-69087975954731651462012-10-23T05:54:49.327-07:002012-10-23T05:54:49.327-07:00Leigh Ann,
Thank you for your comment.
When teac...Leigh Ann,<br /><br />Thank you for your comment.<br /><br />When teaching (or learning) about the four arithmetic operations, there are two ideas we need to keep in mind. The first is that students need to understand which of the four operations is needed to solve a problem. The second is that students need to understand how to carry out each of the four operations. Neither one is sufficient by itself - although the availability of calculators make the second one perhaps a bit less crucial. There are no replacement for the first one, though.<br /><br />Different representations are often useful for helping students with one of these two ideas, but not necessarily with both. As you noted, double number lines are probably much more for the first purpose - knowing what operation to use. <br /><br />When students represent their reasoning on a double number line - and when they get comfortable with the representations - some may start reasoning with double number lines. However, I think their own reasoning must precede the representations on double number lines. You can see some examples of this in my discussion on multiplication and division of decimal numbers I wrote in November, 2008.Tadhttps://www.blogger.com/profile/06803743063529967989noreply@blogger.comtag:blogger.com,1999:blog-3878780460906137367.post-45012001382665044012012-10-16T17:34:09.361-07:002012-10-16T17:34:09.361-07:00My daughter is taking sixth grade math and learnin...My daughter is taking sixth grade math and learning all this. So in your video with the length and weight of the wires you show how to make the two lines, one for length and one for weight, but I don't see how you use the lines to solve the problem. Leigh Annnoreply@blogger.comtag:blogger.com,1999:blog-3878780460906137367.post-10165644588799077282012-07-11T20:35:14.177-07:002012-07-11T20:35:14.177-07:00I have missed Double Number line diagrams in CCSS ...I have missed Double Number line diagrams in CCSS since I have focused on k-5 so much. It is a very interesting approach. I agree with we should start teaching the concept in the early grade to prepare but I am a little confused. How do you determine multiplication and division?<br />Thank you for sharing.<br />ClaireThink Aloudhttps://www.blogger.com/profile/18223580343091769051noreply@blogger.com