If 6X4=24, What does 60X4=?

This is an example of the questions we are asking in math. During the discussion, the phrase, "just add a zero" enters our conversation. Some students ask, "what does that mean?" One student states, because there's a zero next to the 6, there will now be a zero in the answer. Another adds, it's a quick way of multiplying with groups of 10s. A student explains that the answer is correct because, "If you add 60 and 60, you get 120. And 120 and 120 equals 240." These discussions foster mathematical thinking, and problem solving, as well as students helping others with their learning.

We are continuing our learning in division with remainders as well. In our class discussions we look at a problem like 29 divided by 3, and our first question is, "how many threes are in 29?" Some students count by 3 until they get close to 29. Others know that 9X3=27. Both groups now know they have a remainder of 2.

This is a tough concept for some. These students aren't sure what to do when counting by threes doesn't get them to the number 29. More hands on experiences with similar problems, and learning of the relationship between multiplication and division is necessary.

At the Math Night last Thursday, two alums suggested a good strategy for helping students who are struggling. They suggested that you ask your child to show you what they are learning in math. Perhaps asking them to teach you how they solve problems, as though they are the teacher and you are the student. Good dialogues about math, and problem solving come from opportunities as these.