# Subtract

I know it’s only Tuesday, but I’m in a “celebrate the little things” frame of mind.  It’s helping me cope, which is pretty important for teachers under stress.  And other humans of course.

This week, only 2 days old, I am teaching area and perimeter.  But I like to continue with Number Talks even when we’ve moved away from the computation portion of our work. Yesterday I started with one from Sherry Parish’s “Number Talks: Whole Number Computation” book. I chose one from the grade 2 section:  20-19, 20-14, 20-12.  We talked about how we could use all of our strategies from the math wall, but that counting up seems to work better than counting down.  We used the math racks for this activity, and I celebrated my own ability to say “subtract” every time instead of reading the problem as 20 TAKE AWAY 14.

Along the way I was drawing the number lines.  I decided to draw a new one each time because I wanted them to clearly see how each time the 19 didn’t change, but our starting and ending point did.  I also wanted to highlight the iterated units.

We talked about each of our strategies:  does it make sense to count up?  to count down?  to try and “take away” something?  to think of an addition problem that would help?

Two weeks ago I blogged about a moment when everyone was working independently.  It has rarely happened since. But it is happening, throughout our day.  Slowly but surely we are edging forward, and today’s math was a reminder to me that we are indeed doing good work. Not every day is easy.  In fact, today wasn’t that easy.  But this was my shining moment.

We’ll continue on with this tomorrow, but I will use some other number besides 19.  I am also going to write out today’s work on a chart paper because I think it will help us going forward and, therefore, deserves a spot on the math wall.

## 1 thought on “Subtract”

1. Stephanie Whittaker says:

Lisa, Thanks for sharing your ideas and experiences. I’ll be trying this one!

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