Homework - Math

Hello parents,
If you haven't already noticed, we have been starting to add D.O.L. to our nightly homework. We are really trying to work on consistency with neat handwriting, punctuation, and capitalization in our classroom and we are hoping to see the same with homework. At the bottom of the page you will notice that the math is more challenging then usual. We have really been working on using strategies to answer more difficult problems in class. It seems the students are used to having the strategy taught before applying any mental thinking to the problem, and I am trying to shift their thinking a little. This is a constructivist approach to math. This is not the only approach we are using in the classroom, but one I really want to see be built with 2A. I am hearing or seeing a lot of "regrouping with subtraction" on the papers, and I would like to see other strategies since we have not covered that type of strategy yet. It is really important for the students to understand why they are regrouping before they actually do it so they can help determine if their answer makes sense in the end. You will notice at this age, this is something new to them (determining in their answer makes sense)...and with math this is extremely important. For example...a student will answer 12-8 and put 14 as his/her answer. My response will be...does it make sense to start with 12 and take some away and end with 14? Then they will say no and have to rethink their strategy. We have discussed counting up as a way to answer a subtraction problem. For example 28-14...I would say 14 plus what equals 28? We also have been breaking apart numbers...such as 28-10-4 to help them find answers to harder subtraction problems. Once they build this foundation, you will see "borrowing" becomes very easy for them to understand. So, when you see harder subtraction problems such as 1,234-876...encourage them to broaden their thinking instead of using "borrowing" to find the answer. You could ask what plus 876 is equal to 1,234...or break apart the numbers to look different. If something comes up that they have never seen before, I am trying to give them quick explanations at the end of the day to make them aware of what they will see that night. For example, the question of area came up last night. So, yesterday I told them area was what was on the inside of an object...and we discussed ways to figure out what the area of the rectangle would be in square units.

Again, please remember the math portion is supposed to be challenging, and if they don't understand they can put a question mark and see me for help the next day. Do not feel like you need to "teach" them all of the problems. Also, please remember that they do have some background and that we want them to come up with a strategy to find the answer. Thank you for your support with this matter, and please let me know if you have any questions.

-Mrs. R.