THOUGHT
When looking at numbers, how does the teacher explain to the student that one number is bigger than another. For example, how can we explain that 199 is smaller than 301?
REFLECTION #1
Have the kids SHOW instead of telling them how this is true. When students build it with blocks, they can visually see that this is true, because 199 will only have one hundred base block, while 301 will have three.
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| This method of showing one's work with blocks, makes sense. |
REFLECTION #2
This works extremely well with subtraction, for example 58 - 29. "Take away 29 blocks" is far more easily understood by students than, change the 5 to a 4 and carry the one (and reflecting on this information at this time I, myself, can't figure out how to explain why this is a the case in simple terms). So we should allow students to use tangible objects to represent mathematical equations, so see the visual representations of the.
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