## teaching subtraction strategies

# Teaching Subtraction Strategies

### Types of teaching subtraction strategies

The teaching subtraction strategies can slow even the elementary school teacher with more experience. The student demonstrates understanding of the sum can fail when they try to steal the numbers. With a little creativity and some visual aids to help their students to the concept of deduction of fun.

**Manipulators**

Managers are tangible objects that students use to illustrate mathematical concepts. With teaching subtraction strategies you can learn things like buttons, marbles and various dishes subtraction. One way to use food, students decorate cakes. Give each student a cupcake icing. Give students small pieces of candy, including candy, cinnamon candies or chocolate. They asked some sweets on the cake. Then ask the students a number of candy eating. Guide students to write a subtraction equation to show what they did. You made his final answer, by counting the number of candies on the cake.

**Music and Movement**

In teaching subtraction strategies you can use simple songs that the elimination of familiar tunes to follow. For example, you can tune of “Mary had a little lamb” the following letter: Students can also physical movements to illustrate subtraction “to remove, take, take, the means to continue to attract and see what remains.”. Show how to count with your fingers while singing “one little, two little, three little dogs, small 4, 5, 6 puppies, seven little, eight little, nine dogs, puppies, puppies, dogs 10.” Thus, the song sung back to the subtraction of one year to explain.

**Games**

Games in teaching subtraction strategies, students can have fun learning subtraction. A game consists of a pair of dice. Group students into teams and give each group the two dice. Ask students to turn to the dice. Once the dice are passed, the couple must subtract the smaller number of big numbers. If the numbers are equal, players pull the song itself. If the players of the correct answer wins a point. Bent over and play either for a specified period or until a player a certain score.

**How ways for teaching subtraction strategies with the strategies of Marzano**

Robert Marzano, an educator and researcher examined the effectiveness of different methods. “The lessons that work,” written by Marzano, the nine strategies that work best lists. These include identifying similarities and differences, summarizing and note the effort to strengthen and recognize the greater the participation in work and the use of non-linguistic representation of the participation of a learning effective collaboration, goal setting, and provide information , generating and testing hypotheses and the use of questions and advance organizers. The application of these strategies in all concepts, including the teaching subtraction strategies will result in effective and engaging classes.

**The ways for teaching subtraction strategies
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1. Enter a cooperative group of students a word problem subtraction. Marzano believes that the cooperative groups, students take risks in their learning. The complexity of the problem must be based on the ability of the students. A fundamental problem is requested by another unknown. Example: “Susie has four pencils. John has three pencils. How many pencils have Susie John?”

2. To provide students with mathematical tricks to the problem of subtraction problems. Left notes, poker chips or blocks are easy to understand all the elements and solve the mathematical problem. It explains how to use manipulatives to solve the problem. Over time, the cooperative group discuss how the operator. Marzano explained that the students would be a problem, hypothesis and test its validity, that is one of the most effective ways of learning.

3. Provide information to groups working on the assumption of the subtraction. Immediate feedback helps students with corrections, of course, in the right direction. Marzano should show what the group is good, not bad.

4. Give students time to organize your solution to show the class. Groups, images, words and the algorithm to account for their results. When students use non-linguistic representations of their assumptions, develop their attention. This leads to a better understanding and greater process memory for a solution to the problem of finding relief. Marzano believes that if a student is able to explain their solutions, has a deeper understanding of this purpose.

5. Ask each group to present solutions to the class. Each group can also be the solution. Encourage groups to share their discoveries. Marzano has proposed a time for parents to visit. Students share their discoveries with their parents.

Marzano recognizes that the key to the success of this type of discovery learning with teaching subtraction strategies is the ability of teachers to understand the complexity of the different types of problems and ability his students at the right time to teach them.

In * teaching subtraction strategies*, the teachers can use pictures to introduce subtraction and demonstrate that subtraction is taking away from a group. Once students understand the concepts of subtraction, they can draw pictures and cross out the pictures that represent the number being taken away.