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Then move on to the next flavor and go through the toppings , and thus multiply 3×5 without completing the list.
When we "coach" our students through different problem solving puzzles, we are allowing them to develop their mathematical thinking.
The students take charge of their learning and construct personal ideas about mathematics. None of these are simple and rarely will students move through each step consecutively.
Most will feel that 500 is a simpler number than 567.
So, they just have to take away 67 from the minuend — 567 — and the subtrahend — 153 — before solving the equation.
Let’s say students must find the sum of 393 and 89.
They should quickly see that adding 7 onto 393 will equal 400 — an easier number to work with.
Now we see that there are 5 possibilities if you get chocolate ice cream, and so we can move on to vanilla, and then strawberry.
The key is to start with the first flavor and list every possible topping in order.
Instead of relying on calculators, students learn strategies that can improve their concentration and estimation skills while building number sense.
And, while there are educators who oppose math “tricks” for valid reasons, proponents point to benefits such as increased confidence to handle difficult problems.