Indiana Math Standard: 1.NS.2

Four sets of 2-digit and 3-digit addition and subtraction practice. But the unknown isn’t where you expect it to be!

Give kids a taste of a sequence, let them build an understanding, and then see how far their predictions can take them.

Typical practice problems don’t move students up Bloom’s Taxonomy. With this framework, you’ll see kids stop and really think about how to approach multi-digit addition.

Typical practice problems don’t move students up Bloom’s Taxonomy. With this framework, you’ll see kids stop and really think about how to approach multi-digit subtraction.

Typical practice problems don’t move students up Bloom’s Taxonomy. With this framework, you’ll see kids stop and really think about how to approach multi-digit subtraction.

Imagine a world with no hundreds place. We’d have to call it ten tens instead. But then, what would we call the thousands place? How would we read 9999? What if we added one more?

What could we possibly do to make rounding more interesting for students who already get it? In this series, students consider how they might round to values other than “the nearest 10.” How, for example, do we round to the nearest 9? 7? 15?

Place value is something we cover in elementary school. It seems simple, but I’d wager that very few adults really understand the topic. I sure didn’t until I worked with non-base-10 number systems in college. Your students can get a taste of this mind-boggling experience by imagining what it would be like if we didn’t have the number 9. What would each digit represent then?