After Wednesday's class, I feel much better with the multiplication and division framework. I attempted to write up some strategies and it is really challenging. One of the problems I tried, I wrote two different counting strategies. I am not sure if both would be acceptable. The problem was for a JSU (8,10).
Below are the strategies I tried to write. I wasn't sure though with the counting strategy if the child would naturally abstract the first number like the problem says or if it is okay for them to start with the second number. In direct modeling the student does exactly what the problem says, but does counting have to be that way? Am I thinking too much like an adult trying to start with the 10 and then take away the 2 on my fingers?
Counting:
Child will abstract 8 in their head then count up on their fingers until they get to 10. They will go back and count how many fingers they are holding up(2) for their answer.
Not sure if this is one too.
Child will abstract the # 10 in their head then count backwards on their fingers (one count per finger) 8 times. They will add their fingers to make sure there are only 8. Then number their 8th finger ends on is the answer(2.)
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You don't need to know the Start Unknown Counting Strategy, but it begins with a student abstracting the "some." So, there's trial and error, just like the direct model, except you start with an abstracted "some."
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