Earlier in the week, I wrote about the importance of following the concrete, representational, abstract (CRA) sequence for math instruction. One thing I failed to mention is that the types of learning should overlap. It’s not all concrete, then all representational, and finally all abstract. You have to connect the abstract to the concrete or representational or the symbols remain abstract. In this video, you see a student modeling subtraction with regrouping over zeros using base-10 blocks (concrete), but also recording her work using the standard algorithm (abstract).
For more information on teaching subtraction using CRA, check out 2-Digit Subtraction with Regrouping: Mini-Lessons and Workstation.
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