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Question 11 A second-grade girl is asked to subtract 654 - 249, written vertically. She explains her thinking by saying, "6 take away 2 is 4, and you make it into hundreds, so 400. Then you add 50, so 450 - 40 and it becomes 410. Then add 4, so 414, then - 9 by doing 414 - 4 is 410, and 410 - 5 is 405." Is the student is correct in their thinking? She is correct She is incorrect Question 12 A second-grade girl is asked to subtract 654 - 249, written vertically. She explains her thinking by saying, "6 take away 2 is 4, and you make it into hundreds, so 400. Then you add 50, so 450 - 40 and it becomes 410. Then add 4, so 414, then - 9 by doing 414 - 4 is 410, and 410 - 5 is 405." All of the following are true about the student's understanding of solving EXCEPT: The student shows good understanding of place value. The student is working from left to right with place value. The student's method is an accepted mathematical algorithm. The student's problem solving method is confusing.

          Question 11

A second-grade girl is asked to subtract 654 - 249, written vertically. She explains her thinking by saying, "6 take away 2 is 4, and you make it into hundreds, so 400. Then you add 50, so 450 - 40 and it becomes 410. Then add 4, so 414, then - 9 by doing 414 - 4 is 410, and 410 - 5 is 405."
Is the student is correct in their thinking?

She is correct
She is incorrect

Question 12

A second-grade girl is asked to subtract 654 - 249, written vertically. She explains her thinking by saying, "6 take away 2 is 4, and you make it into hundreds, so 400. Then you add 50, so 450 - 40 and it becomes 410. Then add 4, so 414, then - 9 by doing 414 - 4 is 410, and 410 - 5 is 405."
All of the following are true about the student's understanding of solving EXCEPT:

The student shows good understanding of place value.
The student is working from left to right with place value.
The student's method is an accepted mathematical algorithm.
The student's problem solving method is confusing.

Question 11

A second-grade girl is asked to subtract 654 - 249, written vertically. She explains her thinking by saying, "6 take away 2 is 4, and you make it into hundreds, so 400. Then you add 50, so 450 - 40 and it becomes 410. Then add 4, so 414, then - 9 by doing 414 - 4 is 410, and 410 - 5 is 405."
Is the student is correct in their thinking?

She is correct
She is incorrect

Question 12

A second-grade girl is asked to subtract 654 - 249, written vertically. She explains her thinking by saying, "6 take away 2 is 4, and you make it into hundreds, so 400. Then you add 50, so 450 - 40 and it becomes 410. Then add 4, so 414, then - 9 by doing 414 - 4 is 410, and 410 - 5 is 405."
All of the following are true about the student's understanding of solving EXCEPT:

The student shows good understanding of place value.
The student is working from left to right with place value.
The student's method is an accepted mathematical algorithm.
The student's problem solving method is confusing.

Added by Jason M.

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