18 x 5. I assume you would say just teach the std algorithm. But if you were solving this yourself, I equally assume you would not use this std algorithm. SO in your reductionist approach why don't we just teach the method that you would actually use to solve this sort of problem. e.g. partition the 18, and do 10x5 + 8x5. Or however you solved it, maybe you liked 20x5 - 2x5. Oh wait, now I'm drifting away from explicit teaching into being a facilitator... PS not saying you would not explicitly teach these strategies. Am saying that this approach leads to a far richer and more numerate maths classroom.
18 x 5. I assume you would say just teach the std algorithm. But if you were solving this yourself, I equally assume you would not use this std algorithm. SO in your reductionist approach why don't we just teach the method that you would actually use to solve this sort of problem. e.g. partition the 18, and do 10x5 + 8x5. Or however you solved it, maybe you liked 20x5 - 2x5. Oh wait, now I'm drifting away from explicit teaching into being a facilitator... PS not saying you would not explicitly teach these strategies. Am saying that this approach leads to a far richer and more numerate maths classroom.