Name : Suci Nabilah Ulfah

NIM : 1122050071

Class :B

Making Journal Summary

“Standard Algorithms in the Common Core State Standards”

The Common Core State Standards for Mathematics (CCSS-M) ,the Number and
Operations in Base Ten (NBT) Progression document, and the webpage dialogue with the
authors of the CCSS aims to explore the question of what is meant by a standard algorithm.
For multidigit computation, the CCSS-M specifies a learning progression in which students
develop, discuss, and use efficient, accurate, and generalizable methods based on place value
and properties of operations. In the beginning, students explain the reasoning used in a
written method with visual models. Then, in a later grade, students move to using the
standard algorithm fluently with no visual models. The CCSS-M and the NBT Progression
document also clarify the terms strategy, written method, and standard algorithm, and suggest
ways in which leaders in mathematics education can use the information to help teachers and
students understand and become fluent in base-ten computation.

Computation strategy as defined in includes special strategies chosen for specific

problems, so a strategy does not have to generalize. There is a particular mathematical
approach that is based on place value and properties of operations; an implementation of the
particular mathematical approach is called the standard algorithm for that operation. To
implement a standard algorithm one uses a systematic written method for recording the steps
of the algorithm. Over time, variations in these longer written methods and can be
abbreviated into shorter written methods that allow students to achieve fluency with the
standard algorithm while still being able to understand and explain the method.

In the past, teaching the standard algorithm has too often meant teaching numerical
steps rotely and having students memorize the steps rather than understand and explain them.
General methods that will generalize to and become standard algorithms can and should be
developed, discussed, and explained initially using a visual model. Criteria for emphasized
written methods: First, students always involve different kinds of steps alternate can
introduce errors and be more difficult. Second, variations can keep the initial multidigit
numbers unchanged, or single-digit numbers can be written so as to change (or seem to
change) the original numbers. Third, many students prefer to calculate from left to right,
consistent with how they read numbers and words, so variations that can be undertaken left to
right are helpful to many students.

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Multidigit Addition

These place-value drawings can

help direct the steps in these methods
by stimulating adding like units and
composing as needed, as specified in
the CCSS-M: one adds hundreds and
hundreds, tens and tens, ones and
ones; and sometimes it is necessary to
compose tens or hundreds. Writing the
addends above each other helps
students add like units for the methods
that decompose base-ten units.

Method D also shows the place

values explicitly, so this also makes it
clearer that one is adding like
multiunits, but it could difficult to keep all of the place value column straight if there is an
extension notation. Method F adds the 1 into the top number instead of writing it above. This
makes it easy to add the two numbers that are there, but some students get this method
confused with subtraction because you are crossing out a number in the top. In Methods F
and G,you change the problem by modifying the top number. With Method E, the two
multidigit add ends and the sum are all in their own spaces, which is conceptually clearer.
And so, which written methods meet more criteria of methods that should be emphasized?
Method E meets more criteria as an emphasized method, so it can be introduced in Grade 1
(if no students develop it) along with Method D, which can move from the left and helps
students see the values of the places.

Multidigit Substraction

These subtractions can actually be

completed in any order, either from the left
or from the right, but going in one direction
systematically creates fewer errors. For
subtraction, need to check the number of
units in the top number for a given column
to see if there are enough of those units to
subtract from (e.g.,Is the top number greater
than or equal to the bottom number?). If not,
need to get more of those units by
ungrouping one unit from the left to make
ten more of the units in the target column.

This taking care of all needed

ungrouping first is shown as Method A with

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math drawings for a 3-digit example and then without drawings for a 6-digit number at the
bottom to show how it generalizes. Ungrouping from the left and from the right are shown for
the 6-digit [Link] only difference between these is in columns with two new units
shown for a column. Separating the two major kinds of steps involved in multidigit
subtracting is conceptually clear and makes it easier to understand that you are not changing
the total value of the top number when you ungroup. You are just moving units around to
different columns. The Method B variation involves following the same steps but alternating
between ungrouping and subtracting. Alternating steps is usually more difficult, and this
method sets up the common subtraction error of subtracting the top from bottom number
when it is smaller. Although this alternating method can be used for numbers of any size, it is
not as easy or conceptually clear as Method A.

Subtraction with ungrouping can be addressed first so students learn to check from the
beginning to see if they need to ungroup each column. This initial understanding of
subtracting as possibly needing ungrouping, combined with reduced use of the alternating
method, may greatly increase understanding of subtraction methods and contribute to a
greater number of correct answers.

Multidigit Multiplication

The major issue for multidigit multiplication is what to multiply by what and how the
place values of the digits in the factors affect the place values of the partial products. An
array or area model can help students understand these issues in terms of how the partial
products are recorded.

Figure 4 help students understand

how each partial product comes from a
multiplication of a kind of unit in one
number times a kind of unit in the other
number. The Methods A and B can be
abbreviated to Method C where the partial
products are written within the product
space in one row rather than as separate
rows that show the place values, but this
method is more complex. Methods A and B
are conceptually clearer.

Figure 5 shows how the place values

in several methods for recording the
standard algorithm for 2-digit by 2-digit multiplication relate to the place values in an area or
array model and to each other. Methods D, F, and G write all four partial products, while
Method E abbreviates the products of a given number into one row as did Method C. Writing
these below allows students to see these products, and it puts all of the carries (regroupings)
in the correct place. Area Method F and Method D are the conceptually clearest methods, and
Method D is fast enough for fluency.

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Multidigit Division

Array and area models can support understanding of strategies for division. The full
multiplier of the divisor at each step in Method A is written above the dividend so that
students can see the place value and make a clear connection to the place values in the area
model. Another written method for this standard algorithm is also shown as Method B in
Figure 7. In this method, the zeros are not written in the multipliers or in the partial products
within the problem. Digits are brought down within the problem one at a time. Method B
makes it more difficult to make the connections to the meaning of the computation, and for
that reason, we included conceptual language to communicate the underlying meaning of
each step of the calculation. There are also other written methods for the standard algorithm
that are variations in between the two shown in Methods A and B. For instance, you could
write the zeros on the top but not within the subtractions, or vice versa.

Method A has a further advantage when dividing by 2-digit numbers because it can
involve the use of reasonable estimates. With Method B students cannot continue on from a
low estimate. They need to be exact, which often means erasing their underestimate or
overestimate. A student could leave the product and difference they already found, cross out
their low multiplier, increase it by 1 or 2, and take away that partial product as another step as
in Method A. In Figure 8, note that overestimates are still best fixed by erasing and trying a
lower partial quotient because repairs are difficult to carry out correctly.

Standard Algorithms for Operations on Decimals

The mathematical approaches of the standard algorithms for whole number addition
and subtraction that involve adding and subtracting like place value units, composing or
decomposing where needed, also apply to the addition and subtraction of decimals. The lines

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of reasoning for whole number multiplication and division also extend to decimal
multiplication and division.

Roles of Leaders

 Leaders can help everyone understand that becoming fluent with the standard algorithm
entails using a sensible written method that implements the mathematical approach of the
standard algorithm.
 Leaders can highlight the power of this big mathematical idea and the importance of
allowing written methods that empower students with sensemaking and a deeper
understanding of the base-ten system and properties of operations as well as
computational skill as they build fluency with standard algorithms.
 Leaders need to be able to explain, for each operation, how visual models help explain
important aspects of the place value and properties of operations in each of the written
steps of the standard algorithm.
 Leaders need to be able to explain methods that may be brought into classrooms by
students that may provide yet an additional variation that makes sense mathematically.
 Leaders should also know ways to connect written methods to more advanced notation
that uses place value and properties of operations.
 Leaders need to use all of these understandings to support teachers, students, parents, and
administrators in the development of their own understandings.
 Above all, leaders need to help others see this CCSS-M conceptual approach to
computation as deeply mathematical and as enabling students to make sense of and use
the base ten system and properties of operations powerfully. How the regularity of the
mathematical structure in the base ten system can be used for so many different kinds of
calculation.