"Different solutions, interpretations, and approaches that are mathematically sound must be celebrated and integrated into class deliberations about problems.I'll bite.
"Okay kid, how did you come up with these answers?"
"Dunno, just thunk them."
Our guess is that he's keeping track of the steps in his head. By the last uncompleted answer I think he's writing a single digit, subtracting in his head, and then writing the next digit.
How did I teach him long division? I tried using the same approach that I did with my first son: I used manipulatives. But kidlet #2 can't stand the things and says things like "I don't want to do this stupid stuff, I want to do real math." So I gave up on that idea and dictated....dictated...the steps in the algorithm to him for three problems and then he told me to quit and did it on his own after that.
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