A student solving 63 − 28 writes: 60 − 20 = 40, then 3 − 8, says 'I can't do that,' and stops. Which instructional strategy addresses this error most directly?
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A
Teach the student to always regroup before subtracting
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B
Use base-ten blocks to show trading a ten for ten ones so the ones place has enough to subtract
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C
Tell the student to add the digits differently
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D
Switch to an easier subtraction problem first