Helping Children Master the Basic Facts Addition
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- Slide 1
- Helping Children Master the Basic Facts Addition
- Slide 2
- Fall Open House Juan brought 2 pumpkins and Ingrid brought 4
pumpkins to the Fall open house at their school. How many pumpkins
do they have together?
- Slide 3
- MENTAL MATH How would you solve this problem? Think about what
strategies you used to solve this problem without counting on your
fingers. Be prepared to share your thinking.
- Slide 4
- Solve and Discuss Turn to a partner and discuss your answer and
the strategies you used to solve the problem Be prepared to share
your strategies with the class!
- Slide 5
- Strategies Be sure to jot these down so that you will have them
for future reference!
- Slide 6
- Addition Strategies One-More-Than and Two-More-Than Facts.
+012345 012 1123456 2234567 345 456 567
- Slide 7
- Yardstick Activity Partner up; partner B take a yardstick and a
disc marker. Partner A will call out a number and partner B will
say what 1+ the number would be and what 2+ the number would be. If
partner B gets stuck use the yardstick and number marker for
help.
- Slide 8
- Facts with Zero
- Slide 9
- 0+0=0 1+1=2 2+2=4 3+3=6 4+4=8 5+5=10
- Slide 10
- Near Doubles
- Slide 11
- Make 10 Facts This strategy involves adding up to 10 and using
it as a marker to finish the problem.
- Slide 12
- Other Strategies Doubles Plus 2 or 2 apart 5+7=12 (5+5=10+2) or
double the middle number 6+6=12 Make-10 Extended 8+3=11
(8+2=10+1=11) Counting On 6+3=9 (6+1=7+1=8+1=9) or 7,8,9 10 Frame
Facts
- Slide 13
- 10 Frame Activity NIFTY NINES / EXCELLENT EIGHTS / FANTASTIC
FIVES Played like Terrific Tens except that each player removes a
9, 8 or 5 card from the deck to use as an addend for each face off.
Then each player turns over a 10 frame and adds this number to the
9,8,or 5. The child with the highest number keeps the card. This is
an excellent way for children to practice addition facts using a
visual model. Encourage your child to use thinking and visual
strategies rather than counting strategies. Have her explain how
she knows her answer. For example, for 8 + 4 a child might say The
eight has two empty spaces, so two of the dots from the four could
slide over and fill up the ten and then it would be 10 + 2 which is
12. (Cheval, 2004)
- Slide 14
- Helping Children Master the Basic Facts Subtraction
- Slide 15
- Fall Open House Juan brought 2 pumpkins and Ingrid brought 4
pumpkins to the Fall open house at their school. How many pumpkins
do they have together?
- Slide 16
- Pumpkin Pies Their teacher, Ms. Ricardo, decided to use three
pumpkins to make pumpkin pies for the class. If she took away three
pumpkins, how many of Juan and Ingrids pumpkins are left?
- Slide 17
- THINK!!!! How would you solve this? Think about the strategies
you used to solve the problem without counting on your fingers.
Write these down. Be prepared to share your thinking.
- Slide 18
- Solve and Discuss Turn to a partner and discuss your answer and
the strategies you used to solve the problem Be prepared to share
your strategies with the class!
- Slide 19
- Strategies Be sure to jot these down so that you will have them
for future reference!
- Slide 20
- Old School Teach your kids different methods of subtraction
instead of JUST the old, count- count-count method! Ex: 13-5 -
Count 13, count off 5, count whats left. This is boring.
ZZZZzzzzzzzz..
- Slide 21
- Subtraction as Think-Addition In this strategy, children are
encouraged to think, What goes with this part to make the total?
Students use addition facts to produce the unknown quantity or
part. Think addition problems sound like addition but have a
missing addend. Walle, Teaching Student Centered Mathematics (K-3)
Pages 106-107
- Slide 22
- Example 1 Think-Addition Word Problem Juan brought two pumpkins
to the Fall open house. Ingrid brought pumpkins too. Together, they
had six pumpkins. How many pumpkins did Ingrid bring? 2 + ? =
6??????? 2 + 4 = 6! 6-4=2!! Ingrid brought 4 pumpkins!!!!
- Slide 23
- Tips for Think-Addition Children need to have mastered numbers
1 through 10 before moving on to higher numbers. Some students will
struggle with this strategy. Work with them.
- Slide 24
- Subtraction Facts with Sums to 10 Before children can master
subtraction facts, they will need to know the accompanying addition
facts. Before students can learn 6-2? They need to know that 4+2=6.
Explore and assess your students number concepts to find out what
they do and do not understand. An assessment idea is found on page
107-8 of the K-3 Volume.
- Slide 25
- The 36 Hard Subtraction Facts: Sums Greater Than 10 Look at
these problems. Take a couple of minutes to solve them. Use any
strategy you can think of to solve them. When youve finished turned
to another person who is done and discuss your strategies. Be
prepared to share them with the class.
- Slide 26
- Build Up Through 10 This group includes all facts where the
part or subtracted number is either 8 or 9. Examples: 13-9 15-8 For
14-9, it is easy to start with 9 and work up through 10: 9 and 1
more is 10, and 4 more makes 5. Page 108
- Slide 27
- Back Down Through 10 This strategy more take-away than think-
addition. This is helpful when the ones digit of the first number
is close to the one being subtracted. For example, with 15-6, you
start with the total of 15 and take off 5. That gets you down to
10. Then take off 1 more to get 9. For 14-6, just take off 4 and
then take off 2 more to get 8. Page 109
- Slide 28
- Extending Think-Addition Think-Addition can be used for many,
if not all subtraction problems. It should not be limited to these
36 problems.
- Slide 29
- Activity 1: Lady Bug Subtraction Use counters to solve the
problem When you are done, quietly talk with a neighbor about your
answer. When your whole table is done raise your hands. Materials
needed: Counters, computer (s) Address:
http://www.bbc.co.uk/schools/laac/numbers/ ch2.shtml
- Slide 30
- Activity 2: Building Up & Down with Ten Frames Take out 2
sheets of paper and draw a ten- frame on each sheet like the one
drawn on the board. Use your counters to help you solve the
problems. You may work with a partner, but each person needs to
work with their own counters.
- Slide 31
- Building Up Lets start with 8. How much do we need to get to
10? 2 How much MORE to 14? 4 So 14 take away 8 is...? 6!!!! Good
job!
- Slide 32
- Building Up Lets Start with 9 this time. How many more to get
to 10? 1 How many more to get to 15? 5 So 15 take away 9 is???
6!!!!
- Slide 33
- Back Down Lets start with 16 How could we take off 7 counters?
What happen if we take off 6 counters? How many are left? What if
we take off 1 more counter? How many counters have we taken off? So
what do you think 16 take away 7 is? 9! Good job!
- Slide 34
- Reflection What strategies did you like best? Least? What are
the benefits of knowing these strategies? Is it still ok to know
the old school way? Any further comments on subtraction?
- Slide 35
- Helping Children Master the Basic Facts Multiplication
- Slide 36
- Fall Open House Ingrid brought 8 pumpkins to the Fall open
house at their school. Juan brought 4 times more pumpkins than
Ingrid. How many pumpkins did Juan bring?
- Slide 37
- THINK!!!! How would you solve this? Think of a few strategies
you could use to solve the problem without counting on your
fingers. Write these down. Be prepared to share your reasoning. Is
it possible to solve without a working knowledge of addition?
- Slide 38
- Solve and Discuss Turn to a partner and discuss your answer and
the strategies you used to solve the problem Be prepared to share
your strategies with the class!
- Slide 39
- Strategies Be sure to jot these down so that you will have them
for future reference!
- Slide 40
- Multiplication Concepts Factor x Factor= Product ex: 8 x 4= 32
8 and 4 are factors of the product 32 Commutative property: 8 x 4 =
4 x 8 Practical use in area models.
- Slide 41
- Multiplication as Repeated Addition The basic idea of
multiplication is repeated addition For example: 8 4 = 8 + 8 + 8 +
8 = 32 But as well as multiplying by whole numbers, you can also
multiply by fractions or decimals. For example 8 3 = 8 + 8 + 8 +
(half of 8) = 28
- Slide 42
- Multiplication Strategies Zeros and Ones- be clear in
distinguishing the multiplication rule from the addition. 8 + 1
does not equal 8 x 1. In other words if: a) Juan had 8 apples and
Ingrid gave him 1 of hers is not the same number as; b) each bag
contains 8 apples, Juan bought one bag- how apples does Juan have?
The same is true with zero.
- Slide 43
- Doubles Building on the students awareness of addition doubles,
we show the fact in a multiplication format. 8+8= 16 is the same as
2 x 8 or 8 x 2.
- Slide 44
- Five Facts When at least one factor is 5. Essentially counting
by fives. On pp88-89 of 3-5 book there is an activity correlating
these facts to the minute hand of a clock 1-9.
- Slide 45
- Nifty Nines Time to see who read. Discovery activity (found on
p90 of 3-5 book). Write out a nines table, and look for
patterns.
- Slide 46
- Nifty Nines In the product, the digit in the 10s place is
always 1 less than the other factor (the one other than 9). 9 X 8 =
72 7 is one less than 8 The digits in the product add up to 9. 7 +
2= 9 Can also be looked at as 10 times the other factor minus the
other factor- or 10 x 8= 80 80 8= 72
- Slide 47
- Helping Facts In the event that a student is a wiz at addition,
but is having difficulty with multiplication concepts; or youd like
to dig deeper into multiplication concepts, there are a few more
strategies.
- Slide 48
- Helping Facts- 4s 4s can be looked at as double and double
again. 4 x 8= (8 x 2) + (8 x 2) or 16+16= 32
- Slide 49
- Helping Facts- 3s 3s can be looked at as doubles plus 1 more
set. 8 x 3= (8 x 2) + 8= 24
- Slide 50
- Helping Facts- either factor is even If either factor is even
then you can half that number than double the answer. 7 x 8 = (7 x
4) + (7 x 4)= 28+28=56
- Slide 51
- Helping Facts- Get close than add one more set 8 x 6? I know 8
x 5= 40 plus one more set of 8 equals 48.
- Slide 52
- Using Music and Rhyming A more fun way to memorize, but it is
still memorizing. 7 x 8 = 56 Five - six - seven - eight, Fifty-six
is seven times eight. 8 x 8 = 64 Eight times eight is sixty-four,
close your mouth and shut the door!
http://www.multiplication.com/rhyming.htm
- Slide 53
- Helping Children Master the Basic Facts Division
- Slide 54
- Fall Open House A local farm donated 32 pumpkins to the
elementary school. There are 4 classrooms in the school. How many
pumpkins would each classroom get if they were handed out
evenly?
- Slide 55
- Solve and Discuss Turn to a partner and discuss your answer and
the strategies you used to solve the problem Be prepared to share
your strategies with the class!
- Slide 56
- Division Strategies Thought of as a missing factor. 4 times
what equals 32? Understanding multiplication facts goes hand in
hand with division proficiency.
- Slide 57
- Division Strategies Estimation and near facts- getting students
in the habit of finding the closest missing factor allowing for a
remainder less than the known factor. Activity 3.10 p93 in 3-5
book.
- Slide 58
- Sources Van de Walle, John, & Lovin, LouAnn. (2006).
Teaching Student- Centered Mathematics Volumes 1 & 2.
Boston,MA: Pearson. BBC. The Little Animals Learning Activity
Learning Center.. Cheval, Kathy. (2004). Activities that Build
Number Sense. Retrieved from
http://pickettsmill.typepad.com/radicchi/files/TenFrames.pdfhttp://pickettsmill.typepad.com/radicchi/files/TenFrames.pdf
Adetula, L. (1996). Effects of Counting and Thinking Strategies in
Teaching Addition and Subtraction Problems. Educational Research,
38(2), 183-98. Retrieved from ERIC database. (2009). Rhyming to
teach times tables. Kimstem publishing. [Online]. Available:
http://www.multiplication.com/rhyming.htmhttp://www.multiplication.com/rhyming.htm
[October 2, 2010]