It was so great to see so many families turn out for Math Night last week. When we work together we can truly raise children who can and love to do math! If you were able to come, many of the games you played in the classroom had to do with building number sense and basic math facts. If you weren't able to come, know that your child has many games they play all the time in the classroom to increase their number sense. The reason for this is that in first and second grade this number sense (which includes knowing those basic math facts) will be so important as your child is met with more difficult math problems in school and in everyday life.
Many parents wonder about how to best help their child learn these basic math facts and help build a solid foundation of numbers sense (remember number Sense is the ability to recognize numbers, identify their relative values, and understand how to use them in a variety of ways, such as counting, measuring, or estimating) and what the typical development is… and what about flashcards? Research tells us that typically the developmental continuum for solving basic math problems and improving computational fluency moves from concrete to abstract, so from using fingers, to objects, to pictures, to symbols, and then to memorization. A child in first grade using their fingers can be still very developmentally appropriate, especially when he/she is already counting on from the larger number. By the end of second grade, students should be fluent in their facts to 20, which requires that students are typically not relying heavily on their fingers as tools. A respected colleague of mine I used to teach with always said, “The most important thing that I stress is that for most kids, simply memorizing facts with flash cards is not going to help them really learn or understand the facts. Learning math strategies will help them the most!” Research based practices also support this statement. Our teachers at Winans teach a variety of strategies to teach basic math facts rather than just relying on flash cards or time tests. Although these methods might be effective for practicing, maintaining knowledge, or improving computational fluency, they are not the most effective methods for a student to understanding math facts. Below are some strategies for teaching mastery of basic facts. These are what many first and second grade teachers I know teach students and recommend to parents in order to help with this basic fact understanding. Here are some strategies for teaching mastery of basic facts: Adding zeroWhen you add zero you add nothing. Make sure this understanding is in place. Adding one (counting up)Adding one means saying the larger number, then jumping up one number, or counting up one number. This happens every time you add one. It never changes. Never recount the larger number, just say it and count up one. Examples: 6+1=say 6 then 7, 44+1=say 44 then 45. Adding two: Count up twoAdding two means saying the larger number, then jumping up or counting up twice. Examples: 9+2=say 9 then 10 then 11, 45+2=say 45 then 46 then 47 Commutative propertyYou also have to teach or review the commutative property. The answer will be the same regardless of the order you add the two numbers. 9+2=2+9 Order doesn’t matter. Adding 10 Adding 10 means jumping up 10 (think of a hundreds chart). The ones digit stays the same but the 10’s digit increases by one. Examples: 5+10=15, 10+7=17 For older students you can relate this to higher numbers: Example 23+10=33, 48+10=58 Adding 9Adding 9 makes sense if students understand adding 10. It sounds more difficult than it actually is. Remind students of the jump of 10–5+10=15. A student would say (in their head) “5+10=15.” The five and 15 are naming the same number of ones. With the nines, a student must count down one in the ones. A student would say “5+9=14.” Work with lots of examples until the idea is understood: 5+10=15, 5+9=14, 7+10=17, 7+9=16 Adding 9’s another wayIt should be pointed out to students that when adding nine, the ones digit in the sum is always one less than the number added to 9. For example 7+9=16, the 6 is one less than 7. Another example, 5+9=14. Adding 8This works exactly the same only a child must think 2 less. Using the examples above students would say; 5+10=15, so 5+8=13, 7+10=17 so 7+8= 15 (2 less) Double numbers To add double numbers there are a couple of strategies that might help students. When you add a double you are counting by that number once. For example: 4+4= think of 4, 8 counting by fours. Practice skip counting by each number in turn: 2-4, 3-6, 4-8 etc. This gets harder with the higher numbers but skip counting is an important skill for students to have. Doubles occur everywhere in life. For example: an egg carton is 6+6, two hands are 5+5, 16 pack of crayons has 8+8, two weeks 7+7, legs on an insect (3 on each side) 3+3. Near doubles To use the near doubles strategy a student first has to master the doubles. Then, if the double is known, they use that and count up or down one to find the near double. Example: 4+4=8, 5+4=9 (count up one) Or: 4+4=8, so 4+3=7 (count down one) Doubles plus two This method works when the addends differ by two. When this occurs it is possible to subtract 1 from one addend and add one to the other addend. This results in a doubles fact that has already been memorized, 7+5 becomes 6+6. Adding 5Adding five has a strategy that is helpful but not completely effective as it is a bit tricky. You can decide if it is helpful or not. To add fives look for the five in both numbers to make a 10 then count on the extra digits. Examples: 5+7=(10+2)= 12, 5+8=5+5+3=13 Students who can see the five in 8 should have no difficulty. Students who can’t visualize numbers will find this hard. Most students can be taught to do this with some extra work. Also, as a teacher and a parent I remind myself whenever a child in my class or even my own child is not catching on as quick as I hoped maybe I need to stop and think about this individual child and how that child learns best. Howard Gardner, a Harvard researcher, believes that there are eight intelligences – or ways kids learn best that include: musical, spatial, logical-mathematical, linguistic, bodily, intrapersonal, interpersonal and naturalist. So, for instance maybe a math fact song would work if your child is musical. Does your child love the outdoors and is more of a naturalist? Go on a walk and collect sticks, use the math strategies with the rocks by the river. If he/she is artistic, get out the paint and have her create a number story and visually see the connection. Have him/her draw pictures and eventually move to symbols like tally marks, which are faster to draw and count. Is your child interpersonal and craves the social interaction with another? Play games and it doesn’t have to be anything fancy or expensive. As you saw at our Math Night, there are many math games that teach the basic math facts, which require only a typical deck of cards or regular dice. Here are just a few ideas you could try: Mental Math with Playing Cards (Number Sense)Predetermine the “rule” of the game, such as “Add 5” or “Double it.” Prepare a deck of cards by removing all the face cards and jokers. Then have the child turn over one card at a time and apply the “rule” then give the answer. Find Ten (STRAND: Number Sense-Addition: Finding Tens)This is a math game similar to Concentration. In this game, children try to make a 10 by turning over combinations of cards that total 10. Variation: Use jokers or face cards as wild cards. Other games include playing the card game War with two cards instead of one, Yahtzee, and rolling two dice adding them together. Board games such as Life, Monopoly, Trouble, Uno, or Candyland, as I mentioned during our raffle at Math Night, are always an effective tool to use to teach, maintain, reinforce, and most of all keep math learning fun! Although research has failed to identify any difference between girls’ and boys’ math skills, studies have found that girls often receive less encouragement in math than boys. They also are affected more than boys when having female role models/teachers in their lives who display anxiety about math. So, if you have a daughter this time playing these games and encouragement may be even more important! The fact that you are willing as a parent to reach out and learn strategies in order to help your child, boy or girl, master basic math facts may have more of an impact than you may know. Your eagerness and positive approach on math could ultimately alleviate years of anxiety and produce a child who loves math, enabling your child to enter and find success in fields of technology, science, engineering, and math in the future if your child so chooses. As your child’s first and most important teacher, with your continued support and encouragement in math, your child will go from counting on their fingers to counting endless opportunities.
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## AuthorA passionate mother, teacher, and administrator who strives to help to inform, inspire, and empower students, teachers, and families. ## Archives
May 2018
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