What's next after basic addition / subtraction?

Everything from basic math up through high school!

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WAHMBrenda
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What's next after basic addition / subtraction?

Postby WAHMBrenda » Mon Dec 11, 2006 1:58 pm

What is the next thing that you teach after they have basic addition and subtraction up to 10 down? Is it the higher addition and subtraction works or something else? Thanks!
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Starlily
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Postby Starlily » Mon Dec 11, 2006 9:21 pm

Hi Brenda,
You may already be doing this, but one thing I noticed that really helped us, was learning to 'skip count'...we used little songs to help us count by 2's, 3's, 4's, etc. It was fun for the children when they were younger (I just did it as filler when we were out and about) and really made multiplication easy... Off the top of my head, we sang the 3's song to the tune of 'jingle bells' ;)
HTH

Ramona
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Skip-counting song

Postby Ramona » Mon Dec 11, 2006 11:42 pm

Starlily wrote:we sang the 3's song to the tune of 'jingle bells'


Oh, I'm so glad you said this! That's beautiful! I've never been able to come up with a tune that fit any of the skip-counting anywhere near that well.

Thanks,
Ramona

WAHMBrenda
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Postby WAHMBrenda » Tue Dec 12, 2006 11:23 am

Is there anything else that I can use to teach skip counting. I feel that my daughter is ready for this but we don't do well trying to sing different things to a tune like you're suggesting. Even if you just want to point me to a good website... Thanks!
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Postby momo3boys » Tue Dec 12, 2006 3:33 pm

you can make connect the dots that count by 2's, 3, 4...

make patterns and count the beads

graph paper works well too, for patterns
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WAHMBrenda
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Postby WAHMBrenda » Wed Dec 13, 2006 1:59 pm

Do you know anywhere that I can make the dot to dots like you suggest but for free? Thanks!
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Theodore
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Postby Theodore » Wed Dec 13, 2006 2:38 pm

Draw them with a ruler and marker and then copy up as many as you need?

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Postby Kitty-Cat » Wed Dec 13, 2006 7:21 pm

Jo from Australia

WAHMBrenda
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Postby WAHMBrenda » Wed Dec 13, 2006 10:12 pm

Wow! Thanks! Ask and you shall receive LOL
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Postby Kitty-Cat » Wed Dec 13, 2006 10:39 pm

lol well Links or smilies Image
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amird
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another idea

Postby amird » Tue Aug 28, 2007 2:37 pm

I think expanding the range of add/sub to 20 is also something worth thinking about.
8+5 is much different than 7+2
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Postby Bob Hazen » Sun Sep 09, 2007 7:45 pm

After basic addition and subtraction to 10, I recommend:
1. Provide repeated exposure to skip counting. Get a skip count CD from my website (www.AlgebraForKids.com) and just play it LOTS for your child. Learning to count in multiples is a set-up for success for so many other areas of math.
2. Play lots of games involving counting - Yahtzee, Parcheesi, Monopoly, Rummy 500 (NOT Gin Rummy), Chutes & Ladders, etc. Lots and lots and lots of counting that is based on adding numbers lots of times (whether dice or cards).
3. Explicitly teach your child that 7 + 2 = 9 is so closely related to 70 + 20 = 90 and 700 + 200 = 900, and that 8 + 5 = 13 is so closely related to 80 + 50 = 130 and 800 + 500 = 1300. Play games with your current addition flash cards, where you show the flash card of 7 + 2 = 9 and say "tens" and your child has to respond "70 + 20 = 90" - or you say "hundreds" and your child has to respond "700 + 200 = 900." This connectedness in base 10 place value is CRUCIAL - and not all that hard to teach (for you) or for your child (to figure out).
4. Start doing activities with money with your child, involving pennies, dimes, and dollars, or any combination of coins.

There's other stuff to do, too - but this is a start.

all the best,
Bob Hazen

Ramona
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Postby Ramona » Tue Sep 11, 2007 12:38 pm

Ooh, I love to read advice from Bob!

Thank you,
Ramona

mom1967
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next, speeding up using flash card etc

Postby mom1967 » Thu Oct 04, 2007 10:13 am

I think practice by various of ways such as token or flash card to speed up is very important on math, esp before double digits and regrouping kick in.

Flash card, or jsut call out some addition/substraction for kids to solve mentally.

Bob Hazen
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another idea on skip counting

Postby Bob Hazen » Wed Dec 26, 2007 6:01 am

The important thing on any skill is to use it. We have lots of memories when my sons were in the 4-8 age range of skip counting in different situations. We'd be somewhere and I'd have them figure out both how many of a certain item there were as well as what the situation seemed to suggest that they skip count by.

For example, one time we were in a small movie theater with aisles, and the center section had rows of something like 8 seats, with the side sections had rows of something like 6 seats. So they skip counted the middle section by 8's and the side sections by 6's, then did some mental addition and came up with the total number of seats in the theater. I also remember having them skip counting cars in a parking lot, quarters arranged in stacks of 4, books in a bookcase that could be skip counted easily in groups of 3, cookies on a baking tray in rows of 4, bottles of juice in six-packs, and once even spilled nails on the floor. The cars in the parking lot and the nails on floor did not have any particular grouping amount that suggested itself, so they would just choose some convenient grouping and skip count by that amount. When they were younger, they tended to skip count by 2's and by 3's, so I think I remember occasionally having them skip count by higher amounts.

If you keep your eyes open as you go through your day and your life, you start to see lots of situations and occasions where it's interesting to know how many items are there - like the number of emoticons next to the message body when composing a message on this site - they're arranged in groups of 4, for which it's easy to count by 4's till you get to the last row, which has just 3, for which the skip counting aloud would be, "4, 8, 12, 16, then 17, 18, 19."

BTW, the above example of skip counting is more often than not how counting occurs in real life - you usually don't have a whole-number multiple of the skip count base number to count - that is, if you're counting by 6's, you seldom have exactly 24 or 30 or 36 or 42, etc., of the items in question. So learning to count on by ones from a higher multiple is also good mental math - "6, 12, 18, 24, 30, 36, then 37, 38, 39, 40 - Dad, there's 40" - is more often than not how the skip counting goes.

Hope this helps!

Bob Hazen


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