By Sarah K. Morgan Major
Previously released through Zephyr PressThis hands-on educating relief offers blackline masters, exams, and overheads to assist scholars research addition and subtraction via visible and kinesthetic ideas.
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Additional resources for Addition & Subtraction (Kid-Friendly Computation)
Show a card on the overhead projector. Model a description of how the dots are grouped on the card and have the students repeat in unison. For example, “Two and one more is three” (see illustration). 2a–b, laminating them, and cutting the pages apart into cards. ” The objective here is to have the child move beyond counting to recognition of quantities as a prelude to addition. For the larger numbers, there is often more than one reasonable visual grouping. 2a could be four dots in a square plus one more, or three dots in the top row plus two in the bottom.
One morning, Peter’s mother asked me if I’d taught the children (ages four and five) to count by fives. When she had tucked Peter into bed the night before, he suddenly began counting by fives. After a great deal of thought, I finally understood how he had learned this. When it was Peter’s turn to point to the numbers, he heard the numbers, said them, and pointed to them—but beyond that, each time his finger reached a new “five” number, his body would turn to the left in order to start another row of numbers.
We were using an approach in which I provided a five-byfour grid of answers (see illustration on page 24). This global approach utilizes pattern discovery, visual mapping, and apparently also visual imprinting. After only 20 minutes, Ethan could do a sheet of mixed problems quickly and accurately without referring to the written answers and without counting. I was enthralled to see that as he worked, he would read a new problem, look at the empty grid, point to where the answer would be located, and then quickly write the answer.
Addition & Subtraction (Kid-Friendly Computation) by Sarah K. Morgan Major