That is a very long way to teach addition. In our first grade class we teach memorization of these same flashcards along with a regular math group instruction. Repetition is the mother of memory. Why teach a crazy New way when the answer is always going to be the same. In this new common core standards we are slowing down learning instead teaching with a sense of urgency. Our first grade class has these facts mastered and then we can go on to higher level math without thinking about, "well I know that if I take away one and add Ten and then add again... No 6+4 is 10. Boom there's your answer move on.
In the Core, there are 3 levels (as described on page 36 of the Counting and Cardinality/Operations and Algebraic thinking progression). The first level is counting all, then counting on, then using known facts to solve unknown facts (strategic competence). Remember that fluency consists of 3 parts: speed and accuracy, flexibility and efficiency. So, speed is necessary but not sufficient. We need flexibility so that students don't get stuck just knowing basic facts to 20 but rather have a sense of number so that they are fluent with larger numbers. For example, when they learn to compensate with 7,8 and 9 ...then they can use that through multi-digit numbers. When they have a great deal of flexibility, then they can be efficient. So, we are going for strategic competence which is something the NAP (2001) names as a critical element of mathematical proficiency.
Actually, when taught in a developmentally appropriate manner it is actually easier for the little ones and through natural progressions of development and understanding the older ones pick up on it easier and understand mathematics better and deeper.
Dr Nicki, my niece is learning common core in first grade. I just read an example for 32-12=20...to solve this, for addition equations were used. Is this typical? It seems very confusing to me. 12+3=15 15+5=20 20+10=30 30+2=32 Therefore, 3+5+10+2=20 and that is the answer.
Okay, I am a mathematician and an educator at the college level, and I completely understand the idea this is trying to elucidate. The problem is that someone is taking an incredibly simple problem that nobody would do this way and trying to force you to explain your "mental math." It would have been much better had they used numbers like 3112 - 952. The idea is to get an approximation going and then use that to do the math. The numbers (3112 and 952) are basically 2000 apart. In fact, 952 + 2000 = 2952 is not enough so let's tack on another hundred 2952 + 100 = 3052 MUCH better, right? Adding another 100 would be overkill, but adding 50 is not bad 3052 + 50 = 3102 Now we are only 10 away 3102 + 10 = 3112 So we were originally 2000 + 100 + 50 + 10 = 2160 away. To be honest, most people do mental math this way and very few use the traditional stacking method we learned in elementary school. One of the benefits of learning differently from previous generations is to build a better sense of numerical literacy. I know it is different from how you learned it, but in truth it is actually much closer to how you mentally do the math.
Well counting up for harder subtraction facts is definitely a strategy. However, it doesn't seem very efficient here. Partial sums is also a strategy where they take some away and then some more. Look on my Pinterest board - www.pinterest.com/drnicki7/ for ideas and also look on my blog under math facts.... www.guidedmath.wordpress.com.... Here are other resources as well..... blacklandprairie.roundrockisd.org/common/pages/DisplayFile.aspx?itemId=2985430 bridges1.mathlearningcenter.org/resources/blog/2009/10/addition-and-subtraction-fact-strategy-posters www.hudsonville.k12.mi.us/HPS/images/stories/Enrichment/2nd%20&%203rd%20break-out%20session.pdf www.eastiron.org/documents/instruction/Addition-Subtraction.pdf
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Hi this is from little learners team awesome teaching . we have subscribed your channel keep sharing. Kindly share, like, comment and subscribe our channel also : www.shorturl.at/ilxF1 Thank you mam
Wonderful lessons. Thank you for taking the time to make your videos. I have also purchased your book :-)
Awesome video! Thanks for posting it!
That is a very long way to teach addition. In our first grade class we teach memorization of these same flashcards along with a regular math group instruction. Repetition is the mother of memory. Why teach a crazy New way when the answer is always going to be the same. In this new common core standards we are slowing down learning instead teaching with a sense of urgency. Our first grade class has these facts mastered and then we can go on to higher level math without thinking about, "well I know that if I take away one and add Ten and then add again... No 6+4 is 10. Boom there's your answer move on.
In the Core, there are 3 levels (as described on page 36 of the Counting and Cardinality/Operations and Algebraic thinking progression). The first level is counting all, then counting on, then using known facts to solve unknown facts (strategic competence). Remember that fluency consists of 3 parts: speed and accuracy, flexibility and efficiency. So, speed is necessary but not sufficient. We need flexibility so that students don't get stuck just knowing basic facts to 20 but rather have a sense of number so that they are fluent with larger numbers. For example, when they learn to compensate with 7,8 and 9 ...then they can use that through multi-digit numbers. When they have a great deal of flexibility, then they can be efficient. So, we are going for strategic competence which is something the NAP (2001) names as a critical element of mathematical proficiency.
mobile.edweek.org/c.jsp?cid=25920011&item=http%3A%2F%2Fapi.edweek.org%2Fv1%2Fblog%2F59%2F%3Fuuid%3D60454
Thank you Jennifer for sharing this!
Celeste Nutz-that's what I'm saying, they have to remember so many steps in the lower grades, this must be even harder for the older students.
Actually, when taught in a developmentally appropriate manner it is actually easier for the little ones and through natural progressions of development and understanding the older ones pick up on it easier and understand mathematics better and deeper.
Dr Nicki, my niece is learning common core in first grade. I just read an example for 32-12=20...to solve this, for addition equations were used. Is this typical? It seems very confusing to me.
12+3=15
15+5=20
20+10=30
30+2=32
Therefore, 3+5+10+2=20 and that is the answer.
Okay, I am a mathematician and an educator at the college level, and I completely understand the idea this is trying to elucidate. The problem is that someone is taking an incredibly simple problem that nobody would do this way and trying to force you to explain your "mental math."
It would have been much better had they used numbers like 3112 - 952.
The idea is to get an approximation going and then use that to do the math. The numbers (3112 and 952) are basically 2000 apart. In fact,
952 + 2000 = 2952 is not enough so let's tack on another hundred
2952 + 100 = 3052 MUCH better, right? Adding another 100 would be overkill, but adding 50 is not bad
3052 + 50 = 3102 Now we are only 10 away
3102 + 10 = 3112
So we were originally 2000 + 100 + 50 + 10 = 2160 away.
To be honest, most people do mental math this way and very few use the traditional stacking method we learned in elementary school.
One of the benefits of learning differently from previous generations is to build a better sense of numerical literacy. I know it is different from how you learned it, but in truth it is actually much closer to how you mentally do the math.
Well counting up for harder subtraction facts is definitely a strategy. However, it doesn't seem very efficient here. Partial sums is also a strategy where they take some away and then some more. Look on my Pinterest board - www.pinterest.com/drnicki7/ for ideas and also look on my blog under math facts.... www.guidedmath.wordpress.com....
Here are other resources as well.....
blacklandprairie.roundrockisd.org/common/pages/DisplayFile.aspx?itemId=2985430
bridges1.mathlearningcenter.org/resources/blog/2009/10/addition-and-subtraction-fact-strategy-posters
www.hudsonville.k12.mi.us/HPS/images/stories/Enrichment/2nd%20&%203rd%20break-out%20session.pdf
www.eastiron.org/documents/instruction/Addition-Subtraction.pdf
Anyone know where she got the number line scale 0-20. I can only find an expensive one on amazon and its 0-30!
Lake shore
This helps more than school
Be part of an open community that can access more than 10000 math questions from grades 1 to 6. Find free and interactive math practice worksheets and drills. For more , visit www.singaporemathguru.com .
Sign up today for free at www.singaporemathguru.com
me 10+5=15 |||||||||| +|||||=15
10x10
JOHN CENA
Hi this is from little learners team awesome teaching . we have subscribed your channel keep sharing. Kindly share, like, comment and subscribe our channel also : www.shorturl.at/ilxF1 Thank you mam
I really do have pity for Dr. Nicki''s 1st grade students. This is The Common Core at its most insidious, dictatorial worst.
This is stupid