So I haven't written about math yet...and I'll let you in on a secret: Math is my favorite subject to teach...well one of my favorites!
So anyways, we just started learning about addition and subtraction! A lot of times people think that kids need to learn their math facts as soon as possible, but it's super important to get a really strong foundation on the how and why of math principles. This works even in the older grades. When I taught multiplication and division in third grade, I started with concrete objects...So anywho, back to my favorite firsties!
We began addition last week and moved to subtraction this week. I introduced both concepts the same way. Started with concrete models and moved to more abstract problem solving methods.
I do NOT mandate a certain strategy. I introduce all strategies and encourage students to pick one that works for them and the problem!
We started with hands-on examples and used lima beans (uncooked, of course) and our pot mats. I created these with clipart from google. (Sorry I don't own the rights to the clipart to sell it on TPT!) We did many, MANY, examples of starting with a number of beans in the pot then adding more or taking some away.
Then we moved onto dry erase boards. We changed it up a little bit to make it a little less concrete. We still used the beans, but we drew our pots (aka circles) on the dry erase mat and wrote number sentences. Kiddos love, LOVE, love dry erase! If only the markers were cheaper...we can only wish!
Side note: We also started our adding warm-ups using bead-rings/number hoops to find all the ways to make or decompose various numbers. These magic number hoops are made with biggie beads and pipe cleaners. I used different colors of pipe cleaners for each set. Kiddos work together to find the ways to make 4, 5, 7, 9, and 10.
The following day, we talked about using part-part-whole models (aka paper plates). I really like using these concrete models to help. Kiddos can put part of the objects in one plate and the other part in the other plate, and then they can pour both plates into the larger one to get the whole. The physical action of putting them together solidifies the idea that adding is putting the two parts together. Same for subtraction, we just start with the whole and take some away into a part.
But what if you don't have all these manipulatives right next to you, but you have to solve a math problem?! So we had to come up with some other strategies like drawing pictures and using fingers! We discussed that although it's really fun to draw very detailed pictures...Ms. Schulze used to be an art teacher; I love detailed pictures!!...Anyways, we want to figure out the math problem, so we draw simple math pictures (aka circles). We are in math class, not art class!
We also learned the strategy of using number lines. We talked about when adding numbers, do we get bigger numbers or smaller numbers. We get bigger numbers! So we have to go up or forward on the number line! When we subtract, we get smaller numbers, so we go down or backward on the number line.
(Pictures coming soon! Phone died!)
I also have my kiddos use hand motions to stress what we're doing. Adding is putting it together, so we use both hands and bring them together. Subtracting is taking away some, so you use one hand and mimic throwing things away. This helps the mind understand and choose what we're doing with the problem. It's really hard for kids to decide what the word problem is asking.
So that's a little bit about how we started addition and subtraction. Of course, we are going to come up with more strategies through the upcoming weeks. I hope this helps you to work on addition and subtraction at home (parents) or in your own classrooms (other teachers)!
I also have my kiddos use hand motions to stress what we're doing. Adding is putting it together, so we use both hands and bring them together. Subtracting is taking away some, so you use one hand and mimic throwing things away. This helps the mind understand and choose what we're doing with the problem. It's really hard for kids to decide what the word problem is asking.
So that's a little bit about how we started addition and subtraction. Of course, we are going to come up with more strategies through the upcoming weeks. I hope this helps you to work on addition and subtraction at home (parents) or in your own classrooms (other teachers)!
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