Question: 1. What prerequisites are important prior to engaging students in formal work on the four basic operations?
2. What are the implications for teachers knowing there are these prerequisties, followed by formal concept work on the four operations before drill and practice on basic facts can be effective?
3. Briefly describe the key thinking strategies for learning basic facts of addition.
Addition pages 183-187
4. Play: Close to 100 and Close to 0, report out your reactions and connections to the chapter focus.
- Play Close to 100 and Close to 0. (Make your own set of digit cards by cutting 5- 3x5 index cards in ½ so they are 3x2.5 size. Put one digit [0-9] on each card. After completing the games, put your cards in an envelope with your name on it and here is a Manipulative for your Manipulatives Toolkit project.
Close to 100: Directions for Closest to 100- the object of the game is in each hand to get as close to 100 as you can. The winner is the person with the lowest point total at the end of several (6-10) rounds.
2 players each with their own set of digit cards.
1. Shuffle your digit cards and turn them upside down.
2. Draw 4 cards.
3. Make two 2 digit numbers with your 4 cards.
4. Add your numbers together.
5. Record any amount over or under 100 in the 4th column.
6. Continue for 6-10 rounds.
7. Total your score for all rounds. The player with the smallest total wins.
Write your two digit numbers and add. Record the difference
Close to 0: Directions for Closest to 0- the object of the game is in each hand to get as close to 0 as you can. The winner is the person with the lowest point total at the end of several (6-10) rounds.
2 players each with their own set of digit cards.
8. Shuffle your digit cards and turn them upside down.
9. Draw 6 cards.
10. Make two 3 digit numbers with your 6 cards.
11. Subtract your numbers.
12. Record any amount over or under 0 in the 4th column.
13. Continue for 6-10 rounds.
14. Total your score for all round. The player with the smallest total wins.
Write your three digit numbers & subtract. Record the difference.
Refer to: Reys, R.E., Lindquist, M. M., Lambdin, D.V.,& Smith, N.L. (2009). Helping Children Learn Mathematics (11th ed.). Hoboken, NJ: John Wiley & Sons.