## Your Kids Aren’t Learning Their Addition Facts? Try This…Part 4

So far if you have followed my previous posts, students will have learned their bonds of 10, their +1, +2, +9, +10, and adding one more to their bonds of 10 facts. Next, I like to focus my students’ attention on learning their doubles. Most of the time students are already comfortable with their doubles up to 5+5 since they easily see these doubles on their fingers, on dice, and in other real world examples. At least when working with my intervention groups, this is the case. The doubles kids most often struggle with are 7+7, 8+8, and 9+9. When writing the doubles on the board, kids can easily see that the sums of double numbers turn out to be even numbers or the numbers that count by 2′s.

I also like to use videos and games to help kids remember their doubles. Here is one of the videos that I like to use.

This is only a preview of the video. The other part used to be free but is no longer free. The video costs $2.49 to download the 6-10 doubles, but is worth the purchase in my opinion.

After kids have learned their doubles, show them these doubles plus one more. Don’t tell them that they are doubles plus one more, but let them see the pattern and tell you about them.

Allow the kids to notice the pattern in the doubles and doubles plus one and express to you how the numbers change when one is added. Kids will excitedly see the relationship between the double and how it goes up by one more. After discussing the patterns from the previous posts, students will more readily see this pattern and relationship. Then when using flashcards to follow up, students will sometimes think out loud about their strategy, and you will hear them thinking about the relationships they see to get to a new sum. When you hear this you know you have taught them well!

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## Your Kids Aren’t Learning Their Addition Facts ? Try This…(Part 3)

Up to this point if you have been following my previous posts and tried them with your students, you’re students will have learned their bonds of 10, +1 facts, +2 facts, +9 facts, and +10 facts. Now it is time to build on some of that foundational material that you have been working on with your students. With consistent review of what they have already learned students will be ready to move on to using their bonds of ten to find other sums. While allowing them to sit and think, show students these facts side by side and allow them to comment after a few minutes on what they notice. I like to use the Number Talks idea and have students sit and think for a while and when they notice something in the patterns to then respond with a thumbs up on their chest. This allows the other students to think without the over zealous arms dancing in the air with the correct answer. Here even if students say something that isn’t quite what you are looking for, don’t discourage their contributions. For example, if someone says that they all have 11′s respond by agreeing but asking for something more. You might ask, how are the facts on the left like the ones on the right? What are the only numbers changing? How much are they changing by? Only ask these questions if you don’t get much response initially. Allow students time to think and study what you have written.

You may also like these earlier posts about learning addition facts:

*Thank you Erin Cobb: Frames courtesy of Lovin’Lit.

## Your Kids Aren’t Learning Addition Facts? Try This…(Part 2)

So, once the kids have learned the initial easy facts like I posted about before (+1, +10, and +9), I focus on getting them to learn their bonds of ten. Now since we had already learned the +1 and +9 facts, I focus on these foundational facts to help us build other facts later on. Most often kids know that 5 +5 makes 10 because they have 5 fingers on one hand and 5 fingers on the other hand to make 10 fingers. After we talk about these, I make them practice these other three facts over and over (4+6, 3 +7, and 2+8) by writing them and saying them. I don’t let them participate in any other activities in my group time until they can tell me these three facts that make ten.

I give them these facts to practice for homework as well before we use them as a foundation for anything else because I want them to be solid in this.

Then I leave the bonds of ten facts for a little while to practice the +2 facts. These are easy. All the while we are recalling what makes 10 often (in review) to keep these facts fresh in their mind. After the kids see the number facts with the answers that are adding 2, I ask the students how they can always find the answer to a +2 fact easily. Sometimes I write the +1 facts right beside the +2 facts to prompt their thinking. Eventually they tell me that you just count 2 more numbers to get the sum/answer.

More to come…

*Thank you Erin Cobb: Frames courtesy of Lovin’Lit.

## Free Fraction Cards for Tonight Only!!!

I just finished these fraction cards per request to go with a Decimal Wall Number Line I have in my TPT store. The cards include halves, fourths, thirds, fifths, sixths, eighths, tenths, and hundredths. They are free for tonight only. They are pointy so that they can precisely point to a number on the Decimal Number Line. Just click the picture to be taken to the freebie.

Below is a sample of the Decimal Number Line that I made the cards to match…

## Fall Giveaways!!!

Fall Favorites Giveaways from today until October 11th!!!

## Your Kids Aren’t Learning Addition Facts? Try This…

I have taken on teaching some third graders addition facts as an intervention. When intervening with kids in any type of math, I never assume too much. I start at the very bottom and work up.

Once I went to a math professional development and the trainer was Melissa Conklin from Math Solutions. She said one thing that has stuck with me. **Kids who are good at math see patterns.** If this is the case, then why don’t we present math in a way that kids can see patterns? But usually when we teach addition facts, it begins like this. Learn all your 1′s, then 2′s, then 3′s, then 4′s, then 5′s and so on. Kids see the number facts usually presented in order. There is no chance to think about the sums and why they turn out the way they do. So, I challenge you to begin teaching your students their addition facts like this…

Have students look at patterns in their ones. Don’t place them in order. Go ahead and answer the problems so the conversation isn’t about finding the answers.

Now before I present something like this on the board, I leave it there and make the kids sit quietly to find any patterns they might see. This shouldn’t take long, but you never know if kids aren’t seeing this simple fact. Interestingly enough, usually the students with lower test scores on state tests do not see the patterns readily. I must underline certain things after a while if I don’t get the feedback I am looking for. For example, if students don’t see the ones pattern above, I underline the addend added to 1 and the sum…I would underline the 6 and 7, the 8 and 9, the 3 and 4, and so on. Hopefully your students will say that when they add 1 that they are just counting up to the next number. I follow up with flashcards of adding ones in my group of five or six students.

Next, move onward to 10′s because there is a similar pattern that you hope children will see. Depending on your students, show them the 10′s pattern and let the kids observe for a few minutes, sit, and wait. I have the kids put their thumb on their chest like they do in the *Number Talks* videos. This lets me know they have found a pattern without them raising their hand distracting their neighbors who may still be thinking. Remember, write the equations out of order and write the sums.

After writing these on the board, lower students will say that they see 10′s in all of them. I ask for any other thoughts. Then someone will say that they see the one in front of the number that is being added to the 10. I ask for clarification and a student comes to the board to point a finger at the 1 in front of the sums. I further still get clarification about the one asking if this is really a one or one group of……oh! ten! Most have no difficulty after seeing the pattern.

Next, I bring out some of the hardest facts that students shudder at….dah…dah..dum(in suspense)–THE NINES!!! eeeeeek! But if you know a pattern are the nines really that hard? NO! ABSOLUTELY NOT!

When you place the numbers on the board write them like above where you pair the ten helping fact with the nine fact. Then allow kids to discuss what patterns they see. They will see a pattern that works for them. Underline the sums of the 10′s and 9′s facts to help students recognize that the nine’s facts are one less than the 10′s facts. Students will use this strategy and maybe others when you use flash cards to help them become fluent.

That is all I have gotten to for now…more addition strategies to come.

*Thank you Erin Cobb: Frames courtesy of Lovin’Lit.

## A Back to School Story & Win a Giveaway!

A little back to school story and then I will give you info about the giveaway. I must say I am not typically an emotional eater, however this first three weeks back to school has led me to eat almost an entire container of Haagen Dazs Caramel and Cone ice cream in one sitting. Our school consolidated with another, and we moved into a new building. I have sorted and unpacked 50+ boxes of books and math manipulatives that were stacked as high as a human tower of Jenga. The space that I now have is about 1/6 of the size of the space that I moved from. We have some new staff members, completely new principals, and I have a new job description (but the same title). This has been a lot to take in.

One of the things I have found solace in besides ice cream is the familiar children’s faces, and the not so familiar faces, too. I spend most of my mornings before school begins trying to learn students’ names in the gym. One particular morning after asking for a name, I met “Darius”. He was a large 4th grade boy with smiling eyes. He had on a red polo shirt.

I saw him later in the hallway and he said, “Do you remember my name?”

I thought for a moment and said, “Darius?”

He smiled and nodded. I told him he had to keep wearing a red shirt, so I could continue to remember his name. The next day I saw him sitting and eating breakfast. This time he had on a navy blue shirt.

I smiled and said, “Darius.”

Then I inquired, ” So what do I get? I remembered your name and you didn’t even have a red shirt on.”

He thought a moment and said with wide outstretched arms, “A hug?”

I said with a chuckle, “I’ll take it!”

Sometimes all it takes is a caring soul to make your day !

Now about the giveaway!!!

Take a visit to the following link to win a giveaway. The giveaway will last until midnight Tuesday, and the winners will be announced Thursday in the Tech Thursday link. Just click the picture below to register to win.

## Hand Sani Causing Dry Hands? Try This!

Does regular hand sanitizer cause you to have dry hands? Hand sani causes this problem to me *especially* in the winter. My hands get so dry and cracked. While you are out buying your gallons of hand sanitizer before school starts, you may want to hold off and try Zylast. I was recently introduced to this new hand sanitizer.

It lasts for 6 hours on your hands if you don’t wash them within that time. I know all of you teachers don’t have every moment to run to the bathroom to scrub your hands or even to put on hand sanitizer. Every little bit of germ protection helps!

When you put the sanitizer on, it is creamy like lotion or conditioner for your hair. Zylast has no fragrance, so it won’t clash with your perfume!

A little dab will go a long way. In fact I probably squeezed a little too much out in the picture above. When you spread Zylast on, it feels creamy and is invisible when you rub it into your skin. SEE…

This is a great alternative to regular hand sanitizer and I will definitely be using it a LOT in the winter time when my hands get so dry!

The good news about Zylast is…

It reduces:

- · Illness outbreaks by 90%
- · Student illness by 38.9%
- · Teacher illness by 23%

It increases:

- · Student days by nearly 4 per year
- · Teacher days by 2 per year

A small bottle like I have costs $3.79 and an 8 oz. pump costs $11.28. To me buying an 8 oz. pump for my whole class seems steep because it would be used up quickly if you let children near the bottle. However, it may be something you consider using when it is winter time and there are a lot of sick children so that you can keep everyone healthy. I would purchase a bottle for myself just because my hands get so dry, and use it on occasion with my students. If your school has money to supply Zylast for each teacher, then I would definitely buy this for year around!

You can purchase Zylast here if you would like to order some. To help with the cost here is a **10% off coupon code! TBS10**