You’re Kids Aren’t Learning Their Addition Facts? Try This…Part 5
(Thank you Erin Cobb from Lovin’ Lit for the pretty border!)
Now after I have taught everything that I previously blogged about in Parts 1, 2, 3, and 4, which includes tens and tens plus one. Learning the sums/bonds of 10 is the foundation for this discussion. One of the tens plus 2 will already have been learned because it is a double, but there is no harm in learning multiple strategies to reach one fact. Also, doubles plus two facts will be learned later and doubles plus two will also give students a strategy to reach 7+5=12 and 5+7=12. Allow students to recognize this on their own when you reach that lesson. The more ownership students can have of the strategies without you telling it to them, the more they will remember the strategies and feel smarter for being able to discuss the strategies.
Again when you introduce these facts write them out of order on the board. Step back, wait, have children quietly look at the number facts and find relationships or patterns in their head. I use the Number Talks strategy and have them put their thumb on their chest when they find a pattern. This keeps everyone attentively looking for more patterns without the dramatic hand raisers flailing their arms in the air. If students say that they see lots of tens and twelves acknowledge this and then ask students to look for more. Eventually you will get what you are looking for if you have the foundation built from the previous lessons. If no students say that one of the addends goes up by 2 and the sum goes up by two, offer a hint by underlining these numbers so that they are focusing their attention there. Follow this up by fact (flashcards if you prefer) practice over the sums they have just discovered a strategy for and over previously learned facts.
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