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Your Kids Aren’t Learning Their Addition Facts?…Try This (Part 7)

After using doubles and tens facts to learn one more and two more than all of those sums, that only leaves students with two facts to learn!!!Slide1

I allow students to tell me ways that these two facts can be easy to learn for them.  Most students say that 3+6 is 9 so it is close to a ten fact.  Some may be more comfortable with 3 +5, but after spending time talking about patterns with students, they will easily be able to discuss a way to get to this fact using a known fact.   The thing that is uncomfortable about using 6+4 is that students have to go backwards and it is uncomfortable for them to go backwards in counting.   Students favor going forward…cause more is better (like the commercial! :))  Also, 8+5 to me is an oddball.  I can think of no easy way to get to this fact, but most students will say that 8 + 5 is close to 8+4 which is 12 so they know that 8+5 makes 13.  Other students will say they know 8+2 is 10 so they can count up 3 more.  I really don’t like that they have to count up 3 more, but at least it is better than counting up 5 from eight.

I will have to say that after working with intervention groups with all of these fact strategies, their answers aren’t as immediate as I would like, and at times they still use their fingers.  I believe they still use their fingers because it is comfortable to them—more comfortable than thinking.  After a strategy is learned it is imperative that they still practice with flash cards so that the facts remain fresh in their minds.  I don’t work with a student population that readily has parents practicing with them at home on flashcards so the only extra practice they get is with me.

I plan on posting some of the materials I used to practice facts with the kids soon.

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