Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
8 Cards in this Set
- Front
- Back
|
Use Doubles |
2+2 = 4 3+3 = 6 If 3+3 = 6, what is 3+4? It is one more. |
|
|
Count On |
Counting on from the largest numeral in an addition fact. The answer is the last number they say after they have counted the correct number. This can be used with subtraction as well. 8+3 = adding three more to 8 "Eight... nine, ten, eleven." |
|
|
Commutative Idea |
The answer will be the same regardless of what order the numbers appear in an addition, subtraction, or multiplication problem. 4+3 = 7 3+4 = 7 4x6 = 24 6x4 = 24 |
|
|
Thinking One More or One Less than a Known Fact |
Teach students that math facts are related: 5+5 = 10 5+6 = 11 5+4 = 9 |
|
|
Using Tens |
10+ any single digit number merely changes the 0 in the 10 to the number they are adding |
|
|
Using Nines |
1. Students can think of a 9 as a 10, then subtract 1 from the answer 2. Whenever there is a 9 in an addition problem, the answer in the ones column is always one less than the number they are adding to the 9 |
|
|
Counting by Twos, Threes, Fours, Fives, and Tens |
1. Have students count aloud by tens 10-20-30-40-50, then have students start at 20 and count to 80, etc. 2. Students should then be taught to count by twos, threes, and fours. 3. Division and multiplication can be interprested as "How many times do you count by ___ before you reach ____?" or "3x4 = counting by three four times." |
|
|
Relationships Between Addition and Subtraction |
Give students known math facts and have them change it into a subtraction problem and vice versa: 7+3 = 13 13-7 = 3 These can be used with multiplication and division as well. |
