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dd addition with regrouping
- Thread starter mrsb203
- Start date
bamateach
Senior Member
dd addition
I usually use base ten blocks to help show students the process. I find though that they have a hard time understanding that the 10 ones become a 10 becasue they are actually taking the ones away and replacing it with a ten rod. This year I used connecting cubes. We all sat in a big circle on the floor. We made a problem with the cubes. When we saw that we had 10 connecting cubes we hooked them up and moved them into the tens house. Here's what it looks like: 17+36 Make that with the blocks. I also use tens and ones mats. First start on the ones side. Add 7+6. Can we make a ten? Yes! Well kick them out we only have 9 rooms in the ones house. But don't leave them out in the cold! Let them move into the tens house. Now lets add the tens together. 1+1+3 = 5. When we got that future lessons are done at our seats with our base ten blocks and tens/ones mats. We practice this a lot. This makes the abstract real to them. I also use this same process and connecting cubes for subtraction. Makes it easy to understand when they see the 10 breaking apart to become 10 ones. Also, you may want to give a quick assessment. I do this with each new concept after we've practiced it to see who needs additional help. Then I teach small group for a few days to really focus on a group. Ex: Give 5 DD + probs. w/ regrouping. When I did this last it was with subtraction. I was quickly able to see that I had 3 groups. 1. Got it and needs no extra instruction. 2. Had no idea how to regroup or never did regroup. 3. Knew how to regroup, but had trouble subtracting higher numbers (15-8). Then for the next week I had students in groups 1 and 3 complete practice pages from the book then group 1 moved to independent centers or challenge work. Group 3 played games involving higher subtraction ( hot dots, computer games, board games, card games) Meanwhile group 2 worked with me until they got the concept of regrouping down pat. I hope this is helpful. I really don't know what you already do.
I usually use base ten blocks to help show students the process. I find though that they have a hard time understanding that the 10 ones become a 10 becasue they are actually taking the ones away and replacing it with a ten rod. This year I used connecting cubes. We all sat in a big circle on the floor. We made a problem with the cubes. When we saw that we had 10 connecting cubes we hooked them up and moved them into the tens house. Here's what it looks like: 17+36 Make that with the blocks. I also use tens and ones mats. First start on the ones side. Add 7+6. Can we make a ten? Yes! Well kick them out we only have 9 rooms in the ones house. But don't leave them out in the cold! Let them move into the tens house. Now lets add the tens together. 1+1+3 = 5. When we got that future lessons are done at our seats with our base ten blocks and tens/ones mats. We practice this a lot. This makes the abstract real to them. I also use this same process and connecting cubes for subtraction. Makes it easy to understand when they see the 10 breaking apart to become 10 ones. Also, you may want to give a quick assessment. I do this with each new concept after we've practiced it to see who needs additional help. Then I teach small group for a few days to really focus on a group. Ex: Give 5 DD + probs. w/ regrouping. When I did this last it was with subtraction. I was quickly able to see that I had 3 groups. 1. Got it and needs no extra instruction. 2. Had no idea how to regroup or never did regroup. 3. Knew how to regroup, but had trouble subtracting higher numbers (15-8). Then for the next week I had students in groups 1 and 3 complete practice pages from the book then group 1 moved to independent centers or challenge work. Group 3 played games involving higher subtraction ( hot dots, computer games, board games, card games) Meanwhile group 2 worked with me until they got the concept of regrouping down pat. I hope this is helpful. I really don't know what you already do.
calumetteach
Senior Member
I may be wrong
I may be wrong, but usually it takes 2 weeks for kids to grasp (really well)the concept. I start with manipulatives, then go to abstract, pencil and paper and then go back to the manipulatives. About 1/2 get it within the first 2 or 3 lessons, then other lightbulbs and "aha" moments occur with each lesson.
Then I pull kids who are really stuck and work with them 1 on 1 when I have a minute or have my aide help them. All year we'll keep practicing this concept so they don't "lose" it. It gives me the shivers as I hear them pipe up "oh, I get it" (hurray!!!)etc. I find some kids work better with manipulatives and others with the abstract. I keep coming back to the manipulatives because I think it's important for them to have that background. Next year I'd like to try using dimes and pennies and will try that once we've got a grasp on things as they are. Hope this helps :-)
I may be wrong, but usually it takes 2 weeks for kids to grasp (really well)the concept. I start with manipulatives, then go to abstract, pencil and paper and then go back to the manipulatives. About 1/2 get it within the first 2 or 3 lessons, then other lightbulbs and "aha" moments occur with each lesson.
Then I pull kids who are really stuck and work with them 1 on 1 when I have a minute or have my aide help them. All year we'll keep practicing this concept so they don't "lose" it. It gives me the shivers as I hear them pipe up "oh, I get it" (hurray!!!)etc. I find some kids work better with manipulatives and others with the abstract. I keep coming back to the manipulatives because I think it's important for them to have that background. Next year I'd like to try using dimes and pennies and will try that once we've got a grasp on things as they are. Hope this helps :-)
imacacher
Senior Member
No...we're using Investigations
I can't help...last year my kiddos either got it, or they didn't get it!
This year, we've switched to Scott Foresman/Investigations. We use the joint usage plan, but I'm only using Investigations (unless I really need the basal).
We've done double digit addition and subtraction with and without regrouping for a few weeks--except we don't teach a formula.
There is no vertical addition, add the ones, carry, add the tens, etc. Instead, the students are given a story problem and then need to visualize it, draw it, and solve it.
I'm amazed at how well they have done. We spend our 70 minute math time on solving one or two problems and then explaining the strategies that we used.
My kids get it--they can solve the problems, and the majority have progressed to figuring out strategies so that they can solve the problems in their heads...when they do use the numbers, 99% of the time they start with the tens, and then move to the ones. It was tough to watch--but their strategies work!
I can't help...last year my kiddos either got it, or they didn't get it!
This year, we've switched to Scott Foresman/Investigations. We use the joint usage plan, but I'm only using Investigations (unless I really need the basal).
We've done double digit addition and subtraction with and without regrouping for a few weeks--except we don't teach a formula.
There is no vertical addition, add the ones, carry, add the tens, etc. Instead, the students are given a story problem and then need to visualize it, draw it, and solve it.
I'm amazed at how well they have done. We spend our 70 minute math time on solving one or two problems and then explaining the strategies that we used.
My kids get it--they can solve the problems, and the majority have progressed to figuring out strategies so that they can solve the problems in their heads...when they do use the numbers, 99% of the time they start with the tens, and then move to the ones. It was tough to watch--but their strategies work!
M
Ms.D
Guest
I have a great "cloud" method that I have been using with my kids. It really seems to be catching on. Next to the problem, I ask my students to draw a picture of a cloud, they then are to add the numbers in the ones column and place them into the cloud. Then, record the number in the ones places and carry the tens. I describe this as enjoying the cloud "marshmellow." I then have them add the number in the tens places. The children must double check their work. If their answers are correct they are to place a smile face beneath the problem. I hope that helps a bit. If you need more help, feel free to email me. Dischner_m
@yahoo.com. Best of luck!
Melissa
@yahoo.com. Best of luck!
Melissa
Regrouping & Borrowing Lesson w/ Photos
http://www.montessoriworld.org/
Go to Beginning Math, Chapter 3. You will love this. Use Base 10 Blocks in place of Golden Bead Material. I use this method, and it works great! Let the kids physically carry & exchange 10 units for a 10 bar, or 10 ten bars for a hundred square.
http://www.montessoriworld.org/
Go to Beginning Math, Chapter 3. You will love this. Use Base 10 Blocks in place of Golden Bead Material. I use this method, and it works great! Let the kids physically carry & exchange 10 units for a 10 bar, or 10 ten bars for a hundred square.