#### mrsb203

##### Senior Member
This group is really having a hard time. (Perhaps is is the season) but does anyone have a sure fire explanation, miraculous trick, anything I'm desperate????

#### 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 :-)

#### 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!

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

#### Shari

##### Full Member
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.