Touch Math Points : Check out Touch Math an easy-to-learn strategy for counting on without using your fingers!
Nine Times Tables Made Easy:
Number each nail 1-10.
Fold the 9 finger in. All fingers before the folded 9 count by Tens; after the folded 9, count on by 1s.
Same below. Fold in finger number 3. Count the two fingers before the folded finger by tens. Count on by ones after the folded finger. See if you get the same answer. Try this with all 10 fingers!
***Check out THE LADDER for solving word problems about extended time!
Below is THE HILL method to estimating numbers:
Making 10 Strategy: Use the site below to help you add numbers greater than the sum of 10.
Near Doubles Strategy:
Finding near doubles is a perfect way to learn to find the sum.
Example: 8 + 7 = ?
What are the possible 'near doubles' for this problem?
8 + 8 and 7 + 7
Now, say to yourself, "Okay, I know that 8 + 8 = 16 and 7 + 7 = 14, so that means that 8 + 7 must be 15!"
8 + 8 = 16
8 + 7 = 15 Do you see a pattern here?
7 + 7 = 14
Let's try one! What is 9 + 10?
9 + 9 =? (18)
9 + 10 = ? ( ? )
10 + 10 = ?(20)
The missing number is 19!
The ADD-ON Strategy:
Multiplication Hand Tricks to wow your family and friends with!
Bottoms up Subtraction: Watch the video. Play it again and try it along with me!
Mr. Khan's way of estimating numbers and also Partial Sums Addition
Click on the link below to see how to solve an addition problem using the strategy above.
Introducing Mr. Khan from Khan Academy. Check out what Khan Academy has up its sleeve. I wonder what it can teach YOU!
Take a ride on the Enter/Change to/How (ECH) Express: This strategy will help you count on forward or backward to arrive at your destination.
Writing in Math: Writing has become an integral part of our EDM curriculum. Students are required to explain, in writing, how they arrived at an answer. This can be a cumbersome task indeed. We have integrated a 4-Point System in which students can express themselves in a very succinct way. Below is one of two templates that your child will be using in class. It is a step-by-step process that exhibits their thinking through written communication.
Sue took Sparky for a walk.. She returned at 6:35. If she left at 6:05, how long was their walk?
Choose a method to solve this problem. Show your work. Explain how you got the answer.
1. Using a clock...
- I got my answer by drawing a clock. I then counted the number of minutes between 6:05 and 6:35 by fives. I got 30. So it took Sue and Sparky 30 minutes to go on their walk.
2. Use a Number Line...
I wrote 6:05 at the beginning of my number line and 6:35 at the end. Then I filled in all the rest of the numbers by counting by fives like this: 6:05, 10, 15, 20... Then, I wrote a #5 above each hop I made to each number. I counted by fives and got 30. Sue and Sparky walked for 30 minutes.
- This time, I just took the minute numbers after the colon (:) and subtracted them. I got 30 minutes. I could also keep the hours and minutes and subtract. That would give me 00:30. That means 30 minutes. So, Sparky and Sue took a 30 minute walk.