Chapter 5 Adding and Subtracting...Perfect Together

Chapter 5- Adding and Subtracting...Perfect Together

Adding and subtracting are now joined and we will see that they are related. The focus now is to on doing more and more math in our heads in order to work on facts to 18.   It is the hope that these facts come as quickly as possible.

It is all about family now!!

·        Think of the family as the numbers and you will be set. If you know just one fact (or family name) then you can know the whole family!

We will use our handy dandy gingerbread man friend Larry in class to show us how to make a family with 2 adding and 2 subtracting  sentences.

Here is an example:

7 + 8 = 15

8 + 7 = 15

15 - 8 = 7

15 - 7 = 8

All that you have to remember is that the BIGGEST number goes at the END in ADDITION and at the BEGINNING for SUBTRACTION and that is how you make a fact family!!

Outside of learning those fact families, just keep on practicing those facts and we will keep on practicing them on our Treasure Maps so that we will be on the way to math greatness!!!:

Activities for Chapter 11

1.    Finding Total Cost

Materials: pattern blocks or items that are equal so that there are 4 of one, 4 of another, 4 of yet another, and 4 of a final object, crayons, drawing paper

Procedure:

1.    Make a sheet that has a picture of each object that are labeled with the following amounts; 1 ¢, 2 ¢, 3 ¢, and 4 ¢ respectively.

2.      Ask the child how can you show 16 ¢ using the different objects.

3.    Have the child record each way using pictures and numbers.

4.    Discuss the different ways and what strategies can be used to figure out what the value was. The child can circle the doubles or the way to make 10

5.    Repeat with using 12 ¢.

2.    Finding Fact Families

Materials: 18 counters

Procedure:

1.    Display 15 counters so that all children can see them. Ask the child if there is a fact family that can be shown using these counters.

2.    Have the child record the family that was made on a piece of paper while modeling the different sentences.

3.    Have the child record the other fact families as well. It could be a challenge with another child or family member to see who can think of the most fact families for a given number.

4.    Repeat with other numbers up to 18.