How do YOU teach Basic Math Facts

[bethbeth81]

My second graders are struggling with their basic addition and subtraction facts. They seem to understand the concept behind adding and subtracting, but take FOREVER to come up with answers. I hate to introduce a number line, touch point, or something like that because then students use this as a crutch. Any ideas that really work for you? Should i start back with 1 plus one? When i just blurted out.."class....what is 4+1" I heard "9" "6" "1" and only a few 5's....yes I'm serious! I would REALLY appreciate your input. Thanks so much!
Beth

[Lin]

What's wrong with a "crutch"? One of my strong beliefs is that we can't teach children EVERYTHING....our main job is to teach them to problem solve and to find information when they need it. Teaching them a way to figure out a problem on their own is better than teaching them to memorize! If they can figure out the answer to a problem on their own, I don't care if they have to use a number line, touch points, or their fingers and toes to do it! Think of yourself as providing them valuable problem solving skills that will last their whole lives.

[Trog]

I agree...math tends to be very abstract and this is hard for many students. Anyway that you can make this more concrete (manipulatives) or at least semi-concrete (number lines) the better the students will obtain a true understanding of mathematics. It's one thing to memorize 5+4=9 but it is another to truly understand why. If they can obtain this understanding then they are more apt to learn more difficult procedures.

[javamomma]

I agree what is wrong with a crutch? Isnt that what base ten blocks and other manipulatives really are? I also think you should teach the doubles +1, make 10 and add one, and any other trick out there~

[AAA Teacher Forum]

I hate to introduce a number line, touch point, or something like that because then students use this as a crutch.
Beth

I totally disagree about these tools being "crutches." If a student truly understands the concept, then they will not rely on number lines and such. I think that if a student is unable to do the addition and subtraction without a tool, they don’t completely understand the concept. You have to allow them the time with support materials to build confidence and knowledge.

Jennifer

[bethbeth81]

I get it! My "crutch" statement struck a nerve. I am still learning, so i appreciate your input. I take the slap on the wrist..so let's just get past that. If you have any other strategies that really work for you, please let me know. If you just want to comment on how stupid my comment was, I already get it! I DO love to use manipulatives and I am HUGE on making sure they really understand the logic behind the operation, not just memorizing without understanding. I was just looking for other fresh ideas. Thanks!

[Lin]

Well....I teach fourth grade, so I'm not sure how much help I can be....but I think I'd start with "fun" manipulatives: 3 skittles plus 2 skittles is 5 skittles. I bet they'd learn the subtraction facts preeeeeeetty fast!

Hang in there. They'll get it eventually!!!

[melissae]

Hi!
I am very hands on, especially with math so I agree with all of the others who have written in. I have started math fact bags in my first grade classroom. We start with the 0 +0 and move our way up. They get to study the cards for one week and then we have a math facts quiz. I do give them a limited time to take the quiz. It is not a timed test like I used to take when I was in grade school, but it is limited so that they can start to do the facts quicker. We are only doing a few at a time, and we add a few cards every week. We are in the sixth week of school and we are up to 24 cards. It is going great! This really helps them when they are using the manipulatives to problem solve because they have a base line to refer to.
You keep adding cards until you get to the highest sum that you want to get to. Then I switch and do subtraction, which for first grade is harder. Then way later, I mix the addition and subtraction up on quizzes so they have to look at the sign.
For me it is about having a balance between problem solving, critical thinking, and the facts.

Hope it helps.
Melissa