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    Mental Math Strategies

    Uploaded by

    Eric Sloan
    The document provides strategies for mental math for addition, subtraction, and multiplication of numbers for grades K-4. It suggests strategies like counting on or back, using doubles facts, making 10, part-part-whole relationships, skip counting, using a 100 chart, chaining operations, working with multiples of 10, expanding numbers, front-end adding, compatible numbers, and removing trailing zeros. The goal is to help students develop efficient methods for calculating without paper and pencil.

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    © All Rights Reserved
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    Mental Math Strategies

    Uploaded by

    Eric Sloan
    179 views3 pages
    The document provides strategies for mental math for addition, subtraction, and multiplication of numbers for grades K-4. It suggests strategies like counting on or back, using doubles facts, making 10, part-part-whole relationships, skip counting, using a 100 chart, chaining operations, working with multiples of 10, expanding numbers, front-end adding, compatible numbers, and removing trailing zeros. The goal is to help students develop efficient methods for calculating without paper and pencil.

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    The document provides strategies for mental math for addition, subtraction, and multiplication of numbers for grades K-4. It suggests strategies like counting on or back, using doubles facts, making 10, part-part-whole relationships, skip counting, using a 100 chart, chaining operations, working with multiples of 10, expanding numbers, front-end adding, compatible numbers, and removing trailing zeros. The goal is to help students develop efficient methods for calculating without paper and pencil.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    179 views3 pages

    Mental Math Strategies

    Uploaded by

    Eric Sloan
    The document provides strategies for mental math for addition, subtraction, and multiplication of numbers for grades K-4. It suggests strategies like counting on or back, using doubles facts, making 10, part-part-whole relationships, skip counting, using a 100 chart, chaining operations, working with multiples of 10, expanding numbers, front-end adding, compatible numbers, and removing trailing zeros. The goal is to help students develop efficient methods for calculating without paper and pencil.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
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    At a glance
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    The document discusses various mental math strategies for operations like addition, subtraction and multiplication.

    Some strategies for addition include counting on, using doubles, and making ten.

    Some strategies for subtraction include counting back, counting up, and using part-part-whole.

    K-4 Mathematics

    Teacher Information: Mental Math Strategies

    Mental Math Strategies


    Thinking Strategies for Addition Counting On: Students start with a number and count on 1, 2, 3. For example, if the question is 5 + 2, students count 5, 6, 7. Note: This strategy is only useful for adding 1, 2, or 3. The first fact combinations students often learn are doubles. Examples: 2+2= 3+3= 8+8= Students make combinations that equal 10. Then they extend to make combinations that are multiples of 10. Examples: 6 + 4 = 10 extends to 76 + 4 = 80. This can then be extended to 10 + 4 = 14 or 50 + 8 = 58.

    Using Doubles:

    Making Ten:

    Thinking Strategies for Subtraction Counting Back: Students start with a number and count backwards. If the question is 5 2, students count 5, 4, 3. Note: This strategy is only useful for subtracting 1, 2, or 3. Students start with a number being subtracted and count up to the number from which it is being subtracted. For example, for the question 9 7, students can count 8, 9.

    Counting Up:

    Using Part, Part, Whole: Given: Part + Part = Whole Therefore: Whole Part = Part Examples: a. Thinking Addition: 15 8 = ? Whole Part = Part (?) Students think 8 + 7 = 15 (Part + Part = Whole) Therefore: 15 8 = 7 b. Partitioning: 97=? Numbers include 9, 7, 2. Students make all possible combinations for Part + Part = Whole 7+2=9 2+7=9 so 9 - 2 = 7 or 9 - 7 = 2

    Z:\LwICT\Report Card Rubrics\Rubrics Sept 2008\Mental Math Strategies.doc

    K-4 Mathematics

    Teacher Information: Mental Math Strategies c. Missing Part: 8 + ? = 11 Students use part, part, whole to answer such questions.

    When students have an easier time adding than subtracting the following strategies can be helpful. Make Ten and Then Some: Given a subtraction question such as 14 8 = ?, students start with the part (8), add-on to make 10 (i.e., 8 + 2), then add-on from 10 to make 14 (10 + 4). Then the students add the numbers they added-on to make 14 (4 + 2 = 6). Using Doubles: Thinking in Patterns Skip Counting: 100 Chart: Starting at any number, students skip count by 10s, 2s, 3s, 5s. For example, ask students to skip count by 10s starting at 46. Make sure a 100 chart is visible in your classroom and that students have access to desk-size charts. Refer to the chart and practise counting skills or the chart regularly. Indicate moves on the 100 chart by using arrows. For example, 23 + 11 = ?, would be indicated with one space across from 23 to 24 and then from 24 ten spaces down to 34. Note the pattern for all additions of +11 on the chart. Extend to the addition or subtraction of other numbers. Example: 8 + 2 + 4 + 6 3 = ? (Note: choose combinations that end in multiples of 10 to encourage students visualization of the 10 frame.) For the question 13 6 = ?, students think addition using doubles. For example, 6 + 6 = 12, then add-on 1 to make 13, so 6 + 1 = 7.

    Arrow Moves:

    Chaining Operations:

    Strategies for Adding and Subtracting Large Numbers: Multiples of Ten: For addition: For subtraction: 30 + 50 = 50 30 = , 56 + 10 = , 56 10 = , 56 + 30 = , 56 30 =

    Expanding the Second Addend or Subtrahend: For addition: 28 + 17 = For subtraction: 28 17 = Front-end Adding:

    , 28 + 10 + 7 = , 28 10 7 =

    Example: 65 + 26 = ? Ask students to think 60 + 20 = 80 and 5 + 6 = 11, so 80 + 11 = 91.

    Z:\LwICT\Report Card Rubrics\Rubrics Sept 2008\Mental Math Strategies.doc

    K-4 Mathematics Compensation for 8 and 9: Examples: Compatible Numbers:

    Teacher Information: Mental Math Strategies

    67 19 = 67 20 + 1 67 18 = 67 20 + 2

    43 + 29 = 43 + 30 1 43 + 28 = 43 + 30 2

    Students bring together numbers that add up to 10 or multiples of 10. Example: 8 + 5 + 12 + 7 + 5 + 3 + 4 = ? Think 8 + 12 = 20, 5 + 5 = 10, 7 + 3 = 10 Therefore, 20 + 10 + 10 + 4 = 44 Students count by 25s and relate to money. For addition and subtraction operations, students remove the 0s, complete the operation, and then tack the 0 back on. Example: 120 70 = ? Think 12 7 = 5 Add the common zero, so the answer is 50.

    Multiples of 25: Common Zeros:

    Strategies for Multiplying Trailing Zeros: For multiplication, students remove the trailing 0s, multiply, and tack on all the removed zeros. Examples: a. 5 x 60 = ? Think 5 x 6 = 30 Tack on the removed 0, so the answer is 300 b. 20 x 30 = ? Think 2 x 3 = 6 Then tack on all the removed 0s, so the answer is 600

    Z:\LwICT\Report Card Rubrics\Rubrics Sept 2008\Mental Math Strategies.doc

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