Fun Arts And Crafts For 2 And 3 Year Olds Get Them Off Their Fingers And Into Math

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Get Them Off Their Fingers And Into Math

Moving To Mastery

Mastering the 45 additions is an important step on the way to making computing easy. Addition is simple if the concepts are understood. 5 + 7 is the same as 7 + 5 and when 7 and 5 are added together it will always end up in 2… so 17 + 5 and 15 + 7 are easy and students can also see that 37 + 5 is basically the same. problem like the single digit problems with tens “just for the ride.” You’d be surprised at the number of students who don’t get that simple concept. They will come up with 21 or 23 instead of 22 when adding 15 + 7. They can also use the simple “want to be ten” algorithm to make it easier: 7 takes 3 from 5 making one ten and two, OR 5 takes 5 from 7 making one ten and two. Either way it’s 12, and the best way to do it is the way the student likes best.

This method allows the student to get rid of their fingers doing “ten and a bit more” when adding two numbers. As it turns out there are only 45 combinations… once students understand this simple “want to be ten” algorithm addition becomes much easier and they can tackle bigger problems on their own. Then it just comes down to practice and repetition. Use a wide variety of problems to practice this skill and teach other concepts at the same time to prevent the practice from becoming a mind-numbing drill that will also turn students off to math.

Using their fingers is a step on the way to mastering additional facts, unfortunately many students remain stuck at this step until adulthood. For kinesthetic learners using fingers and hands IT IS IMPORTANT: that’s how they learn and you have to help them get past this: manipulatives are a great way to get them to “do it their heads.” For young students using fingers and hands is just natural…you can also spot the kinesthetic learners as they will rely more on their fingers and be slower to move on from them. This does not mean that they are “slow” or less capable than visual or auditory learners, they grasp concepts as quickly or faster than those with other learning styles. We also find when it comes to sports and other activities that require hand-eye coordination (like arts and crafts) they often excel. Using your fingers is great! AND you have to get past that stage if you’re going to be fast at adding and achieve mastery. Being fast at addition leads to easy mastery of multiplication as an added bonus. They may even like math, why wouldn’t they if it’s fun and easy?

Many speed reading courses include the use of the finger to guide the eye along the page, some use this to start, and then drop it for other courses this is the main stay of the course. Adding more sensory input increases learning, and in the case of reading the hand and the eye are integrally connected. The point is that you want to encourage students to go through this step when it comes to math NOT discourage or skip the step all together. Some students will naturally NOT use their fingers when doing mental math…for those who use their fingers later, it will become a handy cap. Counting quickly makes math easier, because everything is counting; however, don’t confuse computing with the math. Mathematics is the use of computing and critical thinking skills to solve problems and express reality numerically.

Addition and subtraction as well as multiplication just calculate quickly. They are among the first steps in understanding mathematics, and they must be mastered to ensure success. Using fingers can also lead to a loss of accuracy, often children (and adults) are off one sometimes even two.

Practice with the attachments orally, build walls and towers, play like what’s under the cup, simple story problems and worksheets with pictures give the student the experience they need to make the transition from fingers to symbols to be able to do it “in. their heads.” Drawing rectangles and other math concepts as well as making drawings of the manipulatives they use helps the student understand the symbols and see what they do. It also adds variety, and helps students (and teachers) see that you are using the same skills throughout all of math, which is why you often see me using third and fourth power algebra to teach addition and multiplication facts.

Actually, if you take the concept far enough, they can also remove the symbols as it were and do it ALL in their heads if necessary, without paper or pencil. This was perfectly illustrated by a five year old who is able to count trinomials in his head because he can see the pictures when he hears expressions like x^2 + 3x +2 he can see it and tell you the sides. Or if you tell him the sides (x+3)(x+2) he can tell you the whole rectangle not because he sees symbols but because he sees PICTURES. Further he “cements” his addition and multiplication facts in his memory. How much easier is it to see 6 take 4 of 7 to make 13 when presented with a problem like x = 6 + 7 than to do algebra? It is also quite easy to see 6 + x = 13 or x + 7 = 13, especially if you give them a simple algorithm to solve these based on the concept of “want to be ten.” He also gets a lot of positive reinforcement because people think he’s a bit of a genius who motivates kids to do more. Never underestimate the power of simple praise.

Once they learn some basic concepts and understand what the symbols mean, math becomes easy and even fun. Being able to visualize what you are doing makes all the difference, it also makes memory easier because the mind works in pictures not symbols, so memorizing the 45 addition and multiplication tables is easier because the mind can store pictures much more. easier than symbols. Then when it is time to be recalled, an image or the symbols or just words can easily be taken from that place we call the long-term memory.

Have you ever known someone who remembers phone numbers by picturing the keypad in their head? They can even point to the numbers and move their index finger on an imaginary keyboard in the air as they recall the number. This is a visual kinesthetic way of storing long numbers. The brain works with images and that makes it easier to extract the information. How much simpler is it to add two numbers together than to recite seven to ten digits? Especially if you have a method to see them if you somehow forget?

A simple exercise: ask a student to picture a cow. Then ask if they saw a COW or a picture of a cow? Ask what color was it? This lets you know they haven’t seen any symbols. The problem is with math, most students have nothing to imagine whether it is algebra or simple addition. The “trick” if there is one is to get the information into the long term memory so that it is easy to remember and it is quite well proven that symbols, that is letters and numbersit’s a hard way to get information out there.

Manipulatives are the perfect bridge to get information out there. After all, it’s never storage that’s the problem it’s retrieval.

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