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Invented Strategies For Addition and Sub

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4K views

Invented Strategies For Addition and Sub

Uploaded by

api-267206558
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Invented Strategies for Addition and Subtraction

What is an invented strategy?


An invented strategy is any method used in calculation that does not use physical materials, counting by ones, or a
clearly defined set of steps or procedure. Invented strategies are flexible methods for computation that involve taking
apart and combining numbers in a variety of ways. This flexibility is based on place value or numbers that work easily
together. A student, a peer, or a class can invent strategies. Teachers may also suggest ideas.

Invented Strategies vs. Standard Algorithms
Invented strategies are number-oriented rather than digit-oriented.
When using the standard algorithm for 36 + 43, children may not think of 30 and 40 but rather 3 + 4. The idea of
the value of the entire number is lost.
Invented strategies are left handed, not right handed.
Invented strategies begin with the largest parts of numbers (represented by the leftmost digits). For 75 + 26, an
invented strategy might begin with 70 + 20. Starting on the left provides a sense of the size of the eventual
answer in just one step. The standard algorithm, however, begins on the right with 5 + 6 is 11. Starting with the
rightmost digits hides the result until the end of the computational procedure.
Invented strategies are flexible.
Unlike standard algorithms, invented strategies use different entry points to begin solving a problem.












Continued on back
Examples of Invented Strategies for Addition with Two-Digit Numbers
Add ten, add ones

98 + 26





Add on tens, then add ones

98 + 26





Move some to make tens

98 + 26





Use a benchmark or friendly number, then
adjust

98 + 26

What are the benefits of using invented strategies in the elementary classroom?
Students make fewer mistakes because they develop and understand their own computational strategies.
Students develop deep understanding of place-value because invented strategies are number-oriented.
As students develop proficiency with invented strategies, they are able to use them mentally without having to
record their thinking.
Invented strategies are often faster than the standard algorithm because they take less time than the steps to
the standard algorithm.
According to international measures of proficiency, students who use invented strategies perform as well or
better than their peers who are taught only standard algorithms.

When are students taught standard algorithms?
Students first develop conceptual understanding of operations. Next, they begin to develop, discuss, and look for
efficient, accurate, and generalizable computational methods (invented strategies). This stage of development is
extensive, requiring months, not weeks, of work. Students do not invent flexible methods of computation
spontaneously. Teachers must carefully create learning situations and environments that allow children to develop their
own methods of invented computation. Finally, students are introduced to the standard algorithm. Rather than seeing
it as a series of steps to follow, students better understand that the standard algorithm, like every computational
method they have used, must makes sense mathematically.














Source: Van de Walle, J.A., Louvin, L.H., Karp, K.S., Bay-Williams, J.M. (2014). Teaching Student-Centered Mathematics:
Developmentally Appropriate Instruction for Grades Pre-K 2, 2
nd
edition. Boston, MA: Pearson.
Conceptual
understanding through
direct modeling or
counting by ones
Invented strategies Standard algorithm
Instructional Sequence For
Computational Development

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