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Addition Subtraction

This document discusses how children develop an understanding of addition and subtraction operations. It begins by explaining that children initially use modeling and counting strategies, rather than formal algorithms, to solve problems. It then provides examples of different types of addition and subtraction word problems that children encounter, including join, separate, part-part-whole, and comparison problems. Finally, it discusses considerations for creating age-appropriate math problems and introduces key properties like commutative, zero, associative, and distributive properties.

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217 views

Addition Subtraction

This document discusses how children develop an understanding of addition and subtraction operations. It begins by explaining that children initially use modeling and counting strategies, rather than formal algorithms, to solve problems. It then provides examples of different types of addition and subtraction word problems that children encounter, including join, separate, part-part-whole, and comparison problems. Finally, it discusses considerations for creating age-appropriate math problems and introduces key properties like commutative, zero, associative, and distributive properties.

Uploaded by

api-309894157
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 15

By: Kristen Darmafall

CHAPTER 9: DEVELOPING
MEANINGS FOR THE OPERATIONS
(Textbook example)

Aidan had 7 beads. After she bought some more


beads, she had 15 beads. How many beads did
Aidan buy?

….How do children think?


Before being introduced:
Unlike adults who would just subtract the 7 from the 15, children
use a sense of MIMICKING the situation in the problem by simply
adding on to the 7 until they reach the 15.
Addition and Subtraction
Problem Structures

Example:
Join/Add to Sally has 3 pennies. Ben gives her
4 more. How many pennies does
Problems: Sally have altogether?

Change
Also known as “add to”

Start Result

Video for this type of problem


Example:
Sally has 9 pennies. She gives 5
Separate/Take pennies to her friend Ben. How many
from Problems: pennies does Sally now have left?

Also known as “take away or take from”


Change

Start Result
Example:
Jennifer has 7 pennies and 4 nickels.
Part-Part- How many coins does she have?
Whole
Problems

Whole
Also known as “put together and take apart”
Part Part

Video for this problem type


Example:
Comparison Brandon has 13 pennies and Megan has
7 pennies. How many more pennies
Problems does Brandon have than Megan?

(Alternative: How many fewer pennies


does Megan have than Brandon?)

Bigger Amount

Smaller
(difference)

Video for this type of problem


Semantic vs. Computational
 Semantic equations are very likely to be seen
in the “join” problems.
-They are written in the order of the problem
Example: What plus 4 equals 12?
+4=12
 Computational form goes along with semantic
in which the semantic cannot isolate the
unknown.
-Another way of looking at an addition problem
Example: 12-4=
Three Levels that Children Solve
Addition and Subtraction Problems
1. Direct modeling:
-This is when a child would model every scenario that the problem
provides using actual objects, fingers, or drawings.
Example: 3+2=5

2. Counting Strategies:
-A child would not count every number in the problem; instead, they
count up from the number given to reach the total.
Example: 3+2=5
“3, 4, 5… the answer is 2.”
3. Derived Facts:
-A child would look for techniques to decompose the numbers in a
problem to get a simpler one.
Example: 8+5.
“5 could be broken into 2 +3. 8+2=10. 10+3=13.
So the answer is 13.”
Things to Consider when Making Problems:
 Structure
 Make sure the way you format the problem is a way that
the students can solve by how they are used to

 Numbers
 Do not choose numbers that are too easy or hard

 Wording of the problem


 Make sure it is easy for students to follow
 Make sure it is easy to understand what is being asked
Symbolism
 After students learn how to figure out problems
utilizing strategies, integrate symbols for them to
learn how to write them.

 “+” means to add or join to.


 Ex: I saw that you had 4 then you added 3 more to get 7.
You can write that as 4+3.

 “-” means to subtract, minus, or take away.


 Ex: I saw that you had 7 but then took 4 away to get 3. You
can write that as 7-4.

 “=“ means equals to or the same as.


 Ex: 3+4=7 because 3+4 is equivalent to 7.
Model-Based Problems for
Addition and Subtraction
Commutative Property
 Sometimes known as the “order property”

 This means that it does not matter what


order the numbers are added in because they
still get the same solution.

 Example:
 3+4=4+3
Zero Property
 Also known as the “Identity property”

 This property states that no matter what number is


present, if you add or subtract zero to it, it remains
the same number.

 It is easier to explain to students if you use real life


scenarios or stories to show this

 Ex: If you have 3 pieces of candy and do not give any


away, how many do you have left?
 3-0=3
Associative Property
(Not in Textbook)

 You can change the grouping of a problem but still


get the same solution.
 Example: (3+7)+2=3+(7+2)

Distributive Property
(Not in Textbook)
•This property combines multiplication with addition.
Example: 3*(2+1)=(3*2)+(3*1)
Sources

 Youtube.com

 Mathatube.com

 Teaching Student-Centered Mathematics


Textbook

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