Addition is an idea that a significant number of students find difficult to get the hang of. Hopefully, this article will offer some practical suggestions to help teachers overcome such problems.
For many young learners, combining sets of physical objects is their most basic experience of addition. This process typically involves gathering two sets of objects, then counting how many objects there are altogether. ie. the simple question 5 + 1 can be solved by building two towers of blocks, and counting up all of the blocks that have been used. Some children, especially those with learning needs, find this strategy difficult to finish. If the child is unable to maintain their attention for the duration of the activity, blocks will go missing, towers will end up with extra blocks, the child will mix up used and unused blocks, and by the end of the process, the wrong answer is arrived at. The length of the process means that if the child does not grasp the concept quickly, they are not likely to make progress at all. Further to this, it is difficult to transfer this process into a calculation that can be approached mentally: for instance, try to visualize two large sets of objects in your mind, and then count them all up. Even for adults, this is nearly impossible.
A replacement for the long-winded process discussed above is to use written jottings. Write out the addition problem on a piece of a paper, and next to the first number, draw the relevant number of circles (for example, for the number 6, draw 6 circles). Ask your child how many circles they'll have to draw next to the other number in the sum. Once they give you the correct answer, ask them to draw the circles. Finally, ask them how many circles they have drawn altogether. This is a much easier method of bringing together two sets, is more suited to students with lack of focus, and is less likely to fail due to mechanical error. It also instructs the student to associate between what the written sum says, and why they are drawing a specific number of circles.
Counting on is an idea that relates to the student's ability to recite number names. When your student is able to count to seven, make a point of asking them questions like: which number follows.... (For example, what number is 1 more than 3?) This is actually equivalent to answering an addition problem like 1+1, but builds links between the notions of addition and number, which is very powerful. Using this strategy prepares your student to use number tracks, and gives them the confidence to solve problems in their head. It can be practised nearly anywhere, and doesn't require any equipment. The technique can be developed, by asking: "what number is two more than..." Once your student knows how to respond to such problems out loud, present them the question written down, and tell them that this is the same as the problem you had been thinking about before. This will allow the student to see counting and addition as fundamentally related, and that this "new" problem is something they have already met.
Playing board games is both entertaining and a useful tool for teaching maths. Games that require a counter to be moved around a board (such as snakes and ladders), do much to encourage children to count on. The child is asked to count up the spots on the die, and then move their counter along the appropriate number of squares. If the board has numbers printed on it, your child can see that the action is the same as counting numbers aloud or using a number square. When using board games, always remember to mention the relationship between this and adding up.
Usually, our ability to solve addition in our heads is based on facts we have memorized. We don't have to work out the solution to 6 and 4, we just recall it. Having the ability to remember a range of number facts lets us approach maths confidently and quickly. Increase your child's awareness of known number bonds by singing nursery rhymes and songs together which incorporate number stories. Try playing matching pairs games , where you have to find the location of the question (for example 8+4) and its answer from a small set of playing cards turned face down. Assemble a set of flashcards with basic addition facts written on them, show the cards one at a time, and ask the child for the answer, providing a good deal of praise when they say the correct answer. When they are ready to move on, expand the number of facts. Going to an effort to make the exercise fun will prevent the child looking at maths as unexciting, and make them want to improve their skills.
Practise makes perfect, but the correct kind of practise also generates more confidence. By using simple worksheets, aimed towards your child's ability level, you can improve the student's ability with addition, particularly mentally. There are many free and paid sites on the web that offer worksheets to assist with the teaching of addition; however, it is important which adding up worksheets you use. Make certain that the worksheets are long enough to keep the student's interest and are pitched at the right level, being neither too difficult, nor too easy. You should really be using sums that promote their recall of addition bonds, alongside a small number of sums involving some calculation. When your student finds the right answer, use the opportunity to make them feel good with plenty of praise; however, when they become confused, never look upset, but briefly show them their mistake. In short, using mathematics worksheets with care can really enhance your child's skills.
Sarah Currigan is a practising teacher, and the co-author of http://www.worksheetgenius.com, a free website full of printable worksheets, puzzles and activities that can be differentiated and randomized at the touch of a button.
Disclaimer: All information on this site is provided for informational purposes only! By no means is any
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