Академический Документы
Профессиональный Документы
Культура Документы
K2
Strategy
Explanation
Example
CountingAll/On
PreKtoKindergartenlevelthat
involvescountingeachitem.
Thenextstepisstartingwiththe
largernumber,thencountingon
theamountbeingadded.
5+2...1,2,3,4,5,and6,7
6+3...6,and7,8,9
6+3=9
Making10
Two
addends
(thenumbersbeing
added)thatmakeaquickten.
Learningthecombinationsthat
make10(1+9,8+2,6+4,7+3).
7+5+3
(7+3)+5
10+5=15
7+3equals10so10+5equals15
Doubles/NearDoubles
Doublesarefactsthathavethe
sametwo
addends
(thenumbers
beingadded).
Neardoublesarefactsthat
addendsdifferbyone.
Doubles:1+1,2+2,5+5,etc.
Neardoubles:9+8,5+6,7+6,4+5
AddingUp(subtraction)
Startwithsmallernumber,addup
toalandmark/friendlynumber,
fromthelandmarkadduptogetto
thetargetnumber.Addthetwo
numbersyouused.
Removal(subtraction)
Landmark/
FriendlyNumbers
Breakinguptheamountthats
takenawaysothattheonesare
thesameasthefirstnumberso
thatyoucaneasilysubtractthem.
Removethe
subtrahend
(part
beingsubtracted)inpartsthatare
thesameasthedigitinthe
minuend
(isthelargernumberthat
isbeingtakenawayfrom).
(22istheminuend,8isthesubtrahend)
228
thinkof8as2+6
so222=20then206=14
14isyouranswer
(41istheminuend,4isthesubtrahend)
414
thinkof4as1+3
so411=40then403=37
37isyouranswer
Landmarkorfriendlynumbersare
numbersthatareeasytousein
mentalcomputation.
Breakingeachnumberintoits
placevalue
Involvesbreakingupmultidigit
numbersintotheirplacevalue
amountstoaddorsubtractmore
quickly.
Compensation
Involvesdecidingwhichnumberto
adjusttomakeiteasiertoaddor
subtract.Compensate(adjust)by
changingtheothernumber.
Addingupinchunks
Addingmultiplesoftenswhile
keepingonenumberwholeand
thenbreakingaparttheonesinto
friendlycombinations.
Foraddition:52+39,
thinkof52+40=92,
thensubtracttheextra1addedto
the39atthestart
so52+401=91
Forsubtraction:3518,
thinkof3520=15,thenaddback
the2thatisthedifference
betweenthe18andthe20,
so3518+2=17
MathFluencyStrategiesSummary
35
Strategy
Explanation
Example
Landmark/
FriendlyNumbers
(Multiplication)
Landmarkorfriendlynumbersare
numbersthatareeasytousein
mentalcomputation.
9x25
10x25=250
25025=225
(Yousubtract25becauseyouonly
need9groupsof25,not10groups
of25.)
PartialProduct
Thefactorsinamultiplication
problemcanbebrokenapartinto
addends
(thenumbersbeing
added),allowingstudentstouse
smallerproblemstosolvemore
difficultones.
9x15=
9x(10+5)
9x10=90
9x5=45
90+45=135
DoublingandHalving
Inthisstrategystudentsdouble
one
factor
(numberbeing
multiplied)andhalftheother
factor,restructuringtheproblem
sothatitiseasiertosolve.
8x25
2x2
4x50
2x2
2x100=200
BreakingFactorsintoSmall
Factors
The
associativeproperty
(youcan
addormultiplyregardlessofhow
numbersaregrouped)isatthe
coreofthisstrategy.
12x25
(4x25)+(4x25)+(4x25)
100+100+100=300
RepeatedSubtraction
Startwiththe
dividend
(thewhole
beingdividedup)andsubtractthe
samenumberuntilyougettozero.
305
305=25
255=20
205=15
155=10
105=5
55=0
yousubtract5sixtimesso305=6
Sharing/DealingOut
Thestudentsknowsthewholeand
howmanygroups,butthestudents
doesnotknowhowmanywillgoin
eachgroup.Thestudentdealsout
intoeachgroup,untilthewholeis
alldividedup.
MultiplyingUp
Insteadofdividing,students
multiplythe
divisor
(thenumber
doingthedividing)
withfriendly
numbersuntiltheyreachthe
dividend
(thewholebeingdivided
up).
PartialQuotients
Inpartialquotientsdivision,ittakes
severalstepstofindthe
quotient
.
Ateachstep,thestudentfindsa
partialanswer
(calledapartial
quotient);thenthestudentfinds
the
product
(solutiontoa
multiplicationproblem)ofthe
partialquotientand
divisor
(the
numberdoingthedividing)and
subtractsitfromthedividend.
Finally,thestudentaddsallthe
partialquotientstofindthefinal
Demonstratesusingfriendly10sand2s
quotient.
tosolvetheproblem.Asthe10sand2s
arerecordedtothesideoftheproblem,
theyrepresent10x16and2x16.
ProportionalReasoning
Dividingthe
dividend
andthe
divisor
bythesameamountto
createasimplerproblem.Ifthe
dividendanddivisorsharecommon
factors,thentheproblemcanbe
simplified.
Theansweris24,youcanseethat
stoppingatanystepyouwillstillgetthe
correctanswer.