ADDING DOUBLES
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Teacher Preparation:
The following steps are used to teach the addition of doubles using the Read - Write - Read method. For a more complete discussion of how this system works, click here.
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1. Teacher asks: "What is one + one?" While asking this, place one of each manipulative on the table in front of the student, preferably one of each color.
2. Write "1 + 1 =" on a piece of paper.
3. When your student gives you the answer, fill it in. Your equation now looks like this: 1 + 1 = 2.
1. Teacher asks: "What is two plus two?" While asking this, place two of each manipulative on the table in front of the student, preferably two of one color in a pile and two of another in a second pile.
2. Write "2 + 2 =" on your paper, directly under the first equation.
3. When your student gives you the answer, fill it in. Your equation now looks like this: 2 + 2 = 4
1. Teacher asks: "What is three plus three?" While asking this, place three of each manipulative on the table in front of the student, preferably three of one color in a pile and three of another in a second pile.
2. Write "3 + 3 =" on your paper, directly under the first equation.
3. When your student gives you the answer, fill it in. Your equation now looks like this: 3 + 3 = 6.
Continue using these three steps with each number double, through 12 + 12 = 24.
WATCH FOR LEARNING
Watch and listen carefully as your student uses the manipulatives to figure their answers. At first, they may wish to count all the manipulatives in both piles, in effect starting at "one" each time. If your child is comfortable getting the answers this way and the exercise seems simple, suggest they not bother counting the first pile, since they already know how many are there. This is why it is important for a child to be able to count up FROM ANY number. If your student cannot start from any number and begin counting, they are not ready for addition!
To teach a child to begin addition with the first number (rather than one), we have them touch their forehead and say the number - because that number is "in their brain" without having to count to it.
Once you have completed the first part of this exercise, above, with each number and have written the equations down, you should have all twelve equations in a column along the left margin of your paper. Now draw a vertical line just to the right of these equations.
Have your student read the equations back to you, one at a time, carefully and slowly, out loud and in order, from the top down.
Now have your student copy each equation, exactly as it is written, to the right of the vertical line you drew. Be sure they copy each equation completely, from left to right. Many children love to "finish quickly" by writing in columns: all the numbers, then all the plus signs, then all the numbers, then all the equal signs. DO NOT ALLOW THIS!! It is a pattern, it is quick and efficient, but it is counterproductive to learning!
Once your students have properly copied each equation, have them read back what they have written, this time from the bottom up, so they start with 12 + 12 = 24 and end with 1 + 1 = 2.
LIGHT BULB IMAGE HERE - WATCH FOR LEARNING
Listen to your students and watch them carefully as they read for you. If you detect a monotone drone or a sing-song pattern, and they seem to be speaking without really hearing themselves, you can stop them. As soon as they finish reading one of the equations, preferably a larger number like 7, slap your hand over the paper, covering the equation, and ask, "What did that say?" Be sure they can repeat the equation they just read exactly as it is written. If they hesitate, or worse, don't remember any or all of the equation, remind them to listen to themselves as they read - it's called paying attention. If they don't understand, try explaining that it is like talking to oneself inside your brain. With a little practice, they will become good at it, and learning improves dramatically!
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If you think about the system being used, your students will learn by reading, writing and reading the equations, to memorize their addition doubles. However, by using manipulatives before starting the memorizing, they are "seeing" how and why they have come to these answers. First they figure them out by counting, then they practice remembering them. As we have stated so many times, memorizing is important, but rote memory without understanding is meaningless. With these simple exercises, your child will learn, understand and memorize their important facts.
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Continue repeating these exercises each class. The entire process should not take more than a few minutes - good! The whole point is that it is quick and simple, and you can again reinforce this by pointing out how quickly the math lesson goes each day. If your child wants to do more, it is best to spend additional time on reviewing what has already been learned. Counting forward from any number, counting backwards, adding 1, 2 or 3.
All future lessons are based on previous materials, so it is unwise to move on before the current skills being learned are mastered with some proficiencey.
LESSON 3 AND OTHER LINKS HERE.
