I have a seventh grader who is working on subtracting two digit numbers by one digit with borrowing. The students needs to make tick marks to find the answer for something like this (13-9). He doesn’t use his fingers, but he writes tally marks. Should I have him use a number line? Is it possible for him to learn without using his fingers or tally marks or number line, but through memorization? How would I go about it? Or do I just show him how to using the number line. Most of my students count on their fingers, which doesn’t bother me, but it doesn’t seem like a very efficient way to subtract and add. These kids are in 7th and 8th grade now, the habit of adding on fingers or using tallies is embedded. Is it possible for them to learn a more a efficient method and how do I do it. No frilly stuff for me, just want the basic nitty gritty way to do it.. thanks, hope someone can help.
Re: too late?
Victoria, I knew that I could count on you. When I have more time I will read up on your stuff. I did a search on your name and had 160 something responses!!!! I value your insight and find it most helpful. I will look up some of your old posts and if I still have any questions I will ask you. Thanks so much!!!!!!!!!
For memorization of math facts,
I think it is hard to beat “Math Facts the Fun Way” at http://www.citycreek.com. It tends to work quickly, even with children who have been unable to learn math facts in other ways.
Mary
Re: too late?
Rebecca,
Are you familiar with Touch Math. It’s easy and your students won’t have to use any more fingers or number lines. My son was taught this method in 2nd grade and has been using ever since. Try TouchMath.com.
Good luck with your students.
Carol…………..Tampa FL
Re: too late?
A friend of mine had the same type of problem. She found that by teaching the class cribbage and backgamon (both require basic arithmatic skills) and setting aside time during the class for them to play these games they soon stopped counting on their fingers. It seems that the practic they got in the game situation helped them learn and understand the math facts in a way that work sheets could not.
Re: too late?
Well, I’m not crazy about games — seen a lot of time wasted — but absolutely, worksheets rarely teach anything.
Re: too late?
Hello Rebecca,
You might want to think about having your seventh grade student tested for any learning differences. There may be an underlying factor which is causing the difficulty in math called “dyscalculia.” When writing math problems, try to allow plenty of space between problems. Students with dyscalculia tend to get distressed and confused mentally when the problems are too close together. Also allow plenty of scrap paper with lines and plenty of room to work problems out unclustered. Allow more time for the student to take a test might also help.
To find out more about Dyscalculia, you can go to http://www.dyscalculia.org/teacher.html
for help and information on this learning difference.
In order to help him with math, try allowing him and another student play games that require counting. There are also websites that can help him learn his addition facts. A good website is http://www.eduhound.com/mainpage.cfm
which has an area where the students can work with flashcards for addition, subtraction, multiplication, and division. The students can also play MATHO, a game that is similar to BINGO. Mathblaster is a computer program that might help. This program allows you to change to different levels of math and choose what kind of math problems you want to practice.
.
Re: too late?
Hey, I taught him! Except it was years ago and he was in ninth grade.
We spent a lot of time taht year drilling the facts. I was a fairly new teacher and to my amazement they preferred a tightly structured day with lots of drill and practice, especially designed for lots of success. (Even then I knew that you had to practice them right — my swim team coach taught us “practice makes permanent” when I was 9 or 10).
I just found that Phyllis Fischer (who’s done reading fluency speed drills) has put out some math fluency drills, too — you might want to check it out at www.oxtonhouse.com .
Tick marks and tallies are better than fingers; fingers are awkward and slow and violently inaccurate.
Yes, it is possible for these students to memorize the tables, and it would be a great kindness to them to take this time-waster off their backs. Ty taking five minutes a day reciting tables for a month or two; recite orally in unison. This might seem over-simplified, but you will be amazed how many of these kids have never had any organized teaching at all. They do most school work by hope and guess and are geneally very grateful for anything that puts some sense and order into it.
Number lines are a nice model but I was made sick to my stomach trying to work with a kid who had been taught to “add” by putting two fingers on a ruler as a number line. Since he couldn’t count accurately past six, this was on the order of trained seal behaviour which is why it was sickening. If you use number lines, please use them as a model for thinking about numbers and not as another replacement instead of understanding.
I’ve posted some other detailed and nitty-gritty stuff here; look for my old posts (search button above) and please ask for any other thoughts.