I know you said she doesn't like manipulatives, but pennies and dimes might work. Trade 10 pennies for a dime, etc. So, if you add 7 pennies and 8 more pennies, you make a group of 10 and trade it for a dime and have five pennies left over.Renai wrote:I'm at a loss of how else to present this concept. Funny thing is, she gets the subtraction with borrowing. It's the addition with carrying that's causing her problems. I know she "gets" the subtraction because Friday she wanted to play a computer game that required both. I quickly showed her how to work the problems and every time I checked, her work was correct on the whiteboard.
I had initially skipped these chapters to firm up her math facts, and am coming back to them.
We've used base 10 blocks (even though she doesn't really like to use manipulatives) with a place value chart. She works stuff on the whiteboard. She still likes to split the numbers into units and tens. She'll add the right side, put that answer in a circle in the side, then put those numbers in the right columns. This afternoon she thought she'd get done quicker by adding the left side first. Of course, she had to erase all the answers. How frustrating is that!?
So I don't know what else to do. Any ideas? skip again until the end of the year? I'm up for it, lol! There's still plenty else to do in this book.
Since she already naturally understands borrowing, show her that she can borrow by trading the dime for 10 pennies. Maybe since she already gets this concept, when you add with the coins, maybe it will click in that direction too.
Play with those pennies and dimes!
I'd start with facts that she just might know (or easily figure out). For example, she probably knows that 9 + 2 = 11. You could easily model this with pennies. Make a group of 10, trade for a dime, and have one left over. After she's fine with demonstrating facts she knows, try problems she's not memorized (say, 32+88). Same concepts.
Another thing that I was reminded of when you mentioned adding the left first is that we had some silly motivational speaker at work (long before my mommy days) who asked us (a group of several dozen adults) how to add and everyone agreed "right to left." He showed us that you can just as easily add "left to right;" it's just not what we were taught. I had forgotten about it and don't really remember the concept (the speaker wasn't teaching math, just showing us to think out of the box or something -- I guess he didn't make much of an impact if all I remember is the math thing).
Anyway, if you add these numbers "left to right":
+ 3 5
You could add the 8 and 3 and put the 11 in the "tens column." Then when you add the 9 and 5, you put the 4 in the "ones column" and add the extra 1 to the tens column and you get 124. Same as if you went right to left. However, that's not how any curriculum that I know of teaches addition. I just remember this speaker saying it's just as easy. You're carrying all the same, but in a different way.
It's just figuring out what makes a kid understand, what makes that light go on. My youngest dd does fine in math ... once she gets a concept. Some concepts are like second nature to her and others are totally alien.