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Discussion in 'Personal' started by monicabilongame, Jan 20, 2016.
Sorry for all the bits, but nicked it off FB,
It's taken me a good few seconds just to work out what was happening in the second picture.
I have never taught addition like that or taught kids who tried to use a similar method.
'New Math' is an American thing. There is a lot of rubbish goes on in UK Primary but the National Curriculum requires that formal columnar algorithms be taught.
no. never seen it. the fact that it says 'math' implies it's from america. you might do it like that on a number line, but not written out like that.
I still don't know what's happening..where did the 2 come from?
The 7 is split into 5 and 2 which are added separately.
so the 5 and 5 can be added together as a number bond
Partitioning into tens and units mentally (50+30, 3+7) is quite common, but I don't ever see the additional splitting of the tens and units numbers.
you would on a number line. get to the nearest ten first using number bonds. though the tens wouldn't be split after Y2/beginning Y3.
@emilystrange and @Flere-Imsaho thanks for explanation.. but my befuddled brain still can't understand the reasoning!
To me it looks like a method of teaching mental rather than written calculation. It's something I have to do a lot when tutoring kids for the 11+ because their reliance on a written method slows them down in the test too much, BUT it's not something that should be taught instead of column method, but rather something that's tagged onto the end once pupils understand what they're doing on paper.
I wouldn't bother splitting the 7 into 5 and 2 either, as I'd expect them to be able to add 7 and 3 (or any two digits under 10 - but especially two which were a number bond to 10) quickly in their head anyway.
For me, teaching maths has tended to come down to first showing them the proper method of doing things, then teaching them all the shortcuts and number tricks that you can use to get round having to do it the long way!
I'd have added the 2 first. Then the 5. And maybe the 30 all in one go!
But it's just a method. Nothing odd about it. Partitioning. Will help lots of kids. Or a few.
I've been doing that (not exclusively that) and many other methods for decades.
And I never heard of number bonds
What does 37 mean? It CAN mean a 5 and a 2 and 30. And what's 30? Well, it could be thought of as 3 tens.
So you use the counting-on method. Like calculating change at a till.
53 and the 2. Then top up to 60 with the 5. Then you've got an easy 30 left. That takes you to 90.
All the different ways of making 10 or 100 or any number.
9 and 1. 8 and 2. 5 and 5.
splitting the 7 comes from chunking, but as 7 and 3 reach ten anyway there's no need for it. it's way too complicated in the photo.
number bonds? the numbers that go together to make a given number? in primary we do 10, 20 and 100 mostly, but any number will do.
Yes, for 53 + 37 you'd think they'd see the 7 + 3 immediately and want to make 60. By the time they can do tu + tu they should spot that combination instantly.
Tom Lehrer says it all.....