We're mad about adding!

How many strategies can you use to add two numbers together? That is what we are currently exploring in second grade. Many people utilize the traditional method of addition, which we briefly touched on today (for those kids who already employ this method), where the ones column is added, tens are regrouped to the tens column, then the tens are added together. Many kids in the class understand how to use this and that is wonderful. However, it is beneficial to be able to understand different methods for solving a problem. This skill will translate to greater conceptual understanding, in math and in life! Help your child as much as you can with the methods they are least competent with.

Let's take the following problem as an example:

46 + 29

MOST USED METHOD ---->Counting Up:
Always start with the higher number (46). Count up nine by ones (from the number 46): 47, 48, 49, 50, 51, 52, 53, 54, 55. Now count up by tens two times (from 55): 65, 75. The sum is 75.


The most logical method done with less errors: Combining Groups(also knows as Partial Sums Algorithm):
First, group and add the tens (40+20 = 60).
Second, group and add the ones (6+9 = 15)
Finally, add those sums together (60+15 = 75). The sum is 75.

Adjust and Compensate:
Think about how the numbers could be added easily. You know that 29 is one away from 30. 30 is easily added to another number. Well, 46 + 29 is one less than 46 + 30. If you know that 46 + 30 = 76 and take one away,the sum is 75.

Similarly, if you know that 46 is 4 less from 50 and 29 is four more than 25 and 50 + 25 = 75. The sum is 75.

The way "We as parents" learned: Traditional Method:
Add the digits in the ones column (6+9 = 15), write the 5 in the ones place in the sum and carry the ten over to the tens column, add the digits in the tens column (4+2+1 = 7) and add to the tens place in the sum. The sum is 75.


If your child knows that you only employ one standard method when doing addition and want to learn new ways to add numbers quickly, let them try to teach you a method from the list above that they are learning. If a child can work through the method by teaching someone else, complete learning will have taken place and application of that concept will happen more readily!

In addition (pun intended), we are working on estimating sums. These are called "ballpark estimates." This requires the kids to look at a problem like 46 +29 and find a ballpark estimate that allows them to determine what the actual, exact answer will be close to. 46 is closer to 50. 29 is closer to 30. I can easily add 50+30 = 80. My actual, exact answer will be close to 80. The problem with estimating like this is that sometimes the kids put so much energy into finding the ballpark estimate, they think they are done with the problem. They will just carry the estimate over to the exact answer. The purpose of learning to estimate (and they will do this for the next three years in math, at least) is to compare your real answer to your estimate to make sure you are close. The estimate should be done quickly so more time can be spent on the exact answer.

AND THAT IS HOW WE ARE MAD ABOUT ADDING!!