Exploring and Learning Addition Facts within 10

Counting and basic addition facts can be reviewed at the beginning of the second grade through the introduction of a new topic, geometry. Not only would it, serve as a less painful way to review, but it would also open the door for more logical reasoning, thinking, and creating. Many new concepts and new vocabulary will be learned as an incidental part of this type of review.

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Mastering Basic Facts of Addition: An Alternate Strategy

The Arithmetic Teacher ◽

10.5951/at.28.7.0020 ◽

1981 ◽

Vol 28 (7) ◽

pp. 20-24

Author(s):

Beth E. Lazerick

Keyword(s):

First Grade ◽

Grade Child ◽

Alternative Method ◽

Simple Rules ◽

Basic Facts ◽

The One ◽

Addition Facts

If 2 + 2 = 4 today, then it had better equal “4” tomorrow. This may seem trivial to adults who have memorized the basic facts of addition, but this is anything but obvious to the first-grade child who is beginning to struggle with the intricacies of memorizing the basic facts of addition. Fortunately, what once was called the “one hundred basic addition facts” has been mercifully whittled to about fifty-five ”real” facts and a few simple rules. (Heddens 1980, Underhill 1972) How is this done? Quite simply, thank goodness. Since nobody argues with the need to memorize the basic facts of addition, children should at least be able to do it in the simplest possible way. One alternative method for doing this is outlined here.

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Doubles Up—Easy!

The Arithmetic Teacher ◽

10.5951/at.29.8.0020 ◽

1982 ◽

Vol 29 (8) ◽

pp. 20

Author(s):

Carol A. Thornton

Keyword(s):

Mathematics Learning ◽

Learning Difficulties ◽

State University ◽

University Mathematics ◽

Illinois State University ◽

Addition Facts

Easy facts first, then harder ones! This is the natural route to take in the mastery of basic addition facts, and addition doubles are certainly among those “easy” facts. Using objects to help children “picture” each double makes learning the doubles even easier and a lot of fun. That at least has been the experience of children enrolled in the Illinois State University Mathematics Learning Clinic for area children with learning difficulties in mathematics.

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A thinking model for deductive proof

The Arithmetic Teacher ◽

10.5951/at.22.3.0222 ◽

1975 ◽

Vol 22 (3) ◽

pp. 222-224

Author(s):

Paul Shoecraft

Keyword(s):

Elementary School ◽

Daily Living ◽

Daily Life ◽

School Mathematics ◽

Knowing How ◽

Elementary School Mathematics ◽

Know How ◽

Deductive Proof ◽

Addition Facts

The objectives of elementary school mathematics fall under one of two headings—knowing or knowing how. “Knowing” refers to that core of facts, concepts, and processes believed essential for all students to master (e.g., the addition facts, the concept of addition, the addition algorithm). “Knowing how” refers to those problemsolving skills by which the facts, concepts, and processes are put to use (e.g., solving verbal problems in addition, solving addition problems in daily living, proving theorems associated with addition). The teaching of these skills is the ultimate aim of elementary school mathematics, since what we know cannot be applied in daily life unless we know how to use it.

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Priming addition facts with semantic relations.

Journal of Experimental Psychology Learning Memory and Cognition ◽

10.1037/0278-7393.34.2.343 ◽

2008 ◽

Vol 34 (2) ◽

pp. 343-352 ◽

Cited By ~ 14

Author(s):

Miriam Bassok ◽

Samuel F. Pedigo ◽

An T. Oskarsson

Keyword(s):

Semantic Relations ◽

Addition Facts

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