Borrowing or Adding 1 up top is the shorthand form of the place value method. When you borrow you’re not actually borrowing 1, you’re taking 1 of something (hundreds, tens) and giving it to another column in a decomposed form.

Teach the place value method so child has good numerical sense. Once they master teach them borrow method for doing it quickly.

Schools teach kids many different ways of doing each thing, so they will probably teach them both ways of doing it and your child can do it the way that is easiest for them.

Anonymous wrote:For numerate kids, any method works fine. For innumerate kids, no method works.

Not true. Mastery of ONE method should come before another method being taught. Smart kids pick up each method as it is introduced. Many kids just need to be taught one way at a time until they master it. I feel for kids who are taught all of the ways in quick succession. They rarely master any of them.

Anonymous wrote:I think I can teach my elementary school kids to read and how to do arithmetic. Especially when given a solid curriculum.

Good grief, what kind of country are we where we think parents can't handle teaching their kids multi-digit addition and subtraction? After all the "experts" (paging Lucy Calkins, Irene Fountas, or Gay Su Pinelle) have shown us they don't know?

Agreed.

We taught DC to read at home, after her preschool had taught her the letters and Basic phonics. She is a great reader and reads for fun. Preschool taught basic single-digit math addition/subtraction concepts by using objects, but we did regular reinforcement and practice at home; she is now a great mathematician able to add/subtract many columns of numbers using pencil and paper. None of this took more than 10-20/minutes each day (total, both reading and math). Now we are working on spelling at home (see separate thread on that). Schools with a good curriculum can be great, but nothing beats a small amount of daily 1:1 time.

Anonymous wrote:After reading this thread, please just hire qualified tutors with an educational background. There is a lot to know when teaching kids; it’s more than just following a workbook that your friend recommended.

Parent here. I studied math all the way through college, have a bachelors degree with 2 different (unrelated) majors and a minor, and a masters degree. I think I can teach my elementary school kids to read and how to do arithmetic. Especially when given a solid curriculum.

Good grief, what kind of country are we where we think parents can't handle teaching their kids multi-digit addition and subtraction? After all the "experts" (paging Lucy Calkins, Irene Fountas, or Gay Su Pinelle) have shown us they don't know?

After reading this thread, please just hire qualified tutors with an educational background. There is a lot to know when teaching kids; it’s more than just following a workbook that your friend recommended.

For numerate kids, any method works fine. For innumerate kids, no method works.

Anonymous wrote:Welcome to Common Core where they teach math this way. I learned "carry the one" growing up. My oldest is learning multiple ways of adding (including the 35+51 example above). Teaching anything other than "carry the one" seems more complicated but I realized that for years, when adding in my head, I'll do the 35+51 method. I just wouldn't have known how to teach or explain that.

Now, don't get started on my oldest not memorizing multiplication tables.

Nope. Common Core does not specify algorithms.

Anonymous wrote:Have your kids memorize basic addition and subtraction---and later multiplication--facts. The school didn't do that with my oldest and she still makes basic arithmetic mistakes (still wants to count on her fingers/skip count for multiplication...anything but memorize because her teachers "said it was ok."). I had my younger memorize and the difference is light and day.

So that’s it? You gave up on your daughter and she’ll never learn math because you didn’t make her memorize her math facts in Elementary? Wow.

Anonymous wrote:Step 1: Manipulatives/concrete reasoning. You get Legos, or little erasers or whatever they like, and you teach your child to visualize and touch what it means to add and subtract small numbers.

Step 2: Abstract. You teach them to transfer that to paper and pencil. Then you use double digit numbers. If they want to double check on fingers, that's a form of concrete reasoning that's perfectly fine too, but only for confirming their abstract reasoning.

The question is how to add double digit numbers. Do you add the tens and ones separately, or do you carry the one? And sure the answer is both, but which first? What when do you use a particular method?

The two ways are connected so explain that. I actually prefer the school way because I can do a lot more math in my head now.

Step 1: Manipulatives/concrete reasoning. You get Legos, or little erasers or whatever they like, and you teach your child to visualize and touch what it means to add and subtract small numbers.

Step 2: Abstract. You teach them to transfer that to paper and pencil. Then you use double digit numbers. If they want to double check on fingers, that's a form of concrete reasoning that's perfectly fine too, but only for confirming their abstract reasoning.

Anonymous wrote:Welcome to Common Core where they teach math this way. I learned "carry the one" growing up. My oldest is learning multiple ways of adding (including the 35+51 example above). Teaching anything other than "carry the one" seems more complicated but I realized that for years, when adding in my head, I'll do the 35+51 method. I just wouldn't have known how to teach or explain that.

Now, don't get started on my oldest not memorizing multiplication tables.

I have a friend who loves Singapore Math for just this fact - that it explains ways people have simplified math for themselves after learning the algorithm (carry the one/borrow) years ago.

But I'd argue the fact that you do this shows you understood basic addition and subtraction and it works better to learn the standard algorithm and the concept and then intuit the other methods from years of practice. That's what you did, and it worked.