Anonymous wrote:

Why do you say that this is extremely difficult for first-graders? Singapore Math 1A has problems like 8 + ? = 10, as well as number bonds.

Lots of kids do not have the advantage of parents who sit down with them and do Singapore math.

But then does 8+ 2 = ? make it so much easier for such kids that they don't need their parents? Even before CC (or 2.0 here) there were a lot of kids that needed help with math but were not getting it. CC seeks to have kids think more critically and analytically (which 8 + ? = 10 does). People keep saying we shouldn't dumb down the curriculum, but if you say lots of kids don't have parents to help them with HW so let's not make it too hard, then your are dumbing it down.

Anonymous wrote:

This is an extraordinarily easy concept to teach to 1st grade students. The thing is, first you have to teach it to the kids. That takes a few weeks. Yes, you can use manipulatives. Then you move to pacture representation of the concept (you could use a 10 frame with 8 red dots and ask the kids... how many more dots are needed to fill in the 10 frame?) Finally you teach them that 8 and 2 are "number bonds" that go together to make 10. You can play all sorts of number bond games to help kids remember that the number bonds that make 10 are 1+9 2+8 3+7 4+6 and 5+5.

it's quite an easy concept, and once theyhave mastered the number bonds that make ten, answering questions like _____ +8 = 10 becomes very very very very simple!

Is this so important that you must spend weeks of first grade on this? Have you ever taught first graders who come to school without number sense?

Oh gosh -- is that you again? I have a feeling we keep having the same discussion.

Yes. Being able to "Make 10", mentally, is an incredibly vital skill for 1st graders to master. Why? Because our number system is based on the number 10.

And it is a VERY easy skill to teach. However, if a child is in 1st grade and still lacks number sense, can't count with one-to-one correspondence, can't immediately look at 4 objects and know there are 4 and know that there are 2 groups of 2, or a 1 and a 3 -- then these skills must be mastered first. Of course.

But if the 1st grader is on grade level when she enters school that year, learning to make ten, and learning to supply the missing part to make 10, is very easy.

Here's a great math book called "Math Sprints" designed for the 1st grade level that has many different ways of practicing "make ten" -- this particular sprint comes midway through the year.

http://thinkmath.blog.monroe.edu/files/sprints/Gr1_2-Sprint-A1.pdf

This is an extraordinarily easy concept to teach to 1st grade students. The thing is, first you have to teach it to the kids. That takes a few weeks. Yes, you can use manipulatives. Then you move to pacture representation of the concept (you could use a 10 frame with 8 red dots and ask the kids... how many more dots are needed to fill in the 10 frame?) Finally you teach them that 8 and 2 are "number bonds" that go together to make 10. You can play all sorts of number bond games to help kids remember that the number bonds that make 10 are 1+9 2+8 3+7 4+6 and 5+5.

it's quite an easy concept, and once theyhave mastered the number bonds that make ten, answering questions like _____ +8 = 10 becomes very very very very simple!

Is this so important that you must spend weeks of first grade on this? Have you ever taught first graders who come to school without number sense?

Anonymous wrote:

No. Not hard to measure. You measure it like this: 8 + ? =10 And if the student can figure out that ? = 2, then the student understands.

This is a very hard concept for many, many first graders. Doing this with objects they understand. On paper, it is extremely difficult.

This is an extraordinarily easy concept to teach to 1st grade students. The thing is, first you have to teach it to the kids. That takes a few weeks. Yes, you can use manipulatives. Then you move to pacture representation of the concept (you could use a 10 frame with 8 red dots and ask the kids... how many more dots are needed to fill in the 10 frame?) Finally you teach them that 8 and 2 are "number bonds" that go together to make 10. You can play all sorts of number bond games to help kids remember that the number bonds that make 10 are 1+9 2+8 3+7 4+6 and 5+5.

it's quite an easy concept, and once theyhave mastered the number bonds that make ten, answering questions like _____ +8 = 10 becomes very very very very simple!

No. Not hard to measure. You measure it like this: 8 + ? =10 And if the student can figure out that ? = 2, then the student understands.

This is a very hard concept for many, many first graders. Doing this with objects they understand. On paper, it is extremely difficult.

Anonymous wrote:

Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

The problem with this standards--other than it is a particularly difficult standard for first grade--is that "understand" is not a very good standard. Hard to measure.

No. Not hard to measure. You measure it like this: 8 + ? =10 And if the student can figure out that ? = 2, then the student understands.

Anonymous wrote:

Why do you say that this is extremely difficult for first-graders? Singapore Math 1A has problems like 8 + ? = 10, as well as number bonds.

Lots of kids do not have the advantage of parents who sit down with them and do Singapore math.

I'm assuming that this goes for kids in Singapore as well -- where they do Singapore math in school.

Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

The problem with this standards--other than it is a particularly difficult standard for first grade--is that "understand" is not a very good standard. Hard to measure.

Why do you say that this is extremely difficult for first-graders? Singapore Math 1A has problems like 8 + ? = 10, as well as number bonds.

Lots of kids do not have the advantage of parents who sit down with them and do Singapore math.