Show the following numbers by placing pebbles on the 5-frame.
A. 3
B.7
Find out how many more
? Find out how
make it
Answers
Answer:
Step-by-step explanation:
EXPERIENCES BEFORE STARTING SCHOOL
On their arrival at school, small children are likely to be aware that the world of numbers exists, and may be able to:
Recite the numbers up to 20 in order.
Write the numerals 0 to 9.
Grasp the connection between the numeral ‘3’, the word ‘three’ and a picture such as
or .
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MOTIVATION
Addition and subtraction are two of the ways we work with numbers. We call them arithmetical operations. The word operation comes from the Latin ‘operari’, meaning to work or toil. Of the four arithmetical operations on numbers, addition is the most natural.
Subtraction and addition are inverse operations.
For example, 6 = 4 + 2 is equivalent to 6 − 4 = 2 and also 6 − 2 = 4.
The ability to add numbers in your head is used when you play, or watch sport and when you buy a couple of items at the shops.
Formal or written algorithms are useful when larger numbers make mental calculations difficult. While there are many ways to calculate with arithmetic, the commonly taught algorithms have remained in constant use because they provide an accurate and efficient means to the answer. It is usual for children to develop some basic mental strategies before they are taught formal algorithms.
A student will not develop a number-sense, or fluency with operations, if they move to calculators too quickly. Once an understanding of numbers has been developed, calculators and computers can be used with some confidence that any data-entry errors that are inconsistent with our number sense will be identified. A relatively common example of someone working without a sense of number is the person at the check-out who tries to charge a large sum for an inexpensive item simply because the cash register tells them to, without pausing to think that perhaps the code for the item was incorrect.
The development of solid understanding of addition and subtraction is essential for the development of later concepts including other arithmetical operations, calculations arising from measurements and algebra.
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CONTENT
A child can develop the basic ideas related to addition whilst investigating the place value system. However, there are some basic skills that are useful foundations necessary for addition and subtraction of whole numbers:
Some ability to decompose small numbers into tens and ones.
Some understanding of place value. (See the module, Counting and Place Value.)
Counting forwards and backwards by ones and skip-counting.
The use of the number line to place numbers in relation to other numbers.
The use of the number line to compare numbers to thirty.
The ability to make a judgment about the relative size of two or more sets of objects as a pre-cursor to finding the difference between them.
Children’s early experience of addition and subtraction may include an understanding that ‘when I add, I get more’ and ‘when I subtract, I have less than what I started with’. Later, when they have some experience with negative numbers, they will learn that this is not always true.