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__ Manipulative and Activities __ Here are some activities that you can do with your child to help them gain a better understanding of addition, subtraction, and place value.


 * [[image:http://www.learningthings.com/mmLEARNINGTHINGS/Images/LER_BASE_TEN_BEGINNER_SET_100.GIF]]

Base ten blocks ** Age: elementary school Ideas for use: Base ten blocks can be used to represent place value for numbers and to increase understanding of addition and subtraction algorithms. //Description of activity// For enforcing addition: Have the students take turns rolling a die and collecting one base blocks. For example, if they roll a four, they collect four one base blocks. When the student reaches ten one base blocks they should trade the blocks in for one ten base stick.

For enforcing subtraction: Using only the tens sticks and ones cubes, have the students start with a certain number of each type of these base ten blocks (just like the money in the game Monopoly) Then, the students take turns rolling two die and subtracting their base ten blocks after each roll.

To represent place value: Use a place value mat with a column for ones, a column for tens, and a column for hundreds. Write down a number and have the students put the base ten blocks in the correct columns to create the number.

For addition: Provide the amount of unifix cubes to the student(s) that is in each problem. For example, if the problem is ten plus two, give the student(s) a group of ten unfix cubes and then a group of two unfix cubes and have the students count the total number of cubes. For subtraction: Provide the first amount of unifix cubes that are in the problem and have the student(s) take away the number of unifix cubes that are in the rest of the problem. For example, if the problem is ten minus two, give the student ten unifix cubes and have them take away two. Then, have the student count how many unifix cubes are left.

Unifix cubes Age: elementary school Ideas for use: Unifix cubes can be used to provide a visual representation for students when they are learning addition and subtraction. //Description of activity//

For addition: Provide the amount of unifix cubes to the student(s) that is in each problem. For example, if the problem is ten plus two, give the student(s) a group of ten unfix cubes and then a group of two unfix cubes and have the students count the total number of cubes.

For subtraction: Provide the first amount of unifix cubes that are in the problem and have the student(s) take away the number of unifix cubes that are in the rest of the problem. For example, if the problem is ten minus two, give the student ten unifix cubes and have them take away two. Then, have the student count how many unifix cubes are left.

__ Homeework/Math tips for students in elementary school __ Here are some helpful homework tips to help your child understand their homework as well as some tips to help you understand the assignments. 1 Read the directions carefully 2. Look at the signs 3. When subtracting, subtract the smaller number from the larger number 4. To check your answer in a subtraction problem, simply add the answer to the smaller number in the problem and if done correctly, will add up to the larger number in the problem. For example, 5-3 =2, when you add the answer to the problem (2) and the smaller number in the problem (3) you get the bigger number in the subtraction problem (5). 5. When working with place value, remember that zero holds a place when there is no number to put there. 6. Remember when working on place value, one is the value to the number all the way to the right. 7. Number columns increase by ten when working with place value (one, tens, hundreds, thousands, etc).

__ Strategies for teaching math for any age __ If your child does not understand a concept we are working on in math class her are some strategies you may want to try to help them better understand the concept.

1. Give the directions in multiple formats – orally explain to the students how to do a problem and write the steps down. Also, teach multiple ways to solve the problem when possible. 2. Review material before going on to the next step – make sure you re-explain or have the student re-explain the steps it took to solve the previous problem before moving on to the next concept. 3. Model learning – when working on a skill you have taught or plan to teach the student(s), demonstrate how to do it. 4. Have the student(s) explain to you how to solve the problem so you know they clearly understand each step of solving the problem.