Mental Math - Prince Edward Island

1 Mental math Fact Learning Mental Computation Estimation Grade 6. Teacher's Guide b =m ~ . ml=_ =OMMM. ` ~ I=mb=`N^=TkU. q W=EVMOF=PSU=QSMM. c~ W=EVMOF=PSU=QSOO. K K K ~L . 2007. Table of Contents Mental math in the Elementary Mathematics Curriculum .. 1. Definitions and Connections .. 6. Rationale .. 7. Teaching Mental Computation Strategies .. 7. Introducing Thinking Strategies to Students .. 8. Practice and Reinforcement .. 10. Response Time .. 11. Struggling Students and Differentiated Instruction .. 12. Combined Grade Classrooms .. 13. Assessment .. 14. Timed Tests of Basic Facts .. 14. Parents and Guardians: Partners in Developing Mental math Skills .. 15. Fact Learning .. 17. Fact Learning - Addition, Subtraction, Multiplication and Division.

2 19. Reviewing Facts and Fact-Learning Strategies .. 19. Addition .. 19. Subtraction .. 20. Multiplication and Division .. 20. Multiplication Facts With Products to 81 .. 23. Division Facts With Products to 81 .. 24. Mental Computation .. 25. Mental Computation - Addition .. 27. Front-End Addition .. 27. Break Up and Bridge .. 28. Finding Compatibles .. 29. Compensation .. 30. Make 10s, 100s or 1000s .. 31. Mental Computation - Subtraction .. 32. Back Down Through 10/100/1000 .. 32. Up Through 10/100/1000 .. 33. Compensation .. 34. Balancing For a Constant Difference .. 35. Break Up and Bridge .. 36. Mental Computation - Multiplication and Division .. 38. Multiplying and Dividing by 10, 100 and 1000. Using a Place-Value-Change Strategy.

3 38. Multiplying by , and Using a Place-Value-Change Strategy .. 39. Dividing by , and Using a Place-Value-Change Strategy .. 40. Front End Multiplication - The Distributive Principle .. 42. Compensation .. 43. Finding Compatible Factors - Associatve Property .. 44. Halving and Doubling .. 45. Using Division Facts for Tens, Hundreds and Thousands .. 45. Partitioning the Dividend .. 47. Estimation .. 48. Estimation - Addition, Subtraction, Multiplication and Division .. 50. Rounding in Addition and Subtraction .. 51. Rounding in Multiplication .. 54. Rounding in Division .. 55. Appendixes .. 56. Thinking Strategies in Mental math .. 58. Scope and Sequence .. 62. Mental math in the Elementary Mathematics Curriculum Mental math in this guide refers to fact learning, Mental computation, and computational estimation.

4 The Atlantic Canada Mathematics Curriculum supports the acquisition of these skills through the development of thinking strategies across grade levels. Mental math refers to fact learning, Mental computation, and computational estimation. The Atlantic Canada Mathematics Curriculum supports the acquisition of these skills through the development of thinking strategies across grade levels. Pre-Operational Skills Many children begin school with a limited understanding of number and number relationships. Counting skills, which are essential for ordering and comparing numbers, are an important component in the development of number sense. Counting on, counting back, concepts of more and less, and the ability to recognize patterned sets, all mark advances in children's development of number ideas.

5 Basic facts are mathematical operations for which some students may not be conceptually prepared. Basic facts are mathematical operations for which some students may not be conceptually prepared. As a minimum, the following skills should be in place before children are expected to acquire basic facts. Students can immediately name the number that comes after a given number from 0-9, or before a given number from 2-10. When shown a familiar arrangement of dots # 10 on ten frames, dice, or dot cards, students can quickly identify the number without counting. Mental math Grade 6 1. For numbers # 10 students can quickly name the number that is one-more, one-less; two-more, two-less. (the concept of less tends to be more problematic for children and is related to strategies for the subtraction facts).

6 Mental mathematics be a consistent part of instruction in computation from primary through the elementary and middle grades. 2 Mental math Grade 6. Curriculum Outcomes Thinking Strategies Grade 1. B7- use Mental strategies to find sums P. 28. to 18 and differences from 18 or Doubles Facts for addition and less subtraction facts B8- memorize simple addition and/or P. 36. subtraction facts from among those Using patterns to learn the facts for which the total is 10 or less Commutative property (3+2 = 2+3). C5- use number patterns to help solve addition and subtraction sentences Grade 2. B5- develop and apply strategies to P. 22. learn addition and subtraction facts Doubles plus 1. B11- estimate the sum or difference Make 10 ( bridging to 10 ).

7 Of two 2-digit numbers Two-apart facts; double in-between Subtraction as think addition . Compensation Fact learning is a Mental Balancing for a constant difference exercise with an oral and/or visual prompt; the focus is P. 30 (Estimation). oral, rather than paper-and Rounding both numbers to the pencil; drills should be short nearest 10. with immediate feedback over an Round one number up and one extended period of time. number down Front-end estimation Grade 3. B11/12- mentally add and subtract P. 34. two-digit and one-digit Make 10. numbers, and rounded Compatible numbers ( partner . numbers. numbers). B9- continue to estimate in addition and front-end addition subtraction situations Back up through ten ( counting on ).

8 B10- begin to estimate in multiplication Compensation and division situations Balancing for a constant difference C3 - use and recognize the patterns in a multiplication table P. 28. Commutative property for multiplication (3x2 = 2x3). Division as think multiplication . Helping facts Mental math Grade 6 3. Curriculum Outcomes Thinking Strategies Grade 4. B9 - demonstrate a knowledge of the P. 32. multiplication facts to 9 x 9 Doubles B14 - estimate the product or quotient of Clock-facts for 5's 2- or 3-digit numbers and single Patterns for 9's digit numbers Helping facts B15 - mentally solve appropriate addition and subtraction computations P. 36 (Estimation). B16 - mentally multiply 2-digit numbers Rounding by 10 or 100 Front-end C2 - apply the pattern identified when Clustering of Compatibles multiplying by increasing powers of 10 P.

9 38. Compatibles for division P. 40. Front-end addition Compensation Up through 100 (counting on). Back down through 100 (counting back). Compatible numbers Place-value-change strategy for mentally multiplying by 10, 100. 4 Mental math Grade 6. Curriculum Outcomes Thinking Strategies Grade 5. B10- estimate sums and differences P. 40 to 41 (Estimation). involving decimals to thousandths Rounding one up, one down B11- estimate products and quotients of Looking for compatibles that make two whole numbers approximately 10, 100, 1000. B12- estimate products and quotients of Front-end decimal numbers by single-digit whole numbers P. 44. B15- multiply whole numbers by , , Place-value-change strategy for mentally and mentally multiplying by 10, 100, 1000.

10 C2- recognize and explain the pattern in Halve-double strategy for multiplication dividing by 10, 100, 1000 and in Front-end multiplication multiplying by , and Compensation B13- perform appropriate Mental multiplications with facility P. 46 to 50. Place-value-change strategy for mentally By grade 5, students should dividing by 10, 100, 1000. possess a variety of strategies to Place-value-change strategy for mentally compute mentally. It is important multiplying by , , to recognize that these strategies develop and improve over the years with regular practice. Grade 6. B9- estimate products and quotients P. 40 (Estimation). involving whole numbers only, whole Rounding one up, one down for numbers and decimals, and decimals multiplication only Front-end method for multiplication and B10- divide numbers by , , and division mentally C2- use patterns to explore division by , P.