As we finished Term One we were consolidating and extending our understanding of a variety of strategies to solve addition equations. We reviewed the use of the jump strategy and the split strategy. These strategies involve us using lots of different thinking. By the end of Year Four it is expected that students can : apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist in calculations and solve problems
The jump strategy uses an empty (or open) number line. To use this strategy students must break one of the addends into parts to make it easier to add. This strategy really encourages students to think flexibly about numbers and is a stepping stone to mental calculations.
The Split Strategy also requires students to think about place value. One or both of the addends needs to be decomposed into useful parts to make them easier to add to each other. It can look like these examples…
Our focus has been on exploring strategies that allow for students to come to a solution in a way that makes sense to them – with many steps or fewer steps. There is no one way to get to the answer.
Being able to add tens or hundreds onto a number is a really important skill for both of these strategies to work. You might like to practise doing this quickly. For example: 23 + 10, 56 + 30, 67 + 20, 123 + 100, 345 + 200, etc.
Here a few fact sheets that explain these two strategies to mums & dads:
Can you show mum and dad how you can use these strategies? Which one do you like most? Which one do you think you need more practice with?