SUMMARIZE OF THINKING

STRATEGIES OF BASIC FACTS

MTE 3109

Prepared by:
Netty Azieana Binti Mohd Ayob
Nur Zuliana Izyan Zolkalple
Nor Aishah Binti Adenan
Lecture: Madam Ho Oee Joo
 ADDITION SUBTRACTION

Summarize
Of Thinking Strategies
For Basic Facts

DIVISION
MULTIPLICATION
Addition
 The thinking strategies that can be used when teaching basic
addition facts include commutativity; adding 0,1, and doubles;
counting on; and adding to 10 and beyond.
 The task of learning the basic addition facts is simplified
because of the commutative property. In this strategies,
changing the order of the addends does not affect the sum, no
matter which comes first.
 For adding 0, applies to facts that have zero as one addend.
Zero added to any number does not change the number. It’s the
hardest strategies for children to learn because while using
concrete modeling of the situation is tricky it is because its
difficult to picture adding nothing.
 For adding 1, most children learn this idea before
they come to school, and practice the recognition
and writing of it rather than develop initial
understanding. For reinforce their initial concept,
experiences with objects come first, followed by
such paper-and-pencil activities.
 For Doubles are basic facts in which both addends

are the same number. Connecting doubles facts to

familiar situations often helps students remember
them.
 For Near doubles, can be used for the facts that are

one more or one less than the doubles.

e.g: for 6 and 7, think: 6 and 6 is 12, 1 more 13
 For counting on, this strategy can be used for any
addition facts but is most easily used when one of the
addends is 1,2,3. they need to learn to start from the
larger addend and continue counting to another
addend number. It is not efficient to use counting on
when both addends are larger than 3.
e.g: 6+8= 14.
 For adding to 10 and beyond, one addend is increased
and the other decreased, to make one of the addends
10.
e.g: 7+8=15
5+2=7 8+2=10 ( add to 10 )
10+5(beyond )=15
This can help student to aid in recalling a fact.it
encourages them to try different ways of recalling a
fact and be more understanding of the relationships
involved.
Subtraction
 Think addition is the major thinking strategy for learning
and recalling the subtraction facts. They can find the
answers to subtraction facts by thinking about missing
addends.
 Strategies for finding subtraction facts using 0,1,
doubles, counting back, and counting on.
 For using 0 and 1, once they have learned strategies for
adding 0 and 1, most children find it rather easy to learn
the related subtraction facts involving 0 and 1. they can
used materials and observing patterns similar to those
used for addition facts.
 For using doubles, the strategy for doubles may need to
be taught more explicitly for subtraction facts than
addition facts.
e.g: 16-8=?
8+8=16 16-8=8
 For counting back, the strategy for counting back is

related to counting on in addition, and be more

effectively when the number is 1,2, or 3.
e.g: 9-3=? 9…8,7,6
 For counting on, the strategy used most easily when the

difference is 1,2, or 3. think addition by counting on:

e.g: 8-6=? 6….7,8 8-6=2
In using the counting-on strategy can also encompass
adding on ‘How much more would I need?’