[...]... preferences and tap into those strengths • Stress to your students that they are able to learn the material • Emphasize hard work over “being smart.” • Set short-term goals in addition to the long-term goals • Enlist parent and volunteer support as often as possible for tracking progress and conducting additional practice with specific children • Use student pairs for tracking progress and for additional... global, somewhat random, and kinesthetic Think about it Visual children see a whole picture, see smaller elements within their environment, see their connection to other elements in the whole picture, and tend to remember parts of the picture based on where each part fits into the whole In addition, highly visual children will move randomly through the picture (or map or pattern) and are often inclined... Gardner 1993) Verbal/Linguistic I am verbal! I can speak, write, debate, and express myself well through words IQ tests love me! Logical/Mathematical I rely heavily on my logic and reasoning to work through problems I am a whiz on standardized tests! 4 Visual/Spatial Show me a map and I’ll have it! I make vivid mental images and can use these to recall associated information I want to see how something... road with bumps and hills At every significant point, a child’s face shines and I say to myself, “I learned that strategy from Lisa, this from Alice, this one from Ben, this from Nathan, that from Debbie,” and the list goes on I started to learn to teach when the children started to fill my heart and my vision As I taught, I learned from the children how uniquely they view the world and process new... inspired the “my two hands” component (explained in chapter 6), which has proved to be a simple yet powerful visualkinesthetic learning tool Alice happily digesting our math facts Five and no more One and four is five Two and three is five Again, I hit upon this strategy out of desperation when I wanted to show Alice in one more way what was happening in the processes of adding and subtracting This... there is no real-life application within the problems, and all too often, students work solely with paper and pencil, having no opportunity to construct meaning for themselves using real objects Is it possible to teach math, as seemingly concrete and sequential as it is, in a way that will reach the abstract, random, visual/spatial, kinesthetic, and global students? Or should we continue trying to force... prevented her from learning What was missing was an approach that was compatible with the way she and many other children learn best When she was taught in a way that dovetailed with her way of understanding and remembering, she learned very rapidly The following spring, Lisa was tested for learning styles, and the test results showed that she is a primarily visual learner No learning disability emerged... than trying to force children to be something they cannot be Let’s make the assumption, then, that we should expand our method of teaching math to encompass and embrace all our students What we will do in this book is approach computation in a global, visual, kinesthetic, abstract, and random way so that no child is left out! 3 Part I: The Framework Traditional Methods Love These Kids! Leave Out These... me to tell her all the answers I worked with her for some time on forming new personal habits for learning, and one day she said to me, “I’m blinking because my brain started to go to sleep, and I’m making it come back and think.” She was only five 5 Part I: The Framework Teaching Styles In addition to my passion for enabling every child to learn, I have a passion for teaching in such a way that every... finally understand that this way of learning math is nothing like what they have experienced in the past, they begin to focus on working toward mastery, and their ability to learn grows exponentially But overcoming anxiety takes many positive experiences and successes This summer, my nine-year-olds mastered computation to ten in a month They did so with a one-hour weekly session with me and accompanying . Morgan, 1953– Addition and subtraction / Sarah Morgan Major. p. cm. — (Kid-friendly computation) Includes bibliographical references and index. ISBN 1-56976-199-X 1. Subtraction Study and teaching. This Book i Chicago KD FRIENDL Y COMPUTATION SARAH MORGAN MAJOR ADDITION & SUBTRACTION How to Use This Book ii Addition and Subtraction Grades: PreK–3 © 2002 by Sarah Morgan Major Printed. story problems, the action of computation. Computing 1–10: Activities and lessons to teach addition and subtraction with these numbers. Worksheets and templates: All materials necessary to implement the lessons