Gathering data and figuring out what you know are important steps in solving a problem. But, how you *organize* all that information is just as important! We’ve gathered some simple, helpful resources to practice this skill with your child at home.

Perhaps he looks at shoes while at the grocery store and tallies how many people wear green, blue, or black shoes. Maybe she would love asking everyone at the family picnic which ice cream flavor they like best. There are countless ideas, so pick something interesting and set your child off to collect the data. Then, he or she will be ready to learn how to best organize that information!

The CYBERCHASE team has collected data on the number of kids who live in the area where Hacker wants to build a tower, but the team is determined to show why the space should be used for a park! How can they organize the information to argue their case?

Another tool your child will use to organize information when adding and subtracting is a tape diagram. Tape diagrams are a visual strategy your child will use in first and second grade to solve story problems or word problems.

You can use the stickers from fruit to graph how much fresh fruit your family eats this week or play the Hungry Pirates game from Peg + Cat to learn about maps.

We’d love to see what you make! Tweet a photo of your charts, graphs, tape diagrams, and maps @WSKG and @annie_whitman. We’ll send you some math swag from your favorite PBS KIDS show!

The post Tallies, Charts, and Tape Diagrams in Summer Learning first appeared on WSKG.]]>Tape diagrams are another visual strategy your child will learn to show addition and subtraction. If this strategy works well for your child, encourage her to use it when solving story problems!

Remember RDWW? Read, draw, write a number sentence, and write an answer statement. Let’s solve the same addition problem we did when learning RDWW but use tape diagrams as our drawing instead!

Madison picked 3 flowers. Logan picked 2 more. How many flowers did they pick in all?

This shows Madison’s flowers. This shows Logan’s flowers. We show the total on a tape diagram like this. Now we know three plus two equals five. Or, your child may like to draw tape diagrams this way. Then, she will show the total like this.

See? Your child is learning many strategies for problem solving! This is all part of building problem solving skills from concrete objects, to pictures, to number sentences!

(1.OA.1) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

The post Modeling with a Tape Diagram first appeared on WSKG.]]>A very important concept your child learns in 1st Grade is place value. Let’s look at the number 13. What does 13 really mean? We can write 13 in a place value chart. Now we see that 13 is 1 ten and 3 ones.

But what does “one ten” really mean? One ten is made up of 10 ones. In place value, a ten is a bundle of 10 ones.

This can be tricky to understand at first, so starting with objects can help. Here are some popsicle sticks. Let’s group them into bundles of ten!

One ten. Two tens or twenty. Three tens or thirty. We have three bundles. Help your child to think of 30 as three tens and 0 ones.

Let’s go back to our number 13. Once we are comfortable with bundles, we use quick tens and quick ones as our simple math drawings. Quick tens are sticks and quick ones are circles. When we take apart 13, we have 1 stick and 3 circles, or 1 ten and 3 ones.

What about 24? What makes up the number 24? Two tens and four ones.

We can draw this as two bundles or two sticks, and four ones. Now you can talk about place value with your child!

(1.NBT.2) Understanding that the two digits of a two-digit number represent amounts of tens and ones. Understanding special cases:

a) 10 can be thought of as a bundle of ten ones – called a “ten.”

b) The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

c) The numbers 10, 20, 30, 40, 50, 60, 70, 80, and 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

Number bonds help your child “see” math facts and fact families. They can help show that the equals sign can be at the beginning or at the end of the number sentence!

When the number bond looks like this, read it this way! Four plus three equals seven. When the number bond looks like this, read it this way! Three plus four equals seven.

When the number bond looks like this, read it this way! Seven minus three equals four. When the number bond looks like this, read it this way! Seven minus four equals three.

But, wait! These number sentences can be written differently, and still be true. Watch this! If we know four plus three equals seven is true, then we also know seven equals four plus three is true. One fact family organized in a number bond can make eight number sentences.

Let’s look at this fact family all together… Notice that the answer can be at the beginning or end of a number sentence.

4 + 3 = 7 3 + 4 = 7

7 = 4 + 3 7 = 3 + 4

7 – 4 = 3 7 – 3 = 4

3 = 7 – 4 4 = 7 – 3

With practice, your child will see the relationship between all the number sentences of a fact family!

Can you write the eight number sentences for these fact families? Practice this with your child!

(1.OA.3) Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) Student need not use formal terms for these properties.

(1.OA.4) Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.

The post 1 Fact Family, 8 Number Sentences first appeared on WSKG.]]>A fact family has three family members which are numbers. They can be arranged to make number sentences.

These three numbers are related. Help your child see number sentences when they look at a number bond.

Let’s use this number bond to write four different, but related, number sentences. Three plus four equals seven. Four plus three equals seven.

Don’t forget about subtraction! Seven minus four equals three. Seven minus three equals four.

Number bonds are a great way to show relationships in a fact family using addition and subtraction. Remember these relationships! Your child will continue using fact families for multiplication and division later on!

(1.OA.3) Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) Student need not use formal terms for these properties.

(1.OA.4) Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.

The post Fact Family Photos first appeared on WSKG.]]>Your child came home from school today and insisted, “No! You have to do RDWW!” How do you even respond to that?! Not to worry! This will help. RDWW is a memory tool used by elementary teachers to help children solve story problems, or word problems.

Here is a first grade example: First, we read. Madison picked 3 flowers. Logan picked 2 more. How many flowers did they pick in all?

Next, we draw. Your child will use simple math drawings instead of drawing pictures. For three flowers, draw three open circles. For two flowers, draw two closed circles. Don’t forget to label your drawing! M for Madison and L for Logan.

Now, we write. Use your drawing to write a number sentence for this story. Three plus two equals five.

Last, we write again. Use your number sentence to write an answer statement. They picked five flowers in all.

Read, draw, write, and write. Now you know how to use RDWW to solve a story problem!

(1.OA.1) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

The post How to Solve a Story Problem first appeared on WSKG.]]>Here’s a math problem: six plus eight. Your child will learn many mental math strategies to solve this, instead of memorizing.

Here’s one strategy: You can break apart a number to make a ten. When you make a 10, you break apart one number to make a 10 with the other number.

Use your Magic Math Fingers! One, two, three, four, five, six, seven, eight! Eight’s missing number partner is two.

We know six is the whole. We know one part is 2. What is the other part? Four! The other part is four! And look – We broke apart six! Now, if 8 plus 2 equals 10, we can easily add with a ten!

Look! We made a ten and we broke apart to show how six plus eight equals fourteen! This strategy will set your child up with strong mental math skills this year and for years after!

(1.OA.6) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g. knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

The post Mental Math: Make 10 first appeared on WSKG.]]>