Teacher Manual <> Math-U-SeeAlpha Focus: Single Digit Addition and Subtraction Teacher Manual By Steven P. Demme @} Math-U-See 1888-8544 MATH (6284) ‘wwwmath: Copyright © 2004 by Seven F Demme ettieval system or tronic mechani a, po sca ecalag oe rom the publish€} Math-U-See Sequence Each level, from Alpha to Zeta, is an integral part of a complete and comprehensive elementary curriculum, While each book has a specific theme, Math-U'See continuously reviews and integrates previously mastered concepts. The following list will allow you to see where in the Math-U'See program you are presently working Primer. © Alpha | Focus: Single Digit Addition and Subtraction B Beta | Focus: Multiple Digit Addition and Subtraction y Gamma | Focus: Multiplication § Delta | Focus: Division € Epsilon | Focus: Fractions € Zeta | Focus: Decimals and Percents Pre-Algebra Algebra 1 Geometry Algebra 2 ‘TrigonometryAlpha Scope and Sequence How to Use Lesson 1 Place Value and the Manipulatives Lesson 2 Counting to 20 Lesson 3 — Unit Bars Lesson 4 Addition, Symbols, +0 Lesson 5 Addition +1 Lesson 6 Counting to 100; Skip Counting by 10 Lesson 7 Addition +2, Commutative Property, and Place Value Lesson 8 Solve for Unknown Lesson 9 Addition +9 Lesson 10 Addition-+8 Lesson 11 Shapes: Circles, Triangles; Skip Counting by 2 Lesson 12 Addition, Doubles Lesson 13. Shapes: Rectangles, Squares; Skip Counting by § Lesson 14 Addition, Doubles +1 and Associative Property Lesson 15 Addition, Making 10 Lesson 16 Addition, Making 9 Lesson 17 Addition of the Extras, 3+5, 4+7, 547 Lesson 18 Introduction to Subtraction Lesson 19 Subtraction, -1, -0 Lesson 20 Subtraction, -2 Lesson 21 Subtraction, -9 Lesson 22 Subtraction, -8 Lesson 23. Subtraction, Doubles Lesson 24 Subtraction, Making 10 Lesson 25 Subtraction, Making 9 Lesson 26 Subtraction, Extras Lesson 27 Subtraction by 7, or Adding up by 3 Lesson 28 Subtraction by 6, or Adding up by 4 Lesson 29 Subtraction by 5, or Adding up by 5 Lesson 30 Subtraction by 3 and 4, or Adding up by 6 and 7 Appendix A Telling Time, Minutes Appendix B Telling Time, Hours Solutions and Test Solutions Glossary and Index‘The Goal of Math-U-See The underlying assumption or premise of Math-U-See is that the reason we study math is to apply math in everyday situations. Our goal is to help produce confident problem solvers who enjoy the study of math, These are students who leam their math facts, rules, and formulas and are able to use this knowledge in solving word problems and real life applications. Therefore, the study of math is much more than simply committing to memory a list of facts. It includes memorization, but it also encompasses learning underlying concepts that are critical to problem solving, More than Memorization Many people confuse memorization with understanding. Once while | was teaching seven junior high students, | asked how many pieces they would each receive if there were fourteen pieces. The students’ response was, “What do we do: add, subtract, multiply, or divide?” Knowing howto divide is important, understanding when to divide is equally important, Math-U-See: Suggested 4-Step Approach on How to Use In order to train students to be confident problem solvers, here are the four steps that | suggest you use to get the most from the Math-U-See curriculum, Step 1. Prepare for the Lesson Step 2. Present the New Topic to the Student Step 3. Practice for the Student to Acquire Mastery Step 4. Proceed after the Student Demonstrates Mastery Step 1. Prepare for the Lesson As the teacher, watch the DVD/video to learn the concept yourself, and see how to demonstrate this concept with the blocks or fraction overlays, Also, read and study the examples in the Teacher Manual, along with the written explanations. The video and the Teacher Manual are designed to easily familiarize you with the new material. They are your multi-sensory educational tools. The older and more mature the Student, the more useful the video and Teacher Manual will be for them as well Step 2. Present the New Topic to the Student Present the new concept to your students. Have the students watch the video with you, if you think it would be helpful. Older students will benefit from watching the video. Build: Demonstrate how to use the blocks (or fraction overlays) to solve the problem b, Write: Show the problems on paper as you build them, step-by-step. ¢. Say: Explain the ‘why’ and ‘what of the math you are doing. By using Build, Write and Say (also explained on the video), you are helping the students to use their eyes, ears and hands to lear. Do as many problems as necessary until the students understand. One of the joys of teaching is hearing a student say “Now I get it!" or "Now | see it!”Step 3. Practice for the Student to Acquire Mastery Using the examples and the Lesson Practice problems from the Student Text, have the students Practice the new concept. Coach them through the building, writing and saying process. Itis one thing for students to watch someone else do a problem, itis quite another to do the same themselves. Do enough examples together until they can do them without assistance Note: Do as many of the Lesson Practice pages as necessary (not all pages may be needed) until the students remember the new material and gain understanding. Utilize the word problems, which are designed to apply the concept being taught in the lesson Step 4. Proceed after the Student Demonstrates Mastery Once mastery of the new concept is demonstrated, proceed into the Systematic Review pages for thatlesson. Mastery can be demonstrated by having each student teach the new material bak to you. Let him build the problem with the blocks (or fraction overlays), write it as he progresses through the problem, and say what he is doing ashe works the problem. The goal is not to fill in worksheets, but to be able to teach back what has been learned. Note: The Systematic Review worksheets review the new material as well as provide practice of the math concepts previously studied. The word problems are taken from material the student has mastered in previous lessons as well as the new material. Remediate missed problems as they arise to ensure continued mastery. Proceed to the lesson tests. These can be used as an assessment tool or as an extra worksheet Limiting the time on a test is your decision, but be aware that itis offen an unnecessary source of stress, especially for younger children. Your students will be ready for the next lesson only after demonstrating mastery of the new Concept and continued mastery of concepts found in the Systematic Review worksheets, Confucius was reputed to have said, “Tell me, | forget; Show me, | understand: Let me do it, | will remember.” To which we add, “Let me teach it and | will have achieved mastery!” Length of a Lesson So how long should a lesson take? This will vary from student to student and from topic to topic. ‘You may spend a few days on a new topic before you reach the lesson sheets, or you may spend several days. There are so many factors that influence this process that itis impossible to predict the length of time. By following the four steps outlined above, you, the teacher, will know when to proceed to the next ‘opie. Math must be taught sequentially, as it builds lesson by lesson on previously leamed material. If you Move from lesson to lesson without mastery in each lesson, the student will become discouraged, But by adhering to the suggested approach and moving at the student's pace you will be helping to create a Confident problem solver who enjoys the study of mathLesson 1 Place Value and the Manipulatives ret ‘The two skills needed to function in the decimal system are: the ability to count from zero to nine, and an understanding of place value. In the decimal system, where everything is based on ten (deci), you fount nine and then start over. To illustrate this, count the following numbers slowly: 800, 900, 1000. We read these as eight hundred, nine hundred, one thousand. Now read these: 80, 80, 100. Notice how you count from one to nine and then begin again, These are read as eighty, ninety, one hundred. Ones you can count to nine, then begin work on place value. The two keys are learning the counting numbers 0 through 9, which tall us how many; and understanding place value, which tells us what kind, Counting When counting, begin with 0, then proceed to 9. Traditionally we've started with 1 and counted 10 10. Look at the two charts which follow and see which is more logical 123 45°67 8 9140 0123 45 6789 1112 13 14 15 16 17 18 19 20 101112 13 14 15 16 17 18 19 21 22 23 24 25 26 27 28 29 30 20 21 22 23 24 25 26 27 28 29 looking more familiar, has the 10, the 20, and the 30 in the wrong lines. When counting always begin with 0 and count to 9, then start over. Place Value | define this important subject as "Every value has its own place!" To an older child | would add, “Place determines value!" Both are true. There are ten symbols to tell you how many, and many values te fepresent what kind or what value, 0 through 9 tell us how many; units, tans, and hundreds tell us what kind. For the sake of accuracy, units willbe the word used to denote the first value, instead of ones. One IS @ counting number which tells us how many, and units is a place value which denotes what kind, This wil save potential confusion when saying ten ones or one ten. Remember, 1 is a number and units is 4 Place value. The numerals (0, 1, 2, ...9) tellus how many tens, how many hundreds, or how many units. We begin our study focusing on the units, tens, and hundreds, but there are other values such as thousands, millions, billions... When teaching this, | like to use a street since I'm talking about a place. | call the street Decimal Street and have the litle green units house, the tall blue tens house next door, and the huge red hundreds castle beside the tens. We don't want to forget what we learned from counting - that we only count to nine and then we start over. To make this more real, begin by asking, “What is the largest number of units that Can live in this house?" You can get any response to this question from 0 to 9, and you might say "yes" to allo! them, but remind the student that the largest number is 91 So we imagine how many litle green beds, pcan toothbrushes, or green chairs there would be in the house. Ask the student what else there would be nine of. Do the same withthe tens and the hundreds. Remember that in these houses all the furniture will be blue (tens) and red (hundreds),