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Subtraction 1s through 9s [BASIC]
Part of the Universal Subscription Plan
These are the basic single digit Subtraction facts 1s through 9s. Each of the 26 levels, A through Z, introduces two facts and their reverses. You can see in the picture above of Set C, I have outlined the new facts in red.
Students practice orally with a partner, reading and answering the facts going around the outside of the sheet. The partner has the answer key. Then the two students switch roles. After practice everyone takes a one minute test on the facts in the box–which are only the facts learned up to this level. Each student has individual goals based on writing speed, but no one can pass a level if there are any errors. You must give the special Writing Speed Test to set individual goals for your students.
Students should be able to pass a level in a week, if they practice the right way. To the right you can see the sequence of facts that will be learned in the Subtraction 1s-9s program. The program uses the four forms–that can be found in the forms and information drawer.
The most succinct way to be introduced to this program is this 8 minute video.
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Uncategorized extras Beginning Numerals (counting objects) Kindergarten Part of the Universal Subscription PlanThis is a beginning program for kindergarten students. You are teaching them to count objects aloud and then match the word with the numeral.
Each worksheet begins with a demonstration of counting objects and circling the numeral that matches. On Worksheet A there are two and three only to learn. The teacher demonstrates (best with a document camera so all students can see) how she counts the objects and then points out that the answer is circled.
In the “You do” portion of the worksheet after learning the numerals with the teacher, the students are asked to count the items in each box and circle the correct number. They are not asked to form the numerals–that’s numeral writing skill. They just identify the numeral and circle it. Besides cute items there are also dice to count, fingers to count and hash marks to count–so students can learn multiple ways of keeping track of numbers.
Passing a level requires 100% accuracy. Students who make any errors should be worked with until they can complete the worksheet independently and get all the items correct.
This will build strong beginning math skills for kindergarteners learning the meaning of numerals. Combined with Rocket Writing for Numerals it will set students up for success in elementary math.
In the “We do” portion of the worksheet the teacher counts the stars first as a demo and then with the students. Worksheet A you all just count 3 stars. By Worksheet S the teacher and the students are counting 12 stars together.
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Addition—Learning Computation
After becoming fluent with addition facts the best way for students to retain the knowledge of those facts is by doing addition computation. If students have not been taught addition computation, this program breaks it down into small, easy-to-learn steps that are numbered in a teaching sequence that leaves nothing to chance.
Note that the number for each skill gives the grade level as well as indicating the teaching sequence. Skill 2a is a 2nd grade skill and after skill 2f is learned the next in the sequence is skill 3a. The sequence of skills is drawn from M. Stein, D. Kinder, J. Silbert, and D. W. Carnine, (2006) Designing Effective Mathematics Instruction: A Direct Instruction Approach (4th Edition) Pearson Education: Columbus, OH.
(1b) Adding 1-, or 2-digit numbers; no renaming
(2a) Adding three single-digit numbers
(2b-c) Adding 3-digit numbers; no renaming
(2c) Adding 3-digits to 1 or more digits; no renaming
(2d) Adding three 1- or 2-digit numbers; no renaming
(2e) Adding two 2-digit numbers, renaming 1s to 10s
(2f) Adding 3-digit numbers, renaming 1s to 10s
(3a) Adding a 1-digit number to a teen number, under 20
(3b) Adding two 2- or 3-digit numbers; renaming 10s to 100s
(3c) Adding 3-digit numbers; renaming twice
(3d) Adding three 2-digit numbers; renaming sums under 20
(3e) Adding four multi-digit numbers; renaming, sums under 20
(4a) Adding a 1-digit number to a teen number, over 20
(4b) Adding three 2-digit numbers, sums over 20
(4c) Adding four or five multi-digit numbers, sums over 20
For each skill there is a suggested Teaching Script giving the teacher/tutor/parent consistent (across all the skills we use the same explanation) language of instruction on how to do the skill. The script helps walk the student through the computation process. For the teacher, in addition to the script, there are answer keys for the five worksheets provided for each skill.
Each worksheet is composed of two parts. The top has examples of the skill being learned that can be worked by following the script. After working through those examples with the teacher the student is then asked to work some review problems of addition problems that are already known. The student is asked to do as many as possible in 3 minutes—a kind of sprint. If all is well the student should be able to do all the problems or nearly all of them, but finishing is not required. Three minutes of review is sufficient for one day.
There are five worksheets for each skill. Gradually as the student learns the skill the teacher/tutor/parent can provide progressively less help and the student should be able to do the problems without any guidance by the end of the five worksheets. There are suggestions for how to give less help in the teaching scripts.
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A number of math programs around the country introduce math facts in families. Now Rocket Math does too!
A fact family includes both addition and subtraction facts. You can see to the left the 25 examples of fact families taught in this program starting with Set A; 3+1, 1+3, 4-1 & 4-3. The sheet shows the sequence of learning facts in the new Rocket Math program Fact Families 1s-10s (+, -). Each set that students learn from A to Y adds just one fact family to be learned, so it isn’t too hard to remember. (That’s the Rocket Math secret ingredient!)
Learning math facts in families, is gaining in popularity these days. Logic suggests that this would be an easier way to learn. However, the research is not definitive that this is easier or a faster way to learn facts than separating the operations and learning all addition facts first and then learning all subtraction facts. But learning in fact families is a viable option, and I wanted to have it available for Rocket Math customers.
Best fit for first grade. I separated out the 1s through 10s facts from the 11s-18s, because these 25 families are just enough for one Rocket Math program. It is a good and sufficient accomplishment for first grade. I have heard that some first grades prefer to keep the numbers small but to learn both addition and subtraction–so this program accomplishes that.
I added Fact Families 1s-10s (+, -) to the Universal subscription in April of 2017 bringing the total number of programs in the Universal subscription to 14 (the basic four operations and ten more!). By the fall of the 2017 school year I should have the rest of the Fact Familes in addition and subtraction available. The rest of the addition and subtraction fact families, which students could learn in 2nd grade, would be the Fact Families 11s-18s (+, -). As always, new programs are added to the Universal subscription without additional cost as soon as they are available.
I most sincerely want students to be successful and to enjoy (as much as possible) the necessary chore of learning math facts to automaticity. Please give me feedback when you use this new program, Fact Families 1s-10s (+, -), as to how it goes for the students.
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After becoming fluent with subtraction facts the best way for students to retain the knowledge of those facts is by doing subtraction computation. If students have not been taught subtraction computation, Subtraction–Learning Computation breaks it down into 18 small, easy-to-learn steps that are numbered in a teaching sequence that leaves nothing to chance. Even better the instructional materials include an assessment of all the skills in subtraction computation in order, so you can test the knowledge of the student(s) before beginning instruction to see where to start. You can use this assessment to find very specific “holes” in student skills and then have the exact problems and explanation to fill that hole.
Note that the number for each skill gives the grade level as well as indicating the teaching sequence. Skill 3b is a 3rd grade skill and after skill 3g is learned the next in the sequence, skill 4a is best taught in fourth grade. Minor changes have been made, but for the most part, the sequence of skills is drawn from M. Stein, D. Kinder, J. Silbert, and D. W. Carnine, (2006) Designing Effective Mathematics Instruction: A Direct Instruction Approach (4th Edition) Pearson Education: Columbus, OH.
(1b) Subtract from 2 digits; no renaming.
(2a) Subtract from 2digits; renaming required.
(2b) Subtract from 3 digits; borrow from 10s.
(3a) Subtract from 3 digits; borrow from 100s.
(3b) Subtract from 3 digits; borrow either place.
(3c) Subtract tens minus one facts.
(3d) Subtract from 3 digits; zero in 10s; borrow 10s or 100s.
(3e) Read and write thousands numbers, use commas.
(3f) Subtract from 4 digits; borrow from 1000s.
(3g) Subtract from 4 digits; borrow once or more.
(4a) Subtract from 4 digits; zero in 10s or 100s column
(4b) Subtract from 4 digits; zero in 10s column, 1 in 100s.
(4c) Subtract hundreds minus one facts.
(4d) Subtract from 4 digits; zero in 10s and 100s column.
(4e) Subtract 1, 2, or 3 digits from 1,000.
(4f) Subtract 5 and 6 digits with borrowing.
(5a) Subtract thousands minus one facts.
(5b) Subtract from a number with four zeroes.
For each skill there is a suggested Teaching Script giving the teacher/tutor/parent consistent (across all the skills we use the same explanation) language of instruction on how to do the skill. My favorite part is the rule students are taught for when to borrow (often confusing for students): Bigger bottom borrows. Simple, easy-to-remember and consistently correct. The script helps walk the student through the computation process. For the teacher, in addition to the script, there are answer keys for the five worksheets provided for each skill.
Each worksheet is composed of two parts. The top has examples of the skill being learned that can be worked by following the script. After working through those examples with the teacher the student is then asked to work some review problems of addition problems that are already known. The student is asked to do as many as possible in 3 minutes—a kind of sprint. If all is well the student should be able to do all the problems or nearly all of them, but finishing is not required. Three minutes of review is sufficient for one day.
There are five worksheets for each skill. Gradually as the student learns the skill the teacher/tutor/parent can provide progressively less help and the student should be able to do the problems without any guidance by the end of the five worksheets. There are suggestions for how to give less help in the teaching scripts.
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