Hi Lynda!

You problem is spot on for practicing addition and subtraction using complements of 10. Your instructions are short and sweet but I bet students would like it that way.

Hi Melissa!

Your problem does have an addition complement of 10. Nice work. I see you explained your own problem in #3 (sort of). In your instructions for your own problem you do not indicate removing the 5 bead from the ones column after you set the one bead in the ten’s column.

Do you want to try writing a script describing the steps of adding nine to six?

I am not a teacher yet but I feel like a calculator wasn’t introduced to me until middle school or late elementary.

7 + 3 - 5 + 6 - 2

Start with 7

Add 3: 7+3=10

7+3=10 (This demonstrates the complement of 7 and 3 making 10)

Subtract 5: 10−5=5

Add 6: 5+6=11

Subtract 2: 11−2=9

Final result: 9

Hi nieberding.28, your problem is actually quite complex with multiple complementary number movements. At this time you and your student have only learned the complements of 10. I suggest 7 + 3 + 5 + 3 - 2 so your student has more success.

Hi appleton.thea, would you still wait until sixth grade to introduce the abacus?

Your problem is a great introduction to the complements of 10 for your student.

Ooops! That was a mis-type!

I start showing them a basic abacus in preschool for counting. We work on abacus a lot more in elementary, and some students choose to use it in class. Some students fight it. I introduced a talking calculator to my students at a young age, as a way to check calculations done on their braille writer or abacus. However, I didn’t provide them a **TALKING CALCULATOR** to use at-will in class until the same time as their peers - about 5th or 6th grade. I don’t think I would change when I teach these skills.

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