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Strategies For Addition and Subtraction PDF

Strategies for Addition and Subtraction provide alternative methods to develop number sense in grades 1-5. Addition strategies include breaking numbers apart by place value (e.g. 46 + 25), compensation by rounding and adjusting (e.g. 256 + 687), and transformation into equivalent problems (e.g. 46 + 28). Subtraction strategies involve breaking numbers apart, adding up/counting on to a landmark number (e.g. 212 - 197), subtracting across zeros (e.g. $10 - $4.75), subtracting from 9's (e.g. 1,000 - 273), and transformation or compensation to make problems easier (e.g. 547 - 297).

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JiaLing Thian
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420 views

Strategies For Addition and Subtraction PDF

Strategies for Addition and Subtraction provide alternative methods to develop number sense in grades 1-5. Addition strategies include breaking numbers apart by place value (e.g. 46 + 25), compensation by rounding and adjusting (e.g. 256 + 687), and transformation into equivalent problems (e.g. 46 + 28). Subtraction strategies involve breaking numbers apart, adding up/counting on to a landmark number (e.g. 212 - 197), subtracting across zeros (e.g. $10 - $4.75), subtracting from 9's (e.g. 1,000 - 273), and transformation or compensation to make problems easier (e.g. 547 - 297).

Uploaded by

JiaLing Thian
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Strategies for Addition and Subtraction

(These are alternative ways to add and subtract and promote number
sense. These are introduced at Grades 1 & 2 with smaller numbers and
extended into Grades 3-5)

Addition Strategies:
1. Breaking Apart (Place Value), also known as Separating or
Decomposing
Break both numbers down to place value and add each, starting with the
largest:
46 + 25 =
46 breaks into 40 plus 6 (40 + 6), 25 breaks into 20 plus 5 (20 + 5)
40 + 20 = 60
6 + 5 = 11
60 + 11 = 71
Or:
Keep one number intact and only break second number down by place
value and adding each place:
46 + 25 =
46 stays intact and 25 breaks into 20 and 5
46 + 20 = 66
66 + 5 = 71 or *66 + (4 + 1)

*Note: some students may prefer to break the 5 apart (4 + 1)


So that they can add 4 to 66 and get 70, then add on 1. It would only
make sense to break down the ones to get to the landmark number 10.
2. Compensation:
Round one or more of the numbers to numbers that are easier to work
with, then compensate:
256 + 687

-13
256 +700 = 956
956 13 =
(decompose 13)
956 10 = 946
946 3 = 94

13 is added to 687 to get 700, an easier number to work


with - keeping track of the adjustment is critical to
making this strategy work, encourage students to box
the adjustment (here we box the adjustment as -13
since 13 was added , now 13 must be subtracted out of
the computation to get the final answer

3. Transformation:
Transform the problem into an equivalent problem that is easier: (like
compensation, this is a strategy more advanced math thinkers can handle,
youre adding to one and taking away the same amount from the other)
a. 46 + 28 = ___
adding 2 to 28 makes it 30, an easy number to work with but if 2 is
added into this equation, then 2 must be subtracted from the 46.
28 + 2 = 30
46 2 = 44
30 + 44 = 74
b. 256 + 687 =
add 13 to 687 to make it 700, subtract 13 from 256 to make it 243,
700 + 243 = 943

Subtraction strategies:
1. Breaking apart/ separating - subtract one number in parts from the
other number which stays intact, always starting with largest place value
to subtract
a. 54 23 =
23 can be broken into 20 + 3
54 20 = 34
34 3 = 31
or

56 29 =
29 can be broken into 20 + 6 + 3, breaking 9 into 6 + 3 makes it
easier to subtract
56 20 = 36
36 6 = 30
30 3 = 27

b. 547 297 =
keep 547 intact, break 297 into 200 + 90 + 7, subtract out one
place value at a time
547 200 = 347
347 90 = 257
257 7 = 250
or 547 297 =
break 297 into 247 + 50, subtract out each part
547 247 = 300
300 50 = 250
2. Adding up/counting on - Start with smaller number, add up to a
landmark number*, from the landmark add up to get to the target number.
Add the two numbers you used.
212 197 =
197 + 3 = 200*
200 +12 = 212
3 + 12 = 15

516 305 =
305 + 195
= 500*
500 + 16
= 516
195 + 16 = 211 (195 + 10 = 205, 205 + 6 = 211)

3. Subtracting across the zeros:


Adding up is a good strategy when one of the subtrahends involves 0s.
Students have a great deal of difficulty subtracting across the zeros.
$10.00 $4.75 =
Think:

$4.75 + $.25 = $5.00


$5.00 + $5.00 = $10.00
$5.00 + $.25 = $5.25

4. Subtacting from 9s:


Given 1,000 273:
(subtract 1 from 1,000 making it 999 subtracting from 9s doesnt
require any borrowing)
999 +1 box the adjustment to remember to add it back in
-273
726 +1 now add back the 1, the answer is 727
Given 1006 273 :
(subtract 7 from 1006 making it 999,
999 +7
273
726 +7 now add back the 7 making the answer 733

3. Transform the entire problem to an equivalent problem that is easier to


solve by adding or subtracting the same number from/to both numbers in
the subtraction problem. (Using the same number maintains the difference
between the two numbers.) The goal of adding or subtracting a number is
to make one or more of the numbers easier to work with.
547 297 =
add 3 to both numbers to bring 297 to 300 and 547 to 550, now 300
is an easier number to subtract from 550
550 - 300 = 250
4. Compensation adjusting one of the numbers in a math problem in
order to make them easier to work with
a. 45 27 =
You ignored 2 of the 27 so you
27 -2 = 25
45 25 = 20
need to subtract 2 out of the
20 2 = 18
answer
b. 45 27 =
45 + 2 = 47
47 27 = 20
20 2 = 18

You added 2 to 47 so you need


to subtract 2 out of the answer

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