4th grade math: Addition skills to master:
Add two/three digits and powers of ten: 10, 100, 1000.
Mentally add 2 and 3 digit numbers.
Round/Estimate numbers to the nearest 10,100,1000 .
Take apart numbers: 1,10,100,1000 according to place value (ex: 1324= 1 thousand, 3 hundreds, 2 tens, 4 ones).
Create addition problems and matching equations. (example: 17 friends and 25 more friends, how many?....17+25 =37)
4th grade math is built on the expectation that your child to quickly and efficiently add single digit numbers together. This is very important.....I will say it again....this is very important. Go back to 1st grade addition and see if your child has those addition skills. Keep moving forward until you see what skills are particularly difficult for your child. YOUR CHILD MUST BE ABLE TO ADD QUICKLY AND BE ACCURATE. Find out where the wholes are in your child's learning and fill them.
This website will supply you with simple, fun ways you can teach the particular skill that your child needs to work on. 9 times out of 10 a child missed a skill OR skills OR was not exposed to enough practice. Good News...you can fix it!
The biggest challenge for parents and teachers working with children is to let the “children” do the work. What I mean is that when we sit down and help a child it is natural to ask questions and then give them answer without letting the child answer the question.
Here is a perfect example of how easy it is for us as parents to do all the thinking. My 3rd grader and I were practicing addition facts.
Here is how it went:
Me: (I held up a flashcard) 9+7
Child: ahhhh......(thinking), then starts counting up from 9 (10,11,12,and so on).
Me: Interrupting... You don't have to count up, just make 9 into a 10 and add the 10+7( after all I do know the strategies).
Child: Oh, that is 17
Parent: Did you take the 1 off since you added the 1 to the 9 to make 10?
Child: Oh yeah, so it is 16.
Did you see how much leading I did? I basically did the problem. My son barely had to think. Some leading is good but, if we keep putting words in their mouths they won't be able to independently do the problem. So lets look at the same situation with an emphasis on getting our child to think for him/herself.
Here is how it might go:
Parent: I am going to show you a fact (holds up a flashcard) 9+7...Before you answer it can you tell me what strategy might you use to solve it?
Child: UMMM...I could count up from 9?
Parent: You could do that- but is there a faster way?
Child: Yeah- I could make the 9 a ten and add 10+7 to get 17 then I would take away the 1 and get 16.
Parent: Good job, what strategy is that you used?
Do you see who did the thinking? The child did. Start thinking about if your child is the one doing the work or if you are doing the work.
The Crazy Math Mom