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	<title>Door-2-Math Blog</title>
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	<description>Lessons I learned in helping make math easier for kids.</description>
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		<title>Addition Activity 7- Adding by regrouping with 2 single-digit numbers</title>
		<link>http://blog.door2math.com/2010/12/31/addition-activity-7-adding-by-regrouping-with-2-single-digit-numbers/</link>
		<comments>http://blog.door2math.com/2010/12/31/addition-activity-7-adding-by-regrouping-with-2-single-digit-numbers/#comments</comments>
		<pubDate>Sat, 01 Jan 2011 05:30:27 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[K-4 Math Curriculum]]></category>

		<guid isPermaLink="false">http://blog.door2math.com/?p=197</guid>
		<description><![CDATA[We start by lining up 2 single digit numbers vertically. The reason is that we need to set up the habit of writing vertically from the get-go. When math progressively gets more complicated and more involved, it&#8217;s a tremendous advantage if each step of the solution can be checked quickly. Writing vertically makes things easier. [...]]]></description>
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		<title>Double Checking</title>
		<link>http://blog.door2math.com/2010/12/19/double-checking/</link>
		<comments>http://blog.door2math.com/2010/12/19/double-checking/#comments</comments>
		<pubDate>Mon, 20 Dec 2010 02:36:39 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[K-4 Math Curriculum]]></category>

		<guid isPermaLink="false">http://blog.door2math.com/?p=194</guid>
		<description><![CDATA[Having established such a firm foundation in number sense and visual memory, we can now turn our attention to the next task at hand. Double checking. A word of caution: As with establishing any good habit, repetition plus patience is the key. Whenever you feel you&#8217;re losing it, walk away. There&#8217;s nothing worse than trading [...]]]></description>
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		<title>Addition Activity 6 &#8211; Making 10</title>
		<link>http://blog.door2math.com/2010/12/19/addition-activity-6-making-10/</link>
		<comments>http://blog.door2math.com/2010/12/19/addition-activity-6-making-10/#comments</comments>
		<pubDate>Mon, 20 Dec 2010 01:20:46 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[K-4 Math Curriculum]]></category>

		<guid isPermaLink="false">http://blog.door2math.com/?p=192</guid>
		<description><![CDATA[Learning to regroup 10 is the last of the building blocks you need to foster. Luckily, we can turn to our two hands for this one. The first combination to make 10 is obvious: 5 + 5 Next, nudge one finger closer to the opposite hand, you can see the next combination pretty easily: 6 [...]]]></description>
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		<title>Addition Activity 5 &#8211; Making 9s</title>
		<link>http://blog.door2math.com/2010/12/19/addition-activity-5-making-9s/</link>
		<comments>http://blog.door2math.com/2010/12/19/addition-activity-5-making-9s/#comments</comments>
		<pubDate>Mon, 20 Dec 2010 00:41:18 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[K-4 Math Curriculum]]></category>

		<guid isPermaLink="false">http://blog.door2math.com/?p=190</guid>
		<description><![CDATA[By now, you&#8217;re probably getting bored and running out of ideas to this method of addition by regrouping. You&#8217;re not alone. I too get tired by the time we got around to 9. Then out of the blue, my son commented one day, isn&#8217;t 9 just 8 added to 1? He then continued, &#8220;so if [...]]]></description>
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		<title>Addition Activity 4: Making 8</title>
		<link>http://blog.door2math.com/2010/12/18/addition-activity-4-making-8/</link>
		<comments>http://blog.door2math.com/2010/12/18/addition-activity-4-making-8/#comments</comments>
		<pubDate>Sun, 19 Dec 2010 06:00:22 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[K-4 Math Curriculum]]></category>

		<guid isPermaLink="false">http://blog.door2math.com/?p=186</guid>
		<description><![CDATA[Trying to keep it from getting boring, I introduced a game to my kids when they were learning to regroup 8. We got 8 pennies two tea cups out one day and started to toss the pennies into the 2 tea cups. After he got all 8 pennies tossed into either one of the cups, [...]]]></description>
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		<title>Addition Activity 3: Adding to 7</title>
		<link>http://blog.door2math.com/2010/12/01/addition-activity-3-adding-to-7/</link>
		<comments>http://blog.door2math.com/2010/12/01/addition-activity-3-adding-to-7/#comments</comments>
		<pubDate>Thu, 02 Dec 2010 04:41:10 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[K-4 Math Curriculum]]></category>

		<guid isPermaLink="false">http://blog.door2math.com/?p=183</guid>
		<description><![CDATA[Adding to 7 using fingers is a bit harder to demonstrate visually. Why? Because we only have 5 fingers on one hand! One way to get around this, if you&#8217;re adventurous, is to take socks off and use toes. If that doesn&#8217;t work for you, try M&#38;M candies. Line up 7 M&#38;M candies, cover 1 [...]]]></description>
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		<title>Addition Activity 2: Adding to 6</title>
		<link>http://blog.door2math.com/2010/12/01/addition-activity-2-adding-to-6/</link>
		<comments>http://blog.door2math.com/2010/12/01/addition-activity-2-adding-to-6/#comments</comments>
		<pubDate>Thu, 02 Dec 2010 04:21:22 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[K-4 Math Curriculum]]></category>

		<guid isPermaLink="false">http://blog.door2math.com/?p=180</guid>
		<description><![CDATA[Once your child gets the gist of breaking 5 into groups (1 + 4, 2 + 3), move on to working with the other hand also. Start by sticking both hands out but only extend 6 fingers. Here you&#8217;re demonstrating 1 + 5 = 6. Alternate different fingers to get the point across that 6 [...]]]></description>
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		<title>Addition Activity 1: Adding to 5</title>
		<link>http://blog.door2math.com/2010/12/01/addition-activity-1-adding-to-5/</link>
		<comments>http://blog.door2math.com/2010/12/01/addition-activity-1-adding-to-5/#comments</comments>
		<pubDate>Thu, 02 Dec 2010 04:07:47 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[K-4 Math Curriculum]]></category>

		<guid isPermaLink="false">http://blog.door2math.com/?p=177</guid>
		<description><![CDATA[The reason that we start with &#8220;Adding to 5&#8243; and ask you not to skip this one is that as simple as it may sound to you, connecting the &#8220;math verb&#8221; of ADD is not a natural thing. Earlier, in the section on counting, we mentioned that the need to know &#8220;how many do I [...]]]></description>
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		<title>Double Checking is a Critical Math Skill</title>
		<link>http://blog.door2math.com/2010/12/01/double-checking-is-a-critical-math-skill/</link>
		<comments>http://blog.door2math.com/2010/12/01/double-checking-is-a-critical-math-skill/#comments</comments>
		<pubDate>Wed, 01 Dec 2010 13:50:25 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[K-4 Math Curriculum]]></category>

		<guid isPermaLink="false">http://blog.door2math.com/?p=174</guid>
		<description><![CDATA[Double checking is a critical test-taking skill. The earlier a child can get in the habit the better. While some schools of though argue that it&#8217;s more important to focus on a child&#8217;s &#8220;effort&#8221; than on &#8220;results&#8221;, I disagree. Mathematics is an exact science &#8211; &#8220;close enough&#8221; just doesn&#8217;t cut it. Focus on getting the [...]]]></description>
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		<title>Efficient vs. Effective when Learning Addition</title>
		<link>http://blog.door2math.com/2010/11/28/efficient-vs-effective-when-learning-addition/</link>
		<comments>http://blog.door2math.com/2010/11/28/efficient-vs-effective-when-learning-addition/#comments</comments>
		<pubDate>Mon, 29 Nov 2010 04:46:07 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[K-4 Math Curriculum]]></category>

		<guid isPermaLink="false">http://blog.door2math.com/?p=168</guid>
		<description><![CDATA[Let&#8217;s say little Jane learned the rules of addition and eager to try it out. Her mom gave her the following instructions &#8220;keep the 5 in your head and count from 6 because 6 comes after 5&#8243;. So Jane obediently stuck out her fingers and started to bend 1 down to keep track of how [...]]]></description>
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