<![CDATA[Teaching addition to K2 child]]>

kaisuparents:
Hi friends,

I would like to know the method of addition that is taught in singapore kindergartens and primary schools.
If there are picture additions eg: picture of 2 apples + picture of 3 apples the child counts the them together and tells 5.
If its a number addition e.g: 5+7 how is the child supposed to calculate
a. does he draw 5 lines to represent 5 and 7 lines to represent 7, together count the lines and tell the total.
In this case |||||+||||||| = 12
b. can he use fingers to count
c. do we make the child by heart 1 digit addition upto 9+9 = 18

Thanks
Hi,
For kindergarten level, it is perfectly fine if the child wants to use concrete objects such as unifix cubes to represent the numbers and add up.

I teach my daughter how to compare numbers in K1 Term 1 or 2. She must know which number is greater or smaller, eg: 7 and 5. Which is smaller, which is bigger? Why? I get her to explain to me in her own words and I listened to her explanation. Once she was able to compare the numbers, I taught her what number comes next. Eg: What number comes after 5? What number comes after 6? Then, I moved on to teaching her counting on addition method in K1 Term 2 or 3. For example 7 + 5, I will ask her which is the bigger number and she has to keep the bigger number in her head by using hand action to \"imitate deposit 7 into head\", (it was cute to see her do that at that time). Then as for the smaller number 5, she has to show out 5 fingers and count on from 7. I remind her 7 is in her head. What comes next? You have 5 fingers so move forward 5 steps. Then she will count, 8, 9, 10, 11, 12. And tell me 12 is answer.

Moving forward to primary 1 now. I encourage my child to memorise addition facts up to 10. This comes through lots of practice and overtime, speed and accuracy is improved and she can recall mentally. Currently she has moved on to doing mental problem sums solving.

Sharing some tips with you. You can ask your child addition questions at breakfast or dinner. Please include words such as how many, altogether, plus and equals. These are vocabulary to describe addition of objects.

I wish you all the best in teaching your child adding 2 groups of objects by counting on from the group with the greater number.

]]>https://forum.kiasuparents.com/topic/67843/teaching-addition-to-k2-childRSS for NodeTue, 05 May 2026 15:55:59 GMTThu, 06 Mar 2014 17:49:33 GMT60<![CDATA[Reply to Teaching addition to K2 child on Tue, 04 Mar 2014 03:09:13 GMT]]>Another method is ‘add-on’. Eg 7+5


Child says 7, holds up 5 fingers and add on:

8, 9, 10, 11, 12

Easier to begin with the bigger number then add on. But child must know the concept of ‘bigger number’ and number sequence first.

]]>https://forum.kiasuparents.com/post/1229408https://forum.kiasuparents.com/post/1229408Tue, 04 Mar 2014 03:09:13 GMT<![CDATA[Reply to Teaching addition to K2 child on Fri, 10 Jan 2014 02:31:06 GMT]]>In school, teachers use the CPA approach: concrete, pictorial representation and abstract.


Concrete simply means using physical objects eg. ice-cream sticks, marbles to represent the numbers ie. 2 marbles and 3 marbles gives you 5 marbles.

When the child is able to grasp that, you move on to pictorial representation ie. your drawing of lines method.

Finger-counting can be abstract altho fingers are concrete. You may want to try to introduce this method at different stages to see whether the child is comfortable using this method at concrete, pictorial or abstract level.

As long as you use this approach, you won’t be confusing the child. Addition is more about whether the child is ready to move on to the next stage. Just don’t jump to abstract ie. make the child look at the numbers and expect him to know how to add before concrete and pictorial stages.

]]>https://forum.kiasuparents.com/post/1187460https://forum.kiasuparents.com/post/1187460Fri, 10 Jan 2014 02:31:06 GMT<![CDATA[Reply to Teaching addition to K2 child on Fri, 10 Jan 2014 02:09:34 GMT]]>which is the way u r using at home now? is it number bonds?


pictorial reps/montessori beads are good for 3-4yos. line drawing has its drawback cos kid might draw 1 line less when no. gets larger like 13+18. impedes speed as well.

finger counting is good for 4-5yo but has its limitations too, as one will run out of fingers to count one day.

adding by heart comes naturally around 5-6yo, after the concept is understood. Kumon specialises in mental drilling.

abacus like montessori is good for understanding the concept of Hundreds, Tens and Ones.

]]>https://forum.kiasuparents.com/post/1187433https://forum.kiasuparents.com/post/1187433Fri, 10 Jan 2014 02:09:34 GMT<![CDATA[Reply to Teaching addition to K2 child on Fri, 10 Jan 2014 01:51:29 GMT]]>

kaisuparents:
Hi ,

Thanks for your inputs. Would it be confusing for the child if we teach them one way of addition at home and at school they are taught different method.
Thanks
I don't think it should be confusing, and even if it is, then it's better that the child understands that there is no 'one way' to do Maths. Sticking too closely to single method may actually inhibit the understanding of the general principle.

]]>https://forum.kiasuparents.com/post/1187413https://forum.kiasuparents.com/post/1187413Fri, 10 Jan 2014 01:51:29 GMT<![CDATA[Reply to Teaching addition to K2 child on Fri, 10 Jan 2014 01:38:50 GMT]]>Hi ,

Thanks for your inputs. Would it be confusing for the child if we teach them one way of addition at home and at school they are taught different method.
Thanks

]]>https://forum.kiasuparents.com/post/1187401https://forum.kiasuparents.com/post/1187401Fri, 10 Jan 2014 01:38:50 GMT<![CDATA[Reply to Teaching addition to K2 child on Thu, 09 Jan 2014 05:08:21 GMT]]>Hi,


I do believe there isn’t a one-for-all method to teach addition as long as the child understands the concept. All your methods are fine as long as the child learns well using the methods.

The one that is more particular is multiplication in which children need to understand that ‘2 x 3’ means ‘2 groups of 3’, with concrete materials (step 1), pictorial representation (step 2) and eventually commit the times tables by heart. The time taken for each step depends on how long the child takes to understand the concept.

]]>https://forum.kiasuparents.com/post/1186526https://forum.kiasuparents.com/post/1186526Thu, 09 Jan 2014 05:08:21 GMT