1 of 9

Write now Article Tools

Page 3 of 3

four and seven are in the ones column. Then draw a vertical line as with "carrying" above.

Going back to the tangible items, have the child form two columns of ten items, and a column of four items to the right of the column of ten so that the combined columns symbolize twenty-four items in a problematic structure. There should be a space between the twenty-four items and the four items. The column of seven items should be below the column of four.

Next have him/her "borrow" one of the columns of ten items by placing them closer to the column of four items. Tell the child to count the items. After the correct number, fourteen, has been totaled, ask if he/she can take seven items away from fourteen items and how many will be left. Let him/her perform the process of moving seven items from the ones column. After the questions have been answered and it has been established that seven items will be left, ask why he/she was able to take seven away from fourteen. Child should answer fourteen is more than seven. Transfer this concept to the math problem on paper.

Reiterate the fact that you are going to "borrow" ten from the tens column. Draw a diagonal line through the number two; this is called "crossing out". Place a one about one half the size of the four just to the upper left of the number four. Have the child do the same. Reiterate the fact that you have "borrowed" ten from the tens place; and ten plus the four that were already there makes fourteen. Make sure the child understands that there are now fourteen invisible items in the ones column where there used to be only four.

Place a small number one next to the crossed out number two. Have the child do the same. Ask how many invisible items are left in the tens column. Although there is only a numeral one in this column now, the correct answer is, there are ten invisible items left-this is the tens column. Numbers in the tens column are in degrees of ten. To reinforce this concept, return the child's attention to the items on the table. Ask how many tangible items are left in the column that used to be twenty after you borrowed ten of the items and gave them to the four. The answer should be ten.

Ask how much will be left after you take seven from the fourteen. After the correct answer, seven, has been established, you and the child write the answer, seven, below the horizontal line, just below the number four. Now, you and the child bring down the one that is remaining in the tens column and place it next to the seven below the horizontal line on your papers. Tell the child there are zero items to add to the one in the tens column.

NOTE: A "0" may be placed to the left of the seven, just below the initial number in the tens column-in this case, number 2-to help the child understand there are zero tens available to subtract from the one.

These simple tips should make carrying and borrowing a cinch once children master them. Start using two numerals at the "tops" and at the "bottoms" of problems after the child conquers these basics of adding or taking away one numeral. Eventually, the child will be able to add or subtract three, four, and more numerals in a row; and to "add" three, four and more "rows" of numbers.

Learn more about this author, R. Renee Bembry.
Click here to send this author comments or questions.

• << previous page
• 1
• 2
• 3

Add your voice

Know something about Teaching addition to children: Tips to teach carrying and borrowing?
We want to hear your view. Write now!