The opposite-change rule for addition involves: • Finding a friendly number that can be added more easily mentally. • Adjusting one addend up and the other addend down to compensate. (Addends are the numbers added together.) • Adding numbers together and finding the sum (the answer to an addition problem). Everyday Mathematics

Jun 26, 2020 · This foundations of math video explains the opposite change algorithm for addition of whole numbers. The opposite change rule for addition can help students become more comfortable working with...

We'll look at one number line algorithm for addition and one for subtraction; One addition and one subtraction algorithm that involve adding or subtracting strictly within place values and then combining for a total;

Opposite-Change Algorithm In the opposite-change algorithm for addition, we decide which addend is closer to a nice number (typically 10 or a multiple of 10), then decide how to adjust that addend so that it ends in one or more zeros and adjust the other addend the opposite way. The goal is to make the addition problem a problem

In modeling addition of whole numbers with the line model, where does the first addend directed arrow (vector) start on the number line? Use the line model to illustrate the following problem.

Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Write the answer (write the 2 in the units place of the answer, and write the 1 in the tens place). Add the tens (1+4+9=14). Write the answer (write the 4 in the tens place of the answer, and write the 1 in the hundreds place). Add the units (7+5=12).

Mar 27, 2020 · BRTC instructor Jessica Stout explains the opposite-change tool to help simplify addition of a pair of numbers.

ADDITION ALGORITHMS What does addition really mean? Is the way you learned to add the only way to do it? Do we all have to solve problems the same way? Consider the following: Figure 1:897+537 worked 6 different ways It’s the same problem worked six different ways. They all got the same answer. Is one more right than the others?

Everyday Mathematics and the Common Core State Standards for Mathematical Practice. Andy Isaacs, director of EM revisions, discusses the CCSSM edition of Everyday Mathematics.Learn more. Everyday Mathematics Virtual Learning Community. Join the Virtual Learning Community to access EM lesson videos from real classrooms, share resources, discuss EM topics with other educators, and more.