1.

0 THE DEFINITION OF ALGORITHM

An algorithm is step-by-step procedure to solve a problem. The word

derives from the name of the mathematician, Mohammed Ibn - Musa al-
Khwarizmi, who was part of the royal court in Baghdad and who lived from about
780 to 850. Al-Khwarizmi's work is the likely source for the word algebra as well.
(http://whatis.techtarget.com/definition/0,,sid9_gci211545,00.html).

An algorithm is used because:

i) Always work to builds confidence in students

ii) Trains students to become fast in counting - mentally
iii) To complete the topic in syllabus and to establishes the potential in each
of the students fairly.
Say that everyone in the class can +, -, x, ÷

2.0 THE ALGORITHM OF ADDITION

The addition algorithm consists of adding ones, tens, hundreds, and so

on, regrouping any sum greater than 9 in each place. The reason the addition
algorithm works can be illustrated by examining the numbers in their expanded
form. There are many ways in algorithm of addition. Let’s go through each of the
method. Let’s say that the example is 68+94 for each of the method.

2.1 Expanded algorithm

68+94 =

Tens ones
(60+90) + (8+4)

150 + 12

=162

In the expanded algorithm, the order in which the numbers with a

given place value are added doesn’t matter because all partial sum are
recorded.

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2.2 Standard algorithm

68+94=

68

+ 94

1 6 2

TENS ONES

16 2

In the standard algorithm usually we start to calculate with the ones.

Whenever we use this algorithm and there are 10 or more ones, we regroup 10
ones as 1 ten and then add the tens altogether.

2.3 Left-to-right algorithm

68 + 94 =

68

+ 94

15

12

162

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 In the left-to-right algorithm we must definitely start from left (tens) first,
sum up the tens and then sum up ones. Finally sum up the sum of tens and the
sum of ones.

2.4 Alternative algorithm (Lattice method)

68 + 94 =

6 8

+ 9 4

1 1

5 2

1 6 2

In the Lattice method, the answer for ones and tens columns writes in
vertical. Then to get the answer make a inclined line as shown to get the sum of
the equation correctly. Then sum up the number according to the line make.

2.5 Estimating sums

Estimate 68 + 94 =

68  70
94  90

160

In the estimating method, the most common method of estimating sums is to

round each add to a specific number near it and then add the rounded numbers. This
method is suitable to question that does not need the exact answer.

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3.0 MANIPULATIVE MATERIALS

Manipulative materials are any concrete objects that allow students to

explore an idea in an active, hands-on approach. Manipulative can be almost
anything – blocks, shapes, spinners, or even paper that is cut or folded.
(http://www.mathatube.com/glo-manipulatives.html).

The manipulative materials help the students to understand faster about

the mathematics concept. The manipulative materials also use as a tool for
students to solve problems. By using real tool to represent their thinking, they
seem to have many methods in order to solve the problem. They explore the
materials to the max. It happens in real life when the architects often make a
model of prototype first before they build the real one.

After some times searching for the information about the manipulative
materials, I found that using the colorchips is the best but I use the idea of it but
using candy which is ‘smarties’. I think this is very interesting manipulative
material.

As we all know smarties is the famous candy brand. The children love
them. They taste delicious and colorful. I sure the children will love it if we use
smarties as a manipulative material in mathematics.

From all of the method of algorithm shows in previous page, I prefer the
standard algorithm to explain with my manipulative material (smarties).

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 68 + 94 =

68

+ 94

1 6 2

Let’s say that : Red smarties  tens

Blue smarties  ones

10 ones  1 ten

10 ONES

1 TEN

TENS ONES

ONES
TENS
16 2

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Using this manipulative material, we use two colors of smarties which red and blue.
They are place in two bowls like in previous page. First step is to two take out ten blue
smarties because the more than nine number must be place in tens bowl. Then take
the new red smarties to replace the ten red smarties and put it in the tens bowl. Count
the smarties remains and add. Make sure to place the tens and ones correctly when
adding.

Example tens ones

16 2

So the answer is 162

 The blue smarties that been take out from the bowl can be eaten. The students
can eat candy while making the calculation. This is fun!

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 Appendix

Regrouping With Addition

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The addition algorithm consists of adding ones, then tens, then hundreds, and so on, regrouping any sum
greater than 9 in each place. The reason the addition algorithm works can be illustrated by examining the
numbers in their expanded form. For example, have children consider 58 + 36.
58
+ 36
→
50 + 8
+ 30 + 6
80 + 14 = 80 + (10 + 4)
= (80 + 10) + 4
= 90 + 4
= 94

The standard algorithm takes place in two stages and provides a shortcut for recording the renaming
process.

When a vertical addition problem is presented to children, be sure to emphasize the need to correctly
align the digits before completing the addition.

Estimating Sums

When an exact answer is not necessary, an estimate can be used. The most common method of
estimating sums is to round each add end to a specific place and then add the rounded numbers. In this
chapter, children round numbers to the nearest ten with the help of a number line.
Estimate:
48 + 31

48 → 50
+ 31 → + 30 Round each number to the nearest ten.
80 Add the rounded numbers.
Mental math can often be used to complete estimates. At this grade level, however, explain that errors
can be more easily identified if children write down their work when estimating answers.

Teaching Model 10.3: Regroup Ones as Tens

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