Verbal+Prompts

**Verbal Prompts used for Addition**

**Content** Mathematics/Addition

**Grade Level** 5-12

**Curriculum Standards** The following CSOs would be used in a sixth grade setting: M.O.6.1.4: analyze and solve real-world problems involving addition, subtraction, multiplication and division of whole numbers M.S.6.2: Through communication, representation, reasoning and proof, and problem solving, students will: demonstrate understanding of patterns, relations and functions

**Description of Practices** One of the main reasons that students struggle with math so badly is that they do not know their basic math facts. If they do not know these basic math facts, then they will be slower and less accurate in their math computation. Using a thinking strategy such as verbal prompts can assist students in acquisition and retention of basic math facts. Here are the verbal prompts to use with your students who are struggling with basic math facts:


 * Using doubles**: If a student knows that 6+6=12 then they will know what 6+7 is. You would say something like, "Think of the picture".
 * Counting on**: Students should not resort to counting from one to solve math facts. Teach them to count on from the largest number in an addition fact by saying something like, "Start BIG and count on".
 * Using tens**: Teach your students that 10 plus any single number merely changes the 0 in 10 to the number that they are adding to. Use the verbal prompt, "Use ten to help".
 * Using nines**: Students can think of nine as ten and then subtract one from their answer, ask your student, "what is the pattern?"
 * Doubles:** You can teach your students to think of pictures when adding doubles. For example, a picture of a dog with two legs and two arms = 4, a spider with four legs on either side of it's body; 4+4=8. Use the verbal prompt, "Think of the picture".
 * Near doubles**: When solving near doubles use the prompt, "Use 10 to help". This way they envision the picture that they used to solve their doubles and then add one more to it.

**Implementation Considerations** This strategy would be based used first through direct instruction. Without direct instruction students with learning disabilities will not discover these strategies or use them. You as the teacher will need to first teach these strategies to your student and then use the prompts after they have an understanding of what those prompts even mean. Another implementation to consider would be using a peer buddy with these strategies. These strategies or verbals prompts are most likely being used by students who are successful at math. These students can then teach the strategies in a peer tutoring fashion to the students who are struggling. Sometimes having another student putting strategies into their own words can really help students with disabilities.

**Example** The following example is for both addition and subtraction, however it is a great video to learn how to teach students their basic math facts. The woman touches on the verbal prompt strategy when she talks about doubles, using nines, zeros, and doubles. http://www.youtube.com/watch?v=825G-Ntbsdk

**Citation** C.A. Thornton & M. A. Toohey (1985), Basic math facts, Guidelines for teaching and learning, //Learning Disabilities Focus//, 1 (//1//), pp. 50, 51. Reprinted with permission of the Division for Learning Disabilities.

Metcalfe, A., & Campbell, J. (2011). Adults' strategies for simple addition and multiplication: Verbal self-reports and the operand recognition paradigm.//Journal of experimental psychology//, //37//(3), 661-672.