In case you haven't noticed, this topic in math is about process, or strategies to help solve math equations. As discussed at Back-to-School Night, children should memorize and be fluent with doubles facts. One parent asked that evening, "How far?" The response was: "As far as possible; at least to 20" (2+2, and 3+3, etc.).
The reason for this is that many of the other strategies depend on a child knowing these facts quickly. If a child knows 6+6, then it is not a far leap to 6+7. Likewise if faced with 6+8 (numbers separated by 2) this can be thought of as 7+7 since 1 from the 8 given to the 6 will make 7 and 7. Hence, 7+9 is like 8+8 and so forth. These strategies are only employed for numbers separated by 1 or 2 since there are better strategies for numbers with greater differences, such as making ten. That means that it is also greatly important (as discussed) that the children also know the parts of 10 fluently (i.e., 1 and 9, 2 and 8, etc.).
Not to mention the fact that following this topic, we will begin our speed math tests. If children do not have to rely on the very slow strategy of counting on their fingers, they should be able to pass math fact tests with greater ease.
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