\set_margins 10
%f011
%uWorking From Left to Right%u%n%n

\set_margins 20
%f015
When adding 18 and 14, children learn to start in the 1's
place and proceed to the 10's in this way:%n%n


%t050  1%n
%t050  18%n
%t050 %u+14%u%n
%t050  32%n%n

Add the 8 and the 4.%n
Write down 2 and carry 1 to the 10's place.%n
Add the three 1 's in the 10's place.%n
The answer is 32.%n%n


Using this method, children learn about the process of
 addition, but cannot do mental arithmetic effectively.%n%n

A better method works like this:%n%n

Add the 10 from 18 and the 10 from 14 to get 20. Add
 the 8 and the 4 to get 12.%n%n

%t050  18 --> 10 + 8%n
%t050 %u+14%u --> %u10 + 4%u
%t050         20 + 12 = 32%n%n



Children begin by adding 10's rather than 1's and work from
 left to right. If it seems awkward at first, a little practice helps
 children discover how well this method works.%n%n

Apply the same principle to multiplication.%n%n

Example:%n%n

%t050 26      %t100  3 x 20 = 60  %t175 3 times 20 is 60.
%t050 %ux 3%u %t100  3 x  6 = 18  %t175 3 times 6 is 18.
%t050 78      %t100 60 + 18 = 78%n%n

\set_margins 20
%f010
Note that this mental math strategy reflects the "breaking apart"
 strategy presented earlier.%n%n

%n%n
