Self-Monitoring Strategies in Arithmetic
Frank, A.R., & Brown, D., (1992, Winter). Self-Monitoring strategies in Arithmetic.
Teaching Exceptional Children,
52-53.
This math strategy is designed to help students who have been able to learn basic
single-digit arithmetic facts but have difficulty in remembering how to solve
problems that involve several steps. It helps them remember the steps involved in
computing answers to arithmetic problems. It is designed to teach students to use
a self-monitoring procedure that guides responding as arithmetic problems are
completed. The strategy employs a mnemonic device to help students remember
how to solve arithmetic problems once the self-monitoring procedure has been
faded.
Procedure
• Provide students with a guide that prompts them to remember how to
complete a task.
• Checklist:
1. Carefully analyze the skill to be taught and identify the critical steps to be
performed.
2. Write down steps at a level that can be understood by the student(s).
3. Organize the written statements in sequential order.
4. Place the complete checklist next to each problem as it is done.
• Explain the checklist and give a concrete example of how to use the self-
monitoring component. Once the student is able to use the procedure
without assistance, the teacher can discuss a mnemonic strategy for
remembering the steps in the checklist.
• Once the student is showing success with the checklist they should be
encouraged try and use the mnemonic device and wean them off of the
checklist. First remove the steps from the top of the worksheet and later
omit the checklist adjacent to individual problems.
• When transitions are difficult the checklist can either be placed on note
cards or a chart on the wall.
A Subtraction Illustration
• 4 critical steps to solving multi-digit subtraction problems
1. Starting in the 1
st
column
2. Determine which numeral in each column is bigger
3. Regrouping if the bottom numeral is bigger
4. Check basic facts
The mnemonic strategy “4Bs” helps students remember the 4 steps:
Begin,
Bigger, Borrow, and Basic Facts
.
• The student begins the first problem by looking at the first step at the list
of directions. Starting with
Begin –
the student then places a check mark on
the line by
Begin.
• Next, the student refers to the second step at the top of the page, which
prompts them to determine which numeral in the 1
st
column is bigger. The
student places a check mark on the line next to the word
Bigger
above the
first column, and continues to do so for the 10’s and 100’s columns,
completing each step and checking it off in sequential order.
Subtraction Worksheet Including a
Self-Monitoring Strategy
N
ame Date
SUBTRACT. Remember the 4 B’s:
B
egin? In the 1s column.
B
igger? Which number is bigger?
B
orrow? If bottom number is bigger I must borrow.
B
asic Facts? Remember them. Use Touch Math if needed.
- Begin - Begin - Begin
- - - Bigger - - - Bigger - - - Bigger
- - - Borrow - - - Borrow - - - Borrow
- - - Basic Facts - - - Basic Facts - - - Basic Facts
8 7 6 6 2 3 5 6
- 3 9 8 - 1 5
- 3 5
Modifications for Use with Addition Problems
• 4 critical steps to solving multi-digit addition problems:
1. Start in the 1s column
2. Add together the numerals in each column
3. Determine whether or not regrouping is necessary
4. Check to see whether or not the correct numeral has been carried to
the next column when regrouping is necessary.
• The word
SASH
can be used as a mnemonic strategy to help students
remember the steps: (
S
tart in the 1s column;
A
dd the numerals together;
S
hould I carry a numeral? and
H
ave I carried the correct numeral?)
Addition Worksheet Including a
Self-Monitoring Strategy
N
ame Date
ADD. Remember SASH
Start In the 1s column.
A
dd together the numerals in each column.
Should I carry a numeral?
H
ave I carried the correct numeral?
- Start - Start - Start
- - - Add - - - Add - - - Add
- - - Should I carry - - - Should I carry - - - Should I carry
- - - Have I carried - - - Have I carried - - - Have I carried
1 2 7 3 5 7 6 4
+ 3 9 8 + 1 2
+ 1 7
Modifications for Use with Multiplication Problems
• There are also 4 critical steps in solving multi-digit multiplication problems.
1. Multiply the 1s column.
2. Carry any 10s over to the 10s column.
3. Multiply the bottom 1s digit with the top 10s digit.
4. Add any number that was carried in step 2 to the product of step 3.
• The word
MAMA
can be used as a mnemonic strategy to help students
remember the steps: (
Multiply
the 1s column;
Across
to the 10s;
Multiply
the
bottom 1s digit with the top 10s digit;
Add
any number that was carried in
step 2)
Multiplication Worksheet Including a
Self-Monitoring Strategy
N
ame Date
MULTIPLY. Remember MAMA
M
ultiply the 1s column.
A
cross to the 10s.
M
ultiply the bottom 1s digit with the top 10s digit
A
dd any number that was carried in step 2
- Multiply - Multiply - Multiply
- - Across - - Across - - Across
- - Multiply - - Multiply - - Multiply
- - Add - - Add - - Add
1 7 3 5 6 4
x 8 x 3
+ 7
