Although many of you may be familiar with the TouchPoint system that I am so crazy about, I wanted to share a quick reference sheet in case you ever need it. Once it has been learned in class, your child should be able to explain the process to you as well! I’m also including a TouchPoint chart to show the dot placement. Remember, though, that once the points are learned, they won’t actually be on the numbers. Your child will be able to use his/her pencil to touch their way to the right answer.
For all of the following operations, students are first taught the TouchPoints on the numbers (0-9). When counting on the points, single dots are touched once (worth 1 number) and dots with a circle around it are “double touches” (worth 2 numbers).
Students touch the bigger number in the addition problem and say its name. They then touch the “points” on the other number (these are learned through memory and are not drawn on once learned) as they count up.
Ex. If the problem is 5 + 6, touch the bigger number and say “six”. Then the points on the five are touched as the student counts up saying “seven, eight, nine, ten, eleven”. When there are no more points to touch, the last number said is the answer.
Students touch the top number in the subtraction problem and say its name. They then touch the “points” on the other number (these are learned through memory and are not drawn on once learned) as they count down.
Ex. If the problem is 6 - 5, touch the top number and say “six”. Then the points on the five are touched as the student counts backward saying “five, four, three, two, one”. When there are no more points to touch, the last number said is the answer.And, if you are thinking ahead. . .
Students look at the digits in the multiplication problem and decide which of the numbers is easier to skip count by. They then touch the points on the other number as they skip count.