Use of low-stress algorithms to reduce the cognitive load on students is advocated. The low-stress algorithm for addition developed by Hutchings is detailed first. Then a variation on the usual algorithm is proposed: adding from left to right, writing the partial sum for each stage. Next, a "quick addition" method for adding fractions proposed by Spitler is illustrated. Attention is then turned to subtraction, with the conventional decomposition algorithm shown, followed by Hutchings' low-stress algorithm. Then an algorithm proposed by Brown, involving no "borrowing," is presented. It is suggested that alternative algorithms should be tried with students who exhibit problems using conventional algorithms, and also for enrichment with other students. (MNS)