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- by Julie Roy

Note : The duration of each milestone will depend on individual students.


Generally, when students express a need to share their “New Found
Strategy” they are ready to be moved to the next milestone.
Table of Contents
[1] Additive: Counting on from 5 ............................................................................................. 3
Key understanding A: Student will have a deep understanding of 5. ............................................. 3
Key understanding B: Student will know the partner numbers that add to 5. ................................ 4
Key understanding C: Student will be able to unitize 5. . ................................................................. 6
[2] Additive : Partners to 10 ...................................................................................................... 6
Key understanding A: Students will be able to count on from 5. ..................................................... 7
Key understanding B: Student will know the partner numbers that make 10 when added
together. ................................................................................................................................................ 9
[3]Additive: Addition facts with sums less than 10 ............................................................... 11
Key understanding A: Students will be able to add 1 to any number. ......................................... 11
Key understanding B: Students will know the partner numbers that add up to ten. ..................... 12
Key understanding C: Students will know their addition facts of near partners to 10. .................. 13
Key understanding D: Students will know the addition facts of the doubles. ............................... 14
Key understanding E: Students will know the addition facts of the near doubles ......................... 15
Key understanding F: Students will know what happens when they count on from 5. ................ 15
Key understanding G: Students will know the addition facts when the numbers they are adding
2 to a number. ..................................................................................................................................... 16
Key understanding H: Students will know all their addition facts with sums less than ten. ............ 16
[4] Additive: Counting on from 10 ......................................................................................... 17
Key understanding A: Students will have a deep understanding of adding 10 to a one-digit
number. ................................................................................................................................................ 17
[5] Additive: Addition facts up to (9 + 9). ............................................................................. 19
Key understanding A: Students will be able to add 9 to number. ................................................. 19
Key Understanding B: Student will be able to add 8 to a number. ................................................ 23
Key understanding C: Students will know the addition facts for the doubles. . ........................... 26
Key understanding D: Students will know the addition fact of any two numbers that are one
apart (near doubles). . ........................................................................................................................ 27
Conclusions .............................................................................................................................. 28

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Learning Addition Facts by Julie Roy
[1] Additive: Counting on from 5

Examining 5 and what pairs of numbers make 5 is a crucial milestone that will enable
students to get a better understanding of our base 10 number system (5 and 5).

Key understanding A: Student will have a deep understanding of 5.

Activities that help achieve this understanding:

 Represent the number rolled with objects


Materials needed: one1-6 die, 8 teddy bears counters.

Objective of the activity : Have students roll a 1-6 die. Say they roll a three, they will
then show 3 teddy bears on their desk. They can vary this activity by picking a number
card instead of rolling a dice, by showing them a dot arrangement that they need to
match. Below are some questions that can be used to extent this activity.

- Do you have more or less than 5 bears?


- How many more or how many less than 5 bears do you have?
- How many bears would you have on your desk if one fell on the floor?
- How many bears would you have on your desk if I gave you one more? Two
more?
- Look at your neighbour’s desk. Does he have more bears or less bears than you
have? How many more? How many less?
- What if you combined your bears, how many would you have altogether?
- Roll the dice again. Is the new number of bears more or less than the number
you rolled before? By keeping the bears from the first roll on your desk, do you
need to add some or remove some to show the new number? Show the new
number.

 Represent on a five frame the number card chosen


Materials needed: The ace, two, three, four and five cards from a deck of cards, a five
frame and a marker.

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Learning Addition Facts by Julie Roy
Objective of the activity: Choose a card from the deck and represent it on the five
frame. Students are also expected to say which number makes five with the number
card. Ex: A students choose a 3 from the deck of cards. He represents it as below and
says that 3 and 2 more makes 5.

 Represent with Linking cube the number card chosen


Materials needed: The ace, two, three, four and five cards from a deck of cards and
five linking cubes.

Objective of the activity: Choose a card from the deck and represent it by breaking
the five linking cube chain accordingly.

4
Key understanding B: Student will know the partner numbers that add to 5.

Activities that help achieve this understanding:

 Make 2 piles
Materials needed: small objects

Objective of the activity : Students will go in a bin to get 5 objects (linking cubes, bears,
etc..) With the 5 objects on their desk, students will make two piles. Below are some
questions that can be used to extent this activity.

- How many bears do you have in each pile?


- Can you put back the five bears together and make two new piles, do you have
the same amount in each pile? Which pile has more? How many more?
- Look at your neighbour’s piles. Do they have the same number of bears in their
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Learning Addition Facts by Julie Roy
piles as you have in your piles? How many different piles do you think you can
make?

- Can you make 3 piles with your bears? How many in each piles?
- What about 4 piles? 5 piles? How many options for 5 piles?

 Find the partners to 5


Materials: pre made cards with sets of 3 numbers below 5.

Objective of the activity : Give students cards with 3 numbers on them, two of which
add to 5. Have students circle the two numbers that add to 5.

3 4 1 2 4 3 0 3 5 1 4 3

 Break the rod


Materials: A linking cube rod containing 5 linking cubes.

Objective of the activity: Students will hold the rod in their hands and break the rod of 5
linking cubes into two smaller rods. They will hide one of the two parts they have. By only
looking at one part of the linking cubes they will say or write the number of linking cubes
that are hiding. For example, if they can see 3 linking cubes, there must be 2 that they
cannot see.

3 2

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Learning Addition Facts by Julie Roy
Key understanding C: Student will be able to unitize 5. They will be able to recognize familiar
arrangement of 5 objects and know that they don’t need to count one by one to confirm that
there are 5. For example, in one person’s hand there are always 5 fingers, a die’s pattern to
show 5, a nickel always represents 5 cents, etc. Once students are able to recognize 5 at a
glance form familiar arrangements, they can begin to count on from 5. For example, when ask
how many fingers are shown when shown the figure below, they will know it’s 8 without having
to count every finger, they will recognize the 5 and then count on, 6, 7and 8. There are 8
fingers.

Activities that help achieve this understanding:

 Represent with money the number card chosen


Materials needed: The ace, two, three, four, five, six, seven, eight and nine cards from a
deck of cards, 10 pennies and 10 nickels.

Objective of the activity: Choose a card from the deck and represent the number using
coins. During this activity, it will be important to talk about the relative magnitude of a
nickel compared to a penny. Students will have a difficult time accepting that 1 nickel
is the same as 5 pennies. When students seem ready to accept that 1 nickel is the
same as 5 pennies, a lot of practice using money will help them consolidate their
understanding of unitizing 5. For example when shown a 6, students may show 6
pennies. At that point the question: “ Is 6 greater than 5 or is 6 less than 5?” can be
asked. When students answer greater than 5 you can ask them if there is a different
way to represent 6 using the nickel. Let students try it. This may take some time as
students have had limited experience with money and unitizing 5 is a difficult concept.

and

[2] Additive : Partners to 10

Understanding the structure of our base ten system begins with a solid foundational
understanding of the partner numbers that add to 10. Automaticity with recalling each
pair of number that adds to ten is crucial for everything else that follows in a student’s
mathematical journey. The pacing for this section is crucial. Waiting for students to
internalize the key understanding is very important.
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Learning Addition Facts by Julie Roy
Key understanding A: Students will be able to count on from 5. The goal of this section is to
have students internalize that 5 and 3 is always 8. When students are first asked: “what is 3
more than 5 ? ”, they will more likely count on from 5, like 6,7,8 and say it makes 8. This is
normal at the beginning of their learning journey counting on from 5. The goal again is that with
extensive practice, students will just know that 5 and 3 is 8 with no evidence of counting on.

Activities that help achieve this understanding:

 Represent on a ten frame the number card chosen or the number rolled from a ten
sided die
Materials needed: The ace, two, three, four and five, six, seven, eight, nine, ten cards
from a deck of cards, a ten frame and a marker or a ten sided place value dice and a
ten frame.

Objective of the game: Choose a card from the deck and represent it on the ten
frame. The idea here is that a student who picks a 7 card realizes that 7 is greater than
5. It is 2 more than 5. When students represent numbers greater than 5 on a ten frame,
it is important that students show evidence of having unitized 5. This will appear as
students don’t need to put individual dots in every box of the ten frame. They can cross
off the top 5 right away and then think of how much greater than 5 the number they
chosen is. This activity can be varied if one rolls a ten sided die with the numbers (0-
9)instead of chosing a card. Another extension to this activity can be to show students
a ten frame that shows a number and ask students to say what number is represented
by the ten frame and how many more to make 10. For example, with the figure below,
student would say without hesitation that they see 7 and would need three more to
make ten.

 Represent with Linking cubes the number card chosen or the number rolled using a
ten sided die
Materials needed: The ace, two, three, four, five, six, seven, eight, nine and ten cards
from a deck of cards or a ten sided place value dice and a linking cube rod of 5 linking
cubes one color and 5 linking cubes another colour.
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Learning Addition Facts by Julie Roy
Objective of the game: Choose a card from the deck and represent it by breaking the
ten linking cube chain. Once students have represented a pack of cards of numbers,
ask them to show you 1. Then ask them to show you 9. If they do not have a reaction to
this, ask them to do the same thing again but ask them this time to carefully watch
what they had to do to their 10 linking cube chain. For both cases, they had to remove
one…just from different ends. Once students seem to understand that, ask them if they
think something similar might happen with other numbers. If they cannot think of any,
propose some, for example 8 and 2. The most important learning outcome for this
section is that students internalize what it means to be partners that make ten. Another
activity that can be done is to show students a rod like the one below (5 whites and 4
another colour) and ask students to say how many they see.

9 1
 Closest to 5
Materials needed: playing cards with Ace-9
The objective of the activity :

Each player has half of the cards. One at a time, a player turns a card face up. The
players have to say what their number is and how close to five it is. The person with the
card that is the closest to 5 wins. For example, if I draw a 3 and my partner draws an 8, I
am two less than 5 and my partner is 3 more than 5. This means that I win and my prize
is to pick up both cards. The winner is the person who has the most cards at the end of
the allotted time or when there are no more cards left.

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Learning Addition Facts by Julie Roy
Key understanding B: Student will know the partner numbers that make 10 when added
together. ( 1 and 9, 2 and 8 , 3 and 7, 4 and 6, 5 and 5)

Activities that help achieve this understanding:

 Break the rod


Materials: A linking cube rod containing 10 linking cubes, 5 of one colour and 5 more of
another colour.

Objective of the activity: Students will hold the rod in their hands and break the rod of
10 linking cubes into two smaller rods. They will hide one of the two parts they have. By
only looking at one part of the linking cubes they will say or write the number of linking
cubes that are hiding. For example, if they can see 6 linking cubes, there must be 4
that they cannot see. Students can do this activity with a partner. Each student holds a
different end of the linking cube chain. At the same time the students choose their end
and with the number of cubes they have in their hands have to say how many cubes
the other player has. The choose game is reinforcing the partners to ten.

6 4
 Go fish for ten
Materials needed: a deck of 36 cards (ace to 9)

Objective of the activity: Each students gets 5 cards. The goal of the activity is for
students to have 2 cards that add up to ten in their hands. If they are not able to find
two cards in their hand that add up to 10, they must ask for a card that makes ten with
one of the cards they already have. When a student does not have any cards left, he
picks up 3 more cards and continues.
For example, with this hand, you could ask for a nine.

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Learning Addition Facts by Julie Roy
 3 by 3 game
Materials needed: a deck of 36 cards (ace to 9)

Objective of the activity: Students will make 9 piles of cards with 4 cards in each pile.
The cards in the piles are all facing up. Students will try to look for 2 numbers that add
up to ten and remove those from their piles. As they remove the partners to ten, new
numbers appear and they can keep playing until there are no more pairs that add up
to ten. This is an individual game which means every player needs their own deck of
cards.

 Rapid Fire
Materials needed: a deck of 36 cards (ace to 9)

Objective of the activity: The teacher shows one card at a time and the student, as
fast as possible, tells witch number would make ten with the number on the card
shown. For example, if the teacher shows a 3 the student would say 7 without
hesitation.

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Learning Addition Facts by Julie Roy
[3]Additive: Addition facts with sums less than 10

Knowing without having to count on your fingers the facts to 10 is a definite milestone.
Students need a lot of focused practice with a variety of activities that all have the
same goal. It is important to build automaticity with the addition facts because our
number system is based on patterns and the same facts will be present when students
will be adding large numbers, decimals, fractions, etc.

Key understanding A: Students will be able to add 1 to any number. Students will understand
that 1+6 is the same as 6+1. It is very important to provide ample opportunity for students to
develop this fundamental addition property called the commutative property. This means that
adding the order the numbers are added together is not significant when one is adding.
Manipulating numerous additions concretely will help solidify the understanding of the
commutative property.

Activities that help achieve this understanding:

 One more/one less


Materials needed: pack of cards labeled one more/one less and a ten sided place
value die or the cards (1,2,3,4,5,6,7,8,9,10).

Objective of the activity: Students will either roll a die or turn a playing card and they
will pick a card from the pack one more/one less. For example if they roll a 8 and turn a
one more card, their answer will be 9. They can either write their answers down or play
with a partner and say the answers out loud.

The answer is 9.
One
more

The answer is 3.
One less

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Learning Addition Facts by Julie Roy
 Represent one more/one less than the number
Materials needed: The one more/one less cards, ten frame or linking cube rod, a die(0-
9) or playing cards (Ace-9)

Objective of the Activity: Pick a card one more/one less from the pack and roll a die or
choose a playing card. If you have picked the card one less and you have rolled a 7,
you will represent 6 on the ten frame or you will break up the linking cube rod to show 6
cubes.

One less

or

One more

Key understanding B: Students will know the partner numbers that add up to ten.

Activities that help achieve this understanding:

 Find the partners to 10


Materials: pre made cards with sets of 3 numbers below 10 with 2 that add up to ten.

Objective of the activity : Give students cards with 3 numbers on them, two of which
add to 10. Have students circle the two numbers that add to 10.

6 2 8 1 8 9 7 3 5 2 7 8

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Learning Addition Facts by Julie Roy
Key understanding C: Students will know their addition facts of near partners to 10. It is
important that students recognize that if 2 and 8 makes 10, then 2 and 7 must be one less than
ten. For students to be conscious of the near partner to ten addition strategies, they will need
to work on activities that use near partners to ten numbers for some time.

Activities that help achieve this understanding:

 Find the near 10 partners


Materials: pre made cards with sets of 3 numbers below 10 with 2 that add up to 9 (one
away from 10).

6 1 8 2 8 7 7 4 5 3 6 8

Objective of the activity: Give students cards with 3 numbers on them, two of which
add to 9. Have students circle the two numbers that add to 9.

 Equality/Inequality
Materials : Cards with additions that have a sum of 9 or a sum of 10 on one side and the
answer of ten on the other side. In the middle there is an empty box.

5+4 10 6+4 10 2+7 10 1+9 10


Objective of the activity: students will have to fill the empty box with the sign greater
than (>), less than (<) or the equal sign(=).

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Learning Addition Facts by Julie Roy
Key understanding D: Students will know the addition facts of the doubles.
(1+1)(2+2)(3+3)(4+4)(5+5).

Activities that help achieve this understanding:

 Show the double on a Rekenrek


Materials: A 20 beads Rekenrek and a 1-6 die.

Objective of the activity: Students will roll a 1-6 die. They will represent on the rekenrek
the double of the number they rolled. For example, in the example below, the student
would have rolled a 3 and would be showing that 3 and 3 is 6. The rekenrek is a great
tool to double because it is easy to subitize (recognizing how many objects one sees at
a glance) the beads.

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Learning Addition Facts by Julie Roy
Key understanding E: Students will know the addition facts of the near doubles
(1+2)(2+3)(3+4)(4+5).
Activities that help achieve this understanding:

 Show the near double on a Rekenrek


Materials: A 20 beads Rekenrek.

Objective of the activity: Students will choose the same number of beads from the top
row as from the bottom row to show the new number of beads when you the two
numbers you are adding are the same. For example, In the example below, students
would be showing that 2 and 3 is 5. They can think of it as 2 and 2 would be 4 and
there is one more therefore the answer to 2 and 3 must be 5 or they could think, 3 and 3
is 6 and 3 and 2 is one less therefore it must be 5. It is important that students
consciously make links to facts they already know to build on new facts. It is important
that they notice the difference between 2+3 and 3+3 or 2+2. Being able to relate a
new problem to an older one is an important building block that helps students build a
stronger mathematical foundation.

Key understanding F: Students will know what happens when they count on from 5.
(5+1)(5+2)(5+3)(5+4)(5+5)(1+5)(2+5)(3+5)(4+5).
Activities that help achieve this understanding:
All the activities in the section “Counting on from 5” will work here as well. It is important
in all of the addition facts that students discover the commutative properties of adding.
For example, students may recall that 5 and 2 is 7 but when asked what 2 and 5 is they
may not see it as the same as 5 and 2. It is important to build in activities that promote
this observation from the students. Telling the students about this property of addition
does not always lead to internalization of the commutative property. Instead, letting
students represent addition situation with concrete objects and asking them what they
notice when they add 2 and 5 in comparison with what they notice when they add 5
and 2 may lead the student to discover that they make the same total. You may then
follow by asking if he/she believes the same thing happens for other numbers when
he/she adds them together. Providing ample opportunity with a variety of models
(linking cubes, Rekenrek, money, bears, counters, ten frames) will help guide students in
making their own discoveries about addition facts and how they are intrinsically related
to one another and not a series of isolated facts.
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Learning Addition Facts by Julie Roy
Key understanding G: Students will know the addition facts when the numbers they are adding
2 to a number.

Activities that help achieve this understanding:

 Two more/Two less


Materials: A set of cards two more/two less and a 1-6 die or a 0-9 die.

Objective of the activity: The purpose is for students to build on what they know. Since
they already know the answer to what is one more or one less than a number, then two
more or two less has to be one less than the first question. Students will draw a card
from the 2 more/2 less pile and roll a number from the number cube. For example, if the
students draws a 2 less card and rolls a 7, the thinking can either be a straight five or the
thinking can ressemble « one less than 7 is 6 then 2 less must be 5 ».

Two Two more than 4 is 6


more

Two
Two less than 7 is 5
less

Key understanding H: Students will know all their addition facts with sums less than ten.

Activities that help achieve this understanding:

 Roll the dice and add


Materials: Two dice 0-6.

Objective of the activity:


Roll two 0-6 dice and find the sum.

The sum is 6

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Learning Addition Facts by Julie Roy
 Turn the cards and add
Materials: Cards numbered 0-6.

Objective of the activity:


Turn the two cards 0-6 and find the sum.

3 4 The sum is 7

[4] Additive: Counting on from 10

Students need to realize what happens when a number is added to ten or when 10 is
added to a number. It is important to be aware that some students have mastered the
patterns that occur when ten is added to a number but cannot apply that pattern to
adding 20 or any other multiple of ten. The first understanding that must happen is for
students to now what happens when 10 is added to a one-digit number and the second
understanding that must happen is for students to expand the first understanding to
adding any multiple of ten to any one-digit number.

Key understanding A: Students will have a deep understanding of adding 10 to a one-digit


number.

Activities that help achieve this understanding:

 Add ten
Materials needed: one ten-sided die (0-90) one ten-sided die (0-9)

Objective of the activity: Students will leave the ten sided (0-90) die on the side that
shows ten and roll the other die (the 0-9). Students can then add the numbers on each
die together. Students can use linking cubes to help them visualize what is happening.

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Learning Addition Facts by Julie Roy
 Add ten part 2
Materials needed: deck of playing cards with the
AS-tens, a double ten frame.
Objective of the activity: Separate the deck of cards
into 2 piles; one with only tens and the other with the rest of the cards. Choose a card
from the deck and represent it on the ten frame. Choose a card from the deck with
only tens and add it to the other card. The idea here is that a student who picks a 7
card realizes that adding ten to the seven will give 17. This needs to become
internalized before moving on.

10+7=

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Learning Addition Facts by Julie Roy
 Rapid Fire

Materials needed: a deck of 36 cards (ace to 9)

Objective of the activity: The teacher has two piles of cards; one pile with the four 10-
cards and the other pile with the rest of the cards. The teacher shows one card from
each pack and the student, as fast as possible, tells the sum of the card shown. For
example, if the teacher shows an 8 and a 10, the student would say 18 without
hesitation.

[5] Additive: Addition facts up to (9 + 9).

Knowing without having to count on your fingers the addition facts to 20 is a definite
milestone. Students need a lot of focused practice with a variety of activities that all
have the same goal. It is important to build automaticity with the addition facts
because our number system is based on patterns and the same facts will be present
when students will be adding large number, decimals, fractions, etc.

Key understanding A: Students will be able to add 9 to number. Adding 9 to any number is very
similar than adding 10 to any number. In fact, adding nine to a number will give an answer that
is one less that if 10 were added to the same number. Students will understand that 9 + 4 is the
same as 4 + 10. It is very important to provide ample opportunity for students to develop this
fundamental addition property called the commutative property. This means that adding the
order the numbers are added together is not significant when one is adding. Manipulating
numerous additions concretely will help solidify the understanding of the commutative
property.

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Learning Addition Facts by Julie Roy
Activities that help achieve this understanding:

Add 9 with linking cubes

Materials needed: Playing cards(Ace-9) or a ten sided place value die(0-9), linking
cubes (2 rods of ten per students).

Objective of the activity: Students will have 9 cubes (a rod with 9 linking cubes that are
5 of one colour and 4 of another colour). Students will then choose a card from the
deck and break off the number on the card from the second linking cube rod that has
ten liking cubes on it. By looking at the linking cube rod that has 9 and by looking at
the second linking cube rod that represent the number chosen from the deck of cards,
students will see that if they took one of the new linking rod and attached it to the 9
linking cube rod, they will have 10 and the new number. For example, 9+4 would look
like this:

10 and 3 more is the same as


10+3=13

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Learning Addition Facts by Julie Roy
 Represent Addition of 9 on a double ten frame

Materials needed: The ace, two, three, four and five, six, seven, eight, nine, ten cards
from a deck of cards, a double ten frame and a marker.

Objective of the activity: Separate the deck of cards into 2 piles; one with only nines
and the other with the rest of the cards. Choose a card from the deck and represent it
on the ten frame. Choose a card from the deck with only nines and add it to the other
card. The idea here is that a student who picks a 7 card realizes that to add 7 to a nine
or vice versa, it would be easier to give one of the 7 to the nine in order to make the 9
become a ten. Adding on to ten should be easy if previous learning outcome was
achieved. This needs to become internalize before moving on.

9+7=

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Learning Addition Facts by Julie Roy
9+7 = 10+6

 Equality/Inequality
Materials: Cards with equations that are missing an addend.

9 + 4 =10+ 8 + 9 =10+ 10 + 5 =9+


Objective of the activity: Students will have to place the number in the box that makes
the equation true .

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Learning Addition Facts by Julie Roy
 Rapid Fire
Materials needed: a deck of 36 cards (ace to 9)

Objective of the activity: The teacher has two pile of cards; one pile with the four 9-
cards and the other pile with the rest of the cards. The teacher shows one card at from
each pack and the student as fast as possible tells the sum of the card shown. For
example, if the teacher shows an 8 and a 9, the student would say 17 without
hesitation. Students often have to practice with the whole deck of cards before they
understand the strategy and get the answer quickly and with assurance.

Key Understanding B: Student will be able to add 8 to a number. When students understand
what happens when 9 is added to any one digit number, they are ready to look at what happens
when 8 is added to a number. The following questions can help extend the learning of the
addition facts. They also provide an opportunity to stop and think about why we are using the
strategies we are using and why they work.

If I add 8 to an odd number, is my answer going to be odd or even? How do you know? Can you
prove it?
What do you think will happen when 8 is added to a number?

How does knowing how to add 10 to a number help you add 8 to a number?
If you are solving 8 +10, are you using the strategy for adding 8 or the strategy for adding 10?

What about if you were adding 9 + 8, which strategy would be more efficient?

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Learning Addition Facts by Julie Roy
Activities that help achieve this understanding:

 The Addition of 8 using linking cubes


Materials needed: Playing cards(As-9) or a ten sided place value die(0-9), linking cubes
(2 rods of ten per students).
Objective of the activity: Students will have 8 cubes (a rod with 8 linking cubes that are
5 of one colour and 3 of another colour). Students will then choose a card from the
deck and break off the number on the card from the second linking cube rod that has
ten liking cubes on it. By looking at the linking cube rod that has 8 and by looking at
the second linking cube rod that represent the number chosen from the deck of cards,
students will see that if they took two of the new linking rod and attached it to the 8
linking cube rod, they will have 10 and the new number. For example, If we have 8 + 5
it would look like this:

10 and 3 more is the same as :


10+3=13

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Learning Addition Facts by Julie Roy
 Represent Addition of 8 on a double ten frame
Materials needed: The ace, two, three, four and five, six, seven, eight, nine, ten cards
from a deck of cards, a double ten frame and a marker.

Objective of the activity: Separate the deck of cards into 2 piles; one with only the
eights and the other pile with the rest of the cards. Choose a card from the deck and
represent it on the ten frame. Choose a card from the deck with only eight and add it
to the other card. The idea here is that a student who picks a 5 card realizes that to
add 5 to a eight or vice versa, it would be easier to give 2 of the 5 to the eight in order
to make the 8 become a ten. Adding on to ten should be easy if that learning
outcome was achieved. This need to become internalize before moving on. For some
additions, i.e. the 10, the 9 another 8 and a 7, alternate strategies may be better and it
would be a great place to ask students what they thought would be the most efficient
strategy if they were to choose a 10 out of the other pack. Here one would expect the
student to choose the 10 strategy over the 8 strategy, similarly if a 9 is drawn. For the
case of the 8 or the 7, a student who knows the addition facts of the double may
choose that strategy which is just as efficient.

8+5=

8+5 = 10+3

 Equality/Inequality
Materials: Cards with equations that are missing an addend.

Objective of the activity: Students will have to place the number in the box that makes
the equation true.

8 + 3 =10+ 6 + 8 =10+ 10 + 5 =8+


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Learning Addition Facts by Julie Roy
 Rapid Fire

Materials: a deck of 36 cards (ace to 9)

Objective of the activity: The teacher has two pile of cards; one pile with the four 8-
cards and the other pile with the rest of the cards. The teacher shows one card at from
each pack and the student as fast as possible tells the sum of the card shown. For
example, if the teacher shows an 8 and a 6, the student would say 14 without
hesitation. Students often have to practice with the whole deck of cards before they
understand the strategy and get the answer quickly and with assurance.

Key understanding C: Students will know the addition facts for the doubles. In order to
facilitate this key understanding, it is useful to partition (break apart) the number that needs to
be doubled. When numbers are looked at in terms of 5 +____, it makes it easier to double
because doubling 5 is easy. For example, if the question asks to double 8, 8 can be thought of as
5 + 3. Then by doubling in parts (double the 5 and then double the 3) it becomes easier to think
of 10 and 6 must the the double of 8. Double 8 must be 16. A Rekenrek provides an excellent
visual model to represent this thinking.

Activities that help achieve this understanding:

 Addition of Doubles on a Rekenrek


Materials needed: The ace, two, three, four and five, six, seven, eight, nine and ten
cards from a deck of cards, a double ten frame, a marker and a Rekenrek. One could
also use a ten-sided place value die (0-9).

Objective of the activity: Choose a card and represent the double of the number you
chose. This can also be done by rolling a die and representing on the rekenrek the
double of the number you rolled.
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Learning Addition Facts by Julie Roy
For example, if you rolled a six, this is what it would look like.

The Rekenrek offers a great visual for doubling any numbers. It does so because of the
color change it offers. For example, here we can see that double 6 is 10 red and 2
whites, hence 12.

Key understanding D: Students will know the addition fact of any two numbers that are one
apart (near doubles). In order to be successful with this, students will have to choose numbers
for which this strategy works. They may need some time to verbalize that any number that is
one apart that you are adding together one can always think about the double that is near, the
answer to the original problem is either one more or one less depending on the double that was
chosen. For example: 6 + 7, here students can either think of (6 + 6 +1) or they could think of (7
+ 7 – 1) either way the answer they will get is 13.

Activities that help achieve this understanding:

 Near Doubles on Rekenreks


Materials: Rekenrek and questions that are near doubles
Objective of the activity: Represent the addition of the near double on the rekenrek
and find answer to the question. For example, 6 + 7 could look like:

Here one notices that the answer can be thought of as (6+6+1) which is the same as
12+1 which is equal to 13.

 Finding a near Double


Materials needed: A list of near doubles and not near doubles where students indicate
whether the answer can be found using a doubles fact.
Objective of the activity: Students will circle Yes if they can use the doubles strategy to
solve the question or they will circle No if their knowledge of their doubles cannot help
them with the question.
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Learning Addition Facts by Julie Roy
6 + 5 Yes No 5 + 8 Yes No 7 + 6 Yes No

Conclusions

Big ideas for Teaching Strategies that help Students Learn Addition Facts

In order to become efficient with numbers, students must have ways of finding addition
facts quickly and with assurance. We say that students can recall facts with
automaticity when they can give an answer to any addition with the same delay it
would take them to tell you their names. If it takes longer than 3 seconds, the student is
generally counting in his head; an inefficient strategy.

Traditionally, it was common belief that memorization was the option for all children to
learn their basic addition facts with automaticity. It was believed that if students spent
more time recalling their facts randomly, they would be able to recall all of them with
automaticity. This option unfortunately fails many students.

When students spend significant amount of time practicing one strategy at a time, they
build confidence with that strategy and over time they can recall those facts with
automaticity. This becomes something they know. The brain tends to internalize and
become able to generalize new learning when it can attach it to something it already
knows. It is important to follow students’ own pace with the learning of their facts.
Some students will require more practice with concrete materials before they can
internalize the strategies that are to be learned.

It is important to remember that strategies that are useful to students are the strategies
they came up with on their own and not the ones they heard someone else say. The
teacher’s role lies therefore in presenting activities that narrow down the strategies the
students can come up with. For example, after a number of activities where students
are adding 10 to one-digit numbers, it is important to ask: “What do you notice
happens when we add ten to a number?” If students answer nothing, it just means they
need more concrete practice and also they need to write down the answers they are
getting when adding 10. Eventually they may say that you just need to add a one in
front of the number you are adding. Although they are noticing the correct pattern, it
will take time for them to truly understand why that works. With the use of manipulatives
students will continue to build on their understanding of unitizing 10 and multiples of ten.
This is the basis for developing a deep understanding of our place value system.

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Learning Addition Facts by Julie Roy
 The first big idea is that students develop automaticity recall of their
addition facts to 20 when this teaching section is done. Automaticity refers to recall
of an addition fact within 3 seconds of being presented with that fact. A pen and
paper test cannot give pertinent information on how students obtained their answer
even though they may be correct. The point here is to orally recall correct answers
efficiently. An interview with a few random facts to recall can generally give a good
idea if students know their facts or not. A few typical questions that get answered
wrong if students don’t know most of their facts are: 2+6, 8+6, 5+7, 3+4, 2+4, 3+8,…

 The second big idea is to present strategies one at a time. This will help
students focus and build confidence. If a student does not know what happens
when 10 is added to a number, there is no point building on making 10. Similarly, a
student who does not understand the relationship between adding 9 to a number
and adding 10 to a number is not ready to add 8 to a number.

 The third big idea is to mix up the strategies one at a time. For example,
when students have developed automaticity with the ten facts and have
developed automaticity with the 9 facts, you can start asking 9 and 10 facts in a
random fashion. The game rapid fire can be used to verify this. In the pile with just
the tens add some nines and place them randomly. When students pick the card
for the (9/10) pile and a card from the other pile, it will become obvious if they have
develop automaticity with the recall of either facts or if they only know one fact in
isolation. A student who only recalls one type of fact at a time has not yet reached
automaticity. This student will need more practice and will need to discuss the
strategies before attempting an answer for the facts.

Finally, it is important to review strategies for addition facts on an ongoing basis for
automaticity to develop. Once students understand the strategies, they will need
extensive ongoing practice in order to stop counting on their fingers and start recalling
their facts. Once the strategies for recalling addition facts have been discovered and
practiced by students for quite some time, it must be expected that students e their
strategies and not count anymore. For example, if the strategies are taught and
practiced in November, every opportunity that

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