Addition and Subtraction Basic Math Packet 2009-2010

WashingtonCountyPublicSchools20092010
Addition and
Subtraction
Basic Fact Strategies
Office of Elementary Education

Draft
2009-2010
OfficeofElementaryEducation1DRAFT
Table of Contents
Page Numbers
Basic Fact Philosophy

Description of Addition Math Fact Strategies
- Parent Letters: Description of Addition Math Fact
Strategies
Classroom Math Fact Assessments
Grade Level Expectations
Roll Out of Strategies in the Primary Grades
Roll Out of Strategies in the Intermediate Grades
Addition Strategies
One-More-Than and Two-More-Than Facts
- Drill of Efficient Methods and Strategy Selection
- Use of Flash Cards
- Turn Around Facts
- Beginning Exploration of Subtraction as Think Addition
Facts with Zero
Doubles
Doubles + 1
Inside Doubles
Make-Ten Facts
Strategy Selection/Strategy Retrieval
Subtraction Strategies
Strategies for Subtraction Facts
Triangular Relationship Cards
One-More-Than and Two-More-Than Subtraction Facts (Think Addition)
Doubles Subtraction Facts (Think Addition)
Doubles + 1 Subtraction Facts (Think Addition)
Inside Doubles Subtraction Facts (Think Addition)
Make Ten Subtraction Facts (Think Addition)
Additional Strategies for Subtraction Facts
Center Bag Support
Washington County Public Schools Monthly Fact Program
3-6
7
9-12
13-25
26-27
28-29
30-35
36-76
77
78-80
80-87
88-90
91-99
100-132
133-152
153-179
180-214
215-228
229-242
242-243
244-249
250-256
257-261
262-267
268-276
277-281
282-293
294-301

Mastery of basic facts means that a child can give a quick response (in about 3 seconds)
without resorting to non-efficient means, such as counting.
All children are able to master the basic factsincluding children with learning
disabilities. Children simply need to construct efficient mental tools that will help them.
Development of Efficient Strategies
An efficient strategy is one that can be done mentally and quickly. The emphasis is on
efficient. If drill is undertaken when counting is the only strategy available, all you get is
faster counting.
Two Approaches to Fact Strategies
You need to plan lessons or short activities in which specific strategies are likely to be
developed. There are two basic types of lessons suggested for this purpose. The first is
to use simple story problems designed in such a manner that students are most likely to
develop a strategy as they solve it. These are worthwhile tasks that do not require a full
period to do and discuss. Rathmell, Leutzinger, and Gabriele (2000) suggest a simple
story problem and discussion in a 5 to 10 minute period to start every day. Their
teachers report that students develop and use a variety of effective strategies for
mastering basic facts. In the discussion of these solution methods, you can focus
attention on the methods others have developed.
A second possible approach is a bit more direct. A lesson may revolve around a special
collection of facts for which a particular type of strategy is appropriate. You can discuss
how these facts might all be alike in some way, or you might suggest an approach and see
if students are able to use it on similar facts.
There is a huge temptation simply to tell students about a strategy and then have them
practice it. Though this can be effective for some students, many others will not
personally relate to your ideas or may not be ready for them. Continue to discuss
strategies invented in your class and plan lessons that encourage strategies.
Drill of Efficient Methods and Strategy Selection
It is important here to make a distinction between drill and practice. Practice refers to
problem-based activities in which students are encouraged to develop (invent, consider,
trybut not master) flexible and useful strategies that are meaningful. The types of
lessons just described can be thought of practice lessons. Whether from story problems
or from consideration of a collection of similar facts, students are wrestling with the
development of strategies that they can use themselves.
Drill refers to repetitive non-problem-based activity. Drill activity is appropriate for
children who have a strategy that they understand, like, and know how to use but have
not yet become facile with it. Drill with an in-place strategy focuses students attention
on that strategy and helps to make it more automatic.
Drill plays a significant role in fact mastery, and the use of old-fashioned methods such
as flash cards and fact games can be effective if used wisely.
Avoid Premature Drill
It is critical that you do not introduce drill too soon. Suppose that a child does not know
the 9 + 5 fact and has no way to deal with it other than to count fingers or use counters.
These are inefficient methods. Premature drill introduces no new information and
encourages no new connections. It is both a waste of time and frustration to the child.
Drill should only be used when an efficient strategy is in place.
Overview of the Approach
For each particular strategy, from development to eventual drill when the strategy is well
understood, the general approach for instruction is very similar.
Make Strategies Explicit in the Classroom
As has been discussed, your students will develop strategies as they solve word problems
or as they investigate a category of facts you present. When a student suggests a new
strategy, be certain that everyone else in the room understands how it is used. You can
ask another student to explain what the student has just shared with the class. This
requires students to attend to ideas that come from their classmates. Then, explore
with the class to see what other facts would work with the students suggested strategy.
Dont expect to have a strategy introduced and understood with just one word problem or
one exposure such as this. Try on several successive days problems in which the same
type of strategy might be used. Children need lots of opportunities to make a strategy
their own. Many children will simply not be ready to use an idea the first few days, and
then all of the sudden something will click and a useful idea will be theirs.
It is a good idea to write new strategies on the board or make a poster of strategies
students develop. Give the strategies names that make sense. (Doubles and add on more
set. Helens idea. Use with 3s. Include an example.)
No student should be forced to adopt someone elses strategy, but every student should
be required to understand strategies that are brought to the discussion.
Drill Established Strategies
When you are comfortable that children are able to use a strategy without recourse to
physical models and that they are beginning to use it mentally, it is time to drill it. You
might have as many as ten different activities for each strategy or group of facts. File
folder or boxed activities can be used by children individually, in pairs, or even in small
groups. With a large number of activities, children can work on strategies they
understand and on the facts that they need the most.
Flashcards are among the most useful approaches to fact strategy practice. For each
strategy, make several sets of flash cards using all the facts that fit that strategy. On
the cards, you can label the strategy or use drawings or cues to remind the children of
the strategy.
Teaching Student Centered Mathematics K-3

John Van De Walle
Pages 94-98
Math Strategy
Descriptions
Description of Addition Math Fact Strategies

One-More-Than and Two-More-Than Facts This strategy is used for facts
that have a 1 or a 2 as one of its addends (example: 8 + 2). Out of the 100 addition
facts students will learn, 36 fall under the one-more-than and two-more-than facts. In
these situations, students simply count up 1 or 2 from the greatest addend. This should
be the only situation where students count to find their answer.
Facts with Zero 19 facts have zero as one of the addends. Although these facts seem
to be the simplest of all, some students will overgeneralize the idea that answers to
addition are bigger. Putting these facts into real life situations oftentimes help the
students to reinforce the zero rule.
Doubles There are only 10 doubles facts. These facts are relatively easy to learn and
become a powerful way to learn many other facts. Examples of double facts include: 5 +
5, 3 + 3, 6 + 6. Dice from board games are good visuals to use to help students remember
their double facts.
Near Doubles Near doubles are also called the doubles-plus-one facts and include all
combinations where one addend is one more than the other. There are 18 of these facts.
When students realize that these are facts that have addends with a difference of 1 (1 +
2), (3+ 4), (5 + 6) etc. they simply double the smaller addend and add 1.
Inside Doubles Inside doubles or doubles plus two facts focus on facts that have 2
addends that are separated by 2 numbers. Some examples are: (5 + 7), (4 + 6), (7+ 9).
Once the students are able to recognize these facts, they are able to look at the number
that falls between the 2 addends and double it to find the answer. For example: 5 + 7,
the number that comes between the 2 numbers is 6. The student doubles the number to
find the answer (6 + 6 = 12).
Make-Ten Facts These facts all have at least one addend of 8 or 9. One strategy for
these facts it to build onto the 8 or 9 and up to 10 and then add on the rest. For 6 + 8,
start with 8, then 2 more makes 10, and that leaves 4 more for 14. Information gathered from
Teaching Student Centered Mathematics Grades K-3, John Van De Walle
The attached parent letters can be used to communicate with parents about the various
strategies. The second letter can be sent home with students as a homework guide. The
first column can be used to show the level at which the child is currently working.
Centers can be sent home as homework to support that particular strategy.
Dear Parents,
In the weeks to come, our class will be focusing on
learning our addition and subtraction math facts. I
wanted to make you aware of some of the strategies we
will be using so that you can help to reinforce these
same strategies at home.
1. One-More-Than and Two-More-Than Facts This strategy is used for
facts that have a 1 or a 2 as one of its addends (example: 8 + 2). Out
of the 100 addition facts students will learn, 36 fall under the onemore-than and two-more-than facts. In these situations, students
simply count up 1 or 2 from the greatest addend. This should be the
only situation where students count to find their answer.
2. Facts with Zero 19 facts have zero as one of the addends. Although
these facts seem to be the simplest of all, some students will
overgeneralize the idea that answers to addition are bigger. Putting
these facts into real life situations oftentimes help the students to
reinforce the zero rule.
3. Doubles There are only 10 doubles facts. These facts are relatively
easy to learn and become a powerful way to learn many other facts.
Examples of double facts include: 5 + 5, 3 + 3, 6 + 6. Dice from board
games are good visuals to use to help students remember their double
facts.
4. Near Doubles Near doubles are also called the doubles-plus-one
facts and include all combinations where one addend is one more than
the other. There are 18 of these facts. When students realize that
these are facts that have addends with a difference of 1 (1 + 2), (3+
4), (5 + 6) etc. they simply double the smaller addend and add 1.
5. Inside Doubles Inside doubles or doubles plus two facts focus on
facts that have 2 addends that are separated by 2 numbers. Some
examples are: (5 + 7), (4 + 6), (7+ 9). Once the students are able to
recognize these facts, they are able to look at the number that falls
between the 2 addends and double it to find the answer. For example:
5 + 7, the number that comes between the 2 numbers is 6. The
student doubles the number to find the answer (6 + 6 = 12).
6. Make-Ten Facts These facts all have at least one addend of 8 or 9.
One strategy for these facts it to build onto the 8 or 9 and up to 10
and then add on the rest. For 6 + 8, start with 8, then 2 more makes
10, and that leaves 4 more for 14.
Subtraction facts prove to be more difficult than addition. This is
especially true when children have been taught subtraction through a
count-count-count approach; for 13 4, count 13, count off 5, count
whats left.
1. Subtraction as Think-Addition The main strategy that will be used
with subtraction facts is subtraction as think addition. When done in
this think-addition manner, the child uses known addition facts to find
the answer. When your child sees 9 4, you want them to think
spontaneously, Four and what makes nine?
If you have any questions, please feel free to contact me. I look forward
to working with you and your child on this new and exciting adventure!
Sincerely,
*Information gathered from Teaching Student Centered Mathematics Grades K-3, John Van De Walle
Dear Parents,
We are continuing to practice our addition and
subtraction math facts. Your child will be bringing
home activities to help reinforce their current focus.
Your child has mastered the following strategies (M).
Your child is currently working on this strategy (C).
(M)
Mastered
(C)
Currently
Working On
Strategy and Description

One-More-Than and Two-More-Than Facts This strategy is used for facts
that have a 1 or a 2 as one of its addends (example: 8 + 2). Out of the 100
addition facts students will learn, 36 fall under the one-more-than and twomore-than facts. In these situations, students simply count up 1 or 2 from
the greatest addend. This should be the only situation where students
count to find their answer.
Facts with Zero 19 facts have zero as one of the addends. Although these
facts seem to be the simplest of all, some students will over generalize the
idea that answers to addition are bigger. Putting these facts into real life
situations oftentimes help the students to reinforce the zero rule.
Doubles There are only 10 doubles facts. These facts are relatively easy to
learn and become a powerful way to learn many other facts. Examples of
double facts include: 5 + 5, 3 + 3, 6 + 6. Dice from board games are good
visuals to use to help students remember their double facts.
Near Doubles/Doubles + 1 Near doubles are also called the doubles-plusone facts and include all combinations where one addend is one more than
the other. There are 18 of these facts. When students realize that these
are facts that have addends with a difference of 1 (1 + 2), (3+ 4), (5 + 6) etc.
they simply double the smaller addend and add 1.
Inside Doubles Inside doubles or doubles plus two facts focus on facts
that have 2 addends that are separated by 2 numbers. Some examples are:
(5 + 7), (4 + 6), (7+ 9). Once the students are able to recognize these facts,
they are able to look at the number that falls between the 2 addends and
double it to find the answer. For example: 5 + 7, the number that comes
between the 2 numbers is 6. The student doubles the number to find the
answer (6 + 6 = 12).
Make-Ten Facts These facts all have at least one addend of 8 or 9. One
strategy for these facts it to build onto the 8 or 9 and up to 10 and then add
on the rest. For 6 + 8, start with 8, then 2 more makes 10, and that leaves 4
more for 14.
Subtraction as Think-Addition The main strategy that will be used with

subtraction facts is subtraction as think addition. When done in this thinkaddition manner, the child uses known addition facts to find the answer.
When your child sees 9 4, you want them to think spontaneously, Four and
what makes nine?
Thank you for your support in this area.
Sincerely,
*Information gathered from Teaching Student Centered Mathematics Grades K-3, John Van De Walle
Math Fact
Assessments
Developing fact fluency and quick recall of basic facts is

very similar to being on a successful dieting program. In
order to lose weight, you need to eat healthy, exercise
regularly and assess your progress through weighing
yourself on the scale. The same is true for developing fact
fluency! Extensive amount of time needs to be spent
working with and applying basic fact strategies, as well as
reasoning and mental strategies. In order to determine the
effectiveness, assessment plays a key role. In contrast,
assessing continuously without more time spent developing
strategies is ineffective. That is like a person who knows
about the dieting program, doesnt eat healthy or exercise,
but constantly weighs themselves and wonders why they
are not losing weight.
Fact Strategy Assessments

The attached fact strategy assessments and student tracking chart were
developed so that teachers can diagnose which strategies the students have
mastery of and which strategies still need to be explored.
These assessments should not be used as practice sheets. They should be
used sparingly only to diagnose the strategies that students have and have
not mastered.
There are two sets of assessments included in this packet. The first set
focuses on one strategy per page. The second set includes all strategies in
order starting with the most basic of strategies and working up to the most
complex.
To determine time limits for each assessment, teachers should calculate 3-4
seconds per fact.
If there is any defensible purpose for a timed test of basic facts it may be
for diagnosisto determine which combinations are mastered and which
remain to be learned.
Teaching Student Centered Mathematics
John A. Van De Walle
Page 119
Name _____________________________
Name_______________________
One More Than
One More Than
Write the answers as fast as you can.
5 + 1 = ____
4 + 1 = ____
5 + 1 = ____
4 + 1 = ____
2 + 1 = ____
1 + 1 = ____
2 + 1 = ____
1 + 1 = ____
1 + 8 = ____
1 + 7 = ____
1 + 8 = ____
1 + 7 = ____
6 + 1 = ____
3 + 1 = ____
6 + 1 = ____
3 + 1 = ____
1 + 3 = ____
1 + 9 = ____
1 + 3 = ____
1 + 9 = ____
Name_______________________
Name_______________________
One More Than
One More Than
5 + 1 = ____
4 + 1 = ____
5 + 1 = ____
4 + 1 = ____
2 + 1 = ____
1 + 1 = ____
2 + 1 = ____
1 + 1 = ____
1 + 8 = ____
1 + 7 = ____
1 + 8 = ____
1 + 7 = ____
6 + 1 = ____
3 + 1 = ____
6 + 1 = ____
3 + 1 = ____
1 + 3 = ____
1 + 9 = ____
1 + 3 = ____
1 + 9 = ____
Name_______________________
Name_______________________
Facts with Zero
Facts with Zero
5 + 0 = ____
0 + 1 = ____
5 + 0 = ____
0 + 1 = ____
0 + 2 = ____
0 + 5 = ____
0 + 2 = ____
0 + 5 = ____
8 + 0 = ____
0 + 8 = ____
8 + 0 = ____
0 + 8 = ____
4 + 0 = ____
7 + 0 = ____
4 + 0 = ____
7 + 0 = ____
0 + 6 = ____
1 + 0 = ____
0 + 6 = ____
1 + 0 = ____
Name_______________________
Name_______________________
Facts with Zero
Facts with Zero
5 + 0 = ____
0 + 1 = ____
5 + 0 = ____
0 + 1 = ____
0 + 2 = ____
0 + 5 = ____
0 + 2 = ____
0 + 5 = ____
8 + 0 = ____
0 + 8 = ____
8 + 0 = ____
0 + 8 = ____
4 + 0 = ____
7 + 0 = ____
4 + 0 = ____
7 + 0 = ____
0 + 6 = ____
1 + 0 = ____
0 + 6 = ____
1 + 0 = ____
Name_______________________
Name_______________________
Two More Than
Two More Than
4 + 2 = ____
1 + 2 = ____
4 + 2 = ____
1 + 2 = ____
2 + 6 = ____
2 + 2 = ____
2 + 6 = ____
2 + 2 = ____
8 + 2 = ____
2 + 3 = ____
8 + 2 = ____
2 + 3 = ____
3 + 2 = ____
7 + 2 = ____
3 + 2 = ____
7 + 2 = ____
2 + 4 = ____
2 + 9 = ____
2 + 4 = ____
2 + 9 = ____
Name_______________________
Name_______________________
Two More Than
Two More Than
4 + 2 = ____
1 + 2 = ____
4 + 2 = ____
1 + 2 = ____
2 + 6 = ____
2 + 2 = ____
2 + 6 = ____
2 + 2 = ____
8 + 2 = ____
2 + 3 = ____
8 + 2 = ____
2 + 3 = ____
3 + 2 = ____
7 + 2 = ____
3 + 2 = ____
7 + 2 = ____
2 + 4 = ____
2 + 9 = ____
2 + 4 = ____
2 + 9 = ____
Name_______________________
Name_______________________
Doubles
Doubles
2 + 2 = ____
4 + 4 = ____
2 + 2 = ____
4 + 4 = ____
5 + 5 = ____
0 + 0 = ____
5 + 5 = ____
0 + 0 = ____
1 + 1 = ____
3 + 3 = ____
1 + 1 = ____
3 + 3 = ____
6 + 6 = ____
9 + 9 = ____
6 + 6 = ____
9 + 9 = ____
8 + 8 = ____
7 + 7 = ____
8 + 8 = ____
7 + 7 = ____
Name_______________________
Name_______________________
Doubles
Doubles
2 + 2 = ____
4 +4 = ____
2 + 2 = ____
4 +4 = ____
5 + 5 = ____
0 + 0 = ____
5 + 5 = ____
0 + 0 = ____
1 + 1 = ____
3 + 3 = ____
1 + 1 = ____
3 + 3 = ____
6 + 6 = ____
9 + 9 = ____
6 + 6 = ____
9 + 9 = ____
8 + 8 = ____
7 + 7 = ____
8 + 8 = ____
7 + 7 = ____
Name_______________________
Name_______________________
Doubles Plus One
Doubles Plus One
5 + 6 = ____
6 + 7 = ____
5 + 6 = ____
6 + 7 = ____
5 + 4 = ____
6 + 5 = ____
5 + 4 = ____
6 + 5 = ____
8 + 7 = ____
9 + 8 = ____
8 + 7 = ____
9 + 8 = ____
7 + 6 = ____
4 + 5 = ____
7 + 6 = ____
4 + 5 = ____
8 + 9 = ____
7 + 8 = ____
8 + 9 = ____
7 + 8 = ____
Name_______________________
Name_______________________
Doubles Plus One
Doubles Plus One
5 + 6 = ____
6 + 7 = ____
5 + 6 = ____
6 + 7 = ____
5 + 4 = ____
6 + 5 = ____
5 + 4 = ____
6 + 5 = ____
8 + 7 = ____
9 + 8 = ____
8 + 7 = ____
9 + 8 = ____
7 + 6 = ____
4 + 5 = ____
7 + 6 = ____
4 + 5 = ____
8 + 9 = ____
7 + 8 = ____
8 + 9 = ____
7 + 8 = ____
Name_______________________
Name_______________________
Inside Doubles
Doubles +2
Inside Doubles
Doubles +2
5 + 7 = ____
6 + 8 = ____
5 + 7 = ____
6 + 8 = ____
5 + 3 = ____
6 + 4 = ____
5 + 3 = ____
6 + 4 = ____
8 + 6 = ____
6 + 8 = ____
8 + 6 = ____
6 + 8 = ____
7 + 9 = ____
4 + 6 = ____
7 + 9 = ____
4 + 6 = ____
3 + 5 = ____
7 + 5 = ____
3 + 5 = ____
7 + 5 = ____
Name_______________________
Name_______________________
Inside Doubles
Doubles +2
Inside Doubles
Doubles +2
5 + 7 = ____
6 + 8 = ____
5 + 7 = ____
6 + 8 = ____
5 + 3 = ____
6 + 4 = ____
5 + 3 = ____
6 + 4 = ____
8 + 6 = ____
6 + 8 = ____
8 + 6 = ____
6 + 8 = ____
7 + 9 = ____
4 + 6 = ____
7 + 9 = ____
4 + 6 = ____
3 + 5 = ____
7 + 5 = ____
3 + 5 = ____
7 + 5 = ____
Name_______________________
Name_______________________
Making Ten
Making Ten
9 + 5 = ____
8 + 5 = ____
9 + 5 = ____
8 + 5 = ____
4 + 8 = ____
4 + 9 = ____
4 + 8 = ____
4 + 9 = ____
9 + 4 = ____
9 + 6 = ____
9 + 4 = ____
9 + 6 = ____
8 + 4 = ____
5 + 9 = ____
8 + 4 = ____
5 + 9 = ____
6 + 9 = ____
5 + 8 = ____
6 + 9 = ____
5 + 8 = ____
Name_______________________
Name_______________________
Making Ten
Making Ten
9 + 5 = ____
8 + 5 = ____
9 + 5 = ____
8 + 5 = ____
4 + 8 = ____
4 + 9 = ____
4 + 8 = ____
4 + 9 = ____
9 + 4 = ____
9 + 6 = ____
9 + 4 = ____
9 + 6 = ____
8 + 4 = ____
5 + 9 = ____
8 + 4 = ____
5 + 9 = ____
6 + 9 = ____
5 + 8 = ____
6 + 9 = ____
5 + 8 = ____
Student Tracking Chart
Name ______________________________
(1)
Write the answer as fast as you can.
Name ______________________________
9 + 1=
1 + 5=
1 + 1=
8 + 8=
2 + 4=
2 + 6=
4 + 4=
5 + 5=
3 + 2=
1 + 4=
9 + 9=
7 + 7=
1 + 8=
2 + 9=
6 + 6=
2 + 2=
0 + 2=
7+2=
3 + 3=
0+0
Name ______________________________
(2)
(3)
Name ______________________________
(4)
6 + 7=
4 + 5=
5 + 7=
6 + 8=
5 + 6=
6 + 5=
5 + 3=
6 + 4=
8 + 7=
8 + 9=
8 + 6=
7 + 9=
7 + 8=
5 + 4=
4 + 6=
3 + 5=
7 + 6=
9 + 8=
7 + 5=
1 + 3=
Name ______________________________
(5)
Name ______________________________
5 + 8=
9 + 5=
10 1 =
65=
9 + 6=
8 + 4=
64=
86=
4 + 9=
9 + 2=
52=
54=
3 + 8=
6 + 9=
98=
11 9 =
4+9=
9 + 3=
22=
92=
Name ______________________________
(6)
(7)
Name ______________________________
(8)
21=
16 8 =
13 7 =
95=
84=
10 5 =
11 6 =
11 5 =
18 9 =
14 7 =
15 7 =
17 9 =
12 6 =
42=
17 8 =
94=
63=
10 5 =
13 6 =
15 8 =
Name ______________________________
(9)
Name ______________________________
12 7 =
14 8 =
13 8=
14 5=
83=
10 4=
15 6=
12 4 =
14 6 =
16 9 =
13 9 =
11 2=
10 6 =
85=
11 8 =
15 9=
12 5 =
43=
13 9=
12 3=
(10)
Grade Level
Expectations
Grade Level Expectations for Facts
Kindergarten students begin to explore addition and subtraction during

Unit 3 instruction. There should be no formal instruction with fact
strategies. However, if a strategy emerges, teachers should openly
discuss the strategy with the group.
Students continue to develop meaning for addition and subtraction.

Specific addition and subtraction strategy instruction begins during
Unit 2.
A focus on strategies continues throughout the remainder of the year.
Students use strategies to solve basic addition and subtraction facts.
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Students should be proficient with basic addition and subtraction facts

by the end of the 2nd grade.
Students are introduced to basic multiplication at the end of 2nd grade.
By the end of Grade 2, students should have mastered levels 1-5 of the
basic math fact assessments.
Addition and Subtraction fact remediation/intervention begins with
Unit 1 instruction. Third grade students are not formally introduced to
multiplication and division facts until the beginning of December. This
provides an opportunity for teachers to focus on addition and
subtraction facts before students are formally introduced to
multiplication and division.
Students continue to explore and gain proficiency with multiplication
and division facts throughout the remainder of the year.
Students devote time to reviewing the basic multiplication and division
facts.
Students should be proficient with basic multiplication and division
facts by the end of the year.
By the end of Grade 4, students should have mastered levels 6-10 of
the basic math fact assessments.
Interventions should be made for students still struggling with the
basic facts.
Interventions should be made for students still struggling with the
basic facts.
Addition and Subtraction Math Facts

Roll Out in the Primary Grades (1-2 Grade)
This lesson was used with grade 2 students. This is an example of how
teachers can work with students in the early grades to develop fact
strategies.
Doubles + 1
TSW indentify efficient ways to solve addition facts.
Curricular Connection:
6.C.1.a (1st Grade) Develop strategies for addition and subtraction basic
facts such as: counting on, counting back, making ten, doubles, and doubles
plus one
6.C.1.a (2nd Grade) Demonstrate proficiency with addition and subtraction
basic facts using a variety of strategies.
Materials:
Linker Cubes (1 base taped together for each child plus 20 additional cubes)
Number Cube Train Story Problem Sheet
Number Cube Train Response Sheet (3 half sheets stapled together)
Number Cube Exit Slip
Variety of addition fact cards
Marker
Chart Paper
Tape
Lets Practice the Facts Center Activity
Procedures:
1. Introduce the students to the objective: Today we are going to look for easy
ways to solve addition facts.
2. Display a variety of math fact cards for the students to view. Ask the students
to choose a card and have them explain how they would solve that particular
fact. Chart this information.
3. Tell the students that they will explore new strategies by solving story
problems and looking for connections among the facts.
4. Students will choose 3 story problems to solve, build the number train to
represent the number expression, and think of a way that that you could easily
solve these facts.
5. When they finish this exploration time, the partners should record how they
would solve these facts on a sentence strip.
6. Bring the students back together. Collect 1 of their pictorial representations
of their number train. Talk about what all the number trains have in common.
Display the sentence strips. Engage students in conversations about how they
would easily solve these facts.
7. Exit Ticket
Assessment and Evaluation:
Teacher Observation
Evaluation of partner work and exit slip
Fast Finishers: Lets Practice the Facts Center Activity

Roll Out in the Intermediate Grades (3rd Grade)
The following pages include notes and insights from a teachers experience
with addition and subtraction math facts in the third grade setting. This
account provides insight to intermediate teachers for how to address
addition and subtraction facts in grades 3 5.

Roll Out in the Intermediate Grades (3rd Grade)
Date
Early September
Tuesday
September 9,
2008
(approximately 30
minutes)
Description
I decided I needed to take some time to work with the addition and
subtraction fact program outside of the primary setting. In the primary
grades students were beginning to explore with these strategies and so
the explorative lessons provided in the packet for each strategy proved to
be a good starting point. However, I realized that by the time students
reached the 3rd grade many students had a familiarity with the strategies
but still struggled with fluency of the basic facts. So, I contacted a
willing 3rd grade teacher and began to think about how things would roll
out in a 3rd, 4th, or 5th grade classroom. I consider this approach to be
more of an intervention with facts considering the expectation is that 2nd
graders maintain fluency of the basic facts (+/-) by the time they leave
2nd grade.
When I began my work with the 3rd grade my goal was to have all
students fluent by the time they began Unit 3 instruction (November
22nd) the multiplication/division unit. I was even hoping to have some
students beyond +/- and moving into beginning explorations with x/ .
I decided the first thing I needed to do with the group of students was to
assess their level of fact fluency. Perhaps I would be surprised at the
level of fluency they maintained. So, although not a set the world on
fire-get to know the class activity I decided to make a packet of mini
assessments to test the entire group on specific strategies (See
Appendix). I labeled each assessment with a number instead of the
strategy:
(1) one more than two more than
(2) doubles
(3) doubles + 1
(4) inside doubles
(5) making ten
(6) think-addition, one more than two more than
(7) think-addition, doubles
(8) think-addition, doubles + 1
(9) think-addition, inside doubles
(10) think addition, making ten
I gave students 35 seconds (10 facts on each sheet x 3 seconds = 30
seconds per assessment + an extra five seconds to get them started) from
the time I said go to complete each assessment. When I called time
it was understood that all pencils needed to go down on their desks. I
only required students to work through level 8 because it was obvious
that students were slowing down and not finishing the levels. I was
prepared to give the multiplication/division pre-assessments if the class
seemed as though they needed to move to that level. I thought perhaps
some students would be ready to move onto multiplication and division
since they were exposed to these operations in 2nd grade.
I must admit, prior to entering the classroom, I was dreading giving the
students the packet of assessments. I was thinking that they were going
to be really annoyed to have to work on this many facts and would
September 9,
kindly request that I never come back to their classroom again.
2008
However, the students really surprised me. They were enthusiastic and
excited to show me what they knew about their basic facts. No one
(continued)
cried or begged not to continue. It really turned out to be a positive
experience.
I graded all of the assessment packets and determined a level for each
student. I allowed 1 mistake or 1 fact that was not completed to achieve
mastery of a particular level. My first time to think moment occurred
Wednesday
when students mastered a higher level of strategy and missed a lower
September 10, level. For example, a student mastered doubles but not +1, + 2.
Because the strategies run as part of a hierarchy this caused me to take
2008
pause and think about how to handle this. I decided that I would record
the mastery for doubles on my assessment grid but have the student start
with the lowest level. Then, when they mastered that level they would
move past the doubles and onto the next level that they didnt master. I
recorded the results on the grid in the appendix. Teachers may have a
better way to organize this data but for me this has worked well (so far).
(See Appendix)
Using the data grid, I determined a strategy level for each student.
Because this classroom already had fact practice as part of their daily
Thursday
homework, I decided to make up take-home center bags for each student
September 11, for the strategy that they are working on. I included a parent letter (see
appendix), list of facts for that particular level (see appendix), a few
2008
games, and strategy flash cards for each bag (all items came from the
fact packet).
I returned to the classroom today with fact bags in hand excited to share
the activities with students. Before I handed out the bags I wanted to
review the strategies. I went back through the hierarchy, provided a
Tuesday
brief explanation and asked students to help me come up with facts that
September 16, fit into each strategy. Then I passed out one flashcard (two sided
commercial cards) to each student. I hung strategy cards around the
2008
room (151-157) and asked the students to scatter to their corner. When
(1 hour class session) they arrived there they were supposed to solve the fact and describe how
they did it. Then, I asked them to move, if they could to another strategy
card that helped them to solve their fact in a different way. Students who
couldnt move flipped their card to the other side to move to a different
card. After we had plenty of time to reacquaint with the strategies I
paired students up with a student focusing on the same strategy and
passed out the bags and asked them to play a game from the bag.
Students did a great job of reading the directions and playing their game
with their partners. They were thrilled to be able to take the bags home
to play with their parents. I told them to bring them back every day so
that we would have them at school if we had some extra time to practice
the facts.
Prior to arriving in the classroom I prepared a fact assessment for each
Friday
child for the level they were working on throughout the week. I went
September 19, ahead and made 50 copies of the original packet that I used originally to
assess the students. I organized the assessments into levels and put them
2008
into a file box so that I could easily access the assessments each week.
(10 minutes)
Gave the assessments for 35 seconds. Collected assessments and the
strategy bags.
First thing I did was grade each assessment and recorded it on the grid.
Sunday
Then, I pulled all the parent letters out of each bag. I recorded mastery
September 21, or currently working on on the parent letter. Then, I placed the letter
2008
into the appropriate strategy bag for that particular student. The student
will work on this bag throughout the week.
(15 minutes)
I will go back into the classroom every Friday to assess the students and
Friday
rearrange the bags.
September 26,
2008
(15 minutes)
Thinking Addition
Make Ten
Thinking Addition
Inside Doubles
Thinking Addition
Doubles + 1
Thinking Addition
Doubles
Thinking Addition
One More Than Two More
Than
Making Ten
Inside Doubles
Doubles + 1
Doubles
One More Than Two

More Than
Name
One More Than

Two More Than
Facts

This strategy is used for facts that have a 1 or a 2 as one of its addends
(example: 8 + 2). Out of the 100 addition facts students will learn, 36 fall
under the one-more-than and two-more-than facts. In these situations,
students simply count up 1 or 2 from the greatest addend. This should be
the only situation where students count to find their answer.
10
10
11
10
10
11

Beginning Exploration
Ten Black Dots
Written by: Donald Crews

TSW solve a variety of addition facts with an addend of 1 or 2. TSW will identify
similarities among the word problems and determine a rule to help solve these problems.
C.C. 6.C.1.a (1st Grade)
Materials:
Ten Black Dots, written by Donald Crews (1st Grade Marilyn Burns Library)
Nine transparent containers for each pair of students
45 counters for each pair of students
Procedures:
1. Collect nine transparent containers. Clear cups labeled 0-9 would be an appropriate
choice for this activity. With the help of the students, begin to line the cups up in order
from 0-9. Ask the students questions such as How many bottles do I have now? How do
you know? Because I counted 3. What cup should be placed next? The four. How do you
know? Because 4 comes after 3. Continue this process until all the cups are lined up in
the appropriate sequence.
2. Start this activity by reading a counting book to the students. Choose a book that
focuses on the sequence 0-10. This lesson uses the book Ten Black Dots by Donald
Crews. However, any counting book can be used. If you choose a different book, you will
need to alter the story problems for the students to explore. As you read, ask
volunteers to drop the number of counters into each cup as you read about that
particular number.
3. At the end of the story, share some simple addition stories with the students. (See
examples on the attached page.) Students may build their own sets of cups to have
available to them as they solve the problems.
4. Students will choose 3 or 4 stories from the attached sheet to solve. They will write a
number sentence to represent the story. Then, they will describe how they would solve
the problem. Finally, they will look for similarities among the number sentences
5. Bring the students together and discuss what they discovered throughout the
activity. Chart the variety of strategies they discussed. If the opportunity warrants it,
name the strategy
A/E Teacher Observation, Evaluation of Classwork and Exit Slip
Ten Black Dots

Name
____________________________________
Directions: Choose three number stories. Use your numbered cups to solve
the story problem. Answer the questions.
2 dots can make the eyes of keys that open locks. If we added 2 more dots
how many dots would there be?
3 dots can make a snowmans face. If we added 2 more dots to the face how
many dots would there be?
4 dots can make seeds from which flowers grow. If we added 1 dot, how many
seeds would there be?
5 dots can make buttons on a coat. If we added 1 dot, how many buttons would
there be?
6 dots can make marbles that you hold. If we added 2 marbles, how many
buttons would there be?
7 dots can make the spots on a snake. If we added 1 dot, how many dots would
there be?
Draw a picture of your story
problem here.
How would you solve this

sentence?

problem here.

sentence?

problem here.

sentence?
What is the same about all

of these number trains?
Ten Black Dots

Exit Ticket
Name______________________
Write a different expression that could be solved in the same way

that you solved the other three number expressions. Use words,
numbers, or symbols to explain your thinking.
Ten Black Dots

Exit Ticket
Name______________________

Flip Cards-Pictorial
Copy the attached pages onto cardstock. Cut out the set of cards. Select a card. Fold
back the flap that shows one dot so that students cannot see the dot. Ask the students
to tell you how many dots they see. Counting should not be encouraged. Then fold the
flap forward and ask the students to tell you how many dots there are in all. Always
start with the larger number on the right so that students realize the importance of
always starting with the largest addend.

Flip Cards-Abstract
Once the students have mastered the pictorial version of the flip cards, move onto the
flip cards with the numeric digit.
One-/Two More-Than Dice
Play with 2 dice:

1 dice should be marked +1, +2, +1, +2, +1, +2,
1 dice should be marked with 1, 2, 3, 4, 5, 6 or 4, 5, 6, 7, 8, 9
Roll each dice. After each roll, record the addition fact in the space below. Make sure
that you say the fact aloud as you solve.
One-/Two More-Than Spinner

Spin the spinner. Then roll the dice. After each roll, record the addition fact in the
space below. Make sure that you say the fact aloud as you solve.
1
more
2
more
One More Two More Memory Match
Cut apart the cards. Place them face down on the desk. Draw two cards, if they match
you get the cards. Make sure you say the fact along with the sum before you pick up the
cards.
1 more than 3
3+1
1 more than 4
4+1
1 more than 5
1 +5
1 more than 6
1+6
1 more than 7
7+1
1 more than 8
8+1
1 more than 9
1+9
2 more than 3
2+3
2 more than 4
2+4
2 more than 5
5+2
2 more than 6
6+2
2 more than 7
2+7
2 more than 8
2+8
2 more than 9
9+2
Four in a Row
Directions:
You will need
3 number cubes labeled in the following way:
1, 2, 3, 4, 5, 6
4, 5, 6, 7, 8, 9
+1, +2, +1, + 2, +1, +2
approximately 12 different colored markers for each player
In this game, students will work to cover the game board. Roll all three
number cubes. Choose one of the digits and one of the (+1, +2) choices.
Students should mark the sum on the board. If there is no sum available,
the student loses a turn. The first player to get 4 in a row wins the game.
10
11
10
11
Roll My Sum!
Directions:
You will need

2 number cubes labeled in the following
way:
4, 5, 6, 7, 8, 9
1, 2, 1, 2, 1, 2
pencil
game board
In this game, students will work to fill in all the squares on the game board. Roll both
number cubes. Choose one of the digits and one of the (+1, +2) choices. Students fill in
one of the squares on the game board to accurately complete the number sentence. If
there is square available, the student loses a turn. The first player to complete the game
board wins the game.
Player 1
+
+
+
+
+
+
+
=
=
=
=
=
=
=
Player 2
5
6
7
8
9
10
11
+
+
+
+
+
+
+
=
=
=
=
=
=
=
5
6
7
8
9
10
11
Find My Expression
Directions:
You will need
2 number cubes labeled in the following way:
2, 3, 4, 5, 6, lose a turn
7, 8, 9, 10, 11, free choice
game board
approximately 12 different colored markers for each player
In this game, students roll both dice and choose a sum. If an expression is on the board
that matches the sum, students should cover it with their marker. The first player to
have 4 in a rose horizontally, vertically, or diagonally wins the game.
1+5 2+2 9+1 8+2 7+2

1+2 2+1 3+2 3+1 2+8
8+1 9+2 6+1 2+6 4+2
1+4 2+5 1+9 1+1 7+1
Honey Bee Journey

Directions:Rollthedice(16).Thefirstplayerfindsacellwherethetossednumbercorrectlycompletesan
additionfact.Theplayercoversthecellwithamarker.Theotherplayerfollowsthesamerule.Continueto
taketurnsuntilonepairformsacontinuouspathwayacrossthegameboard.
AdaptedfromNimbleWithNumbers(FactorsPathway)Grades3&4
6 + ___=8
2 + ___=8
0 + __ = 1
4 + ___=5
1 + ___=7
__ + 2 = 3
__ + 7 = 9
2 + ___=3
__ + 7 = 9
5 + 1 =__
2 + __= 4
2 + ___=5
__ + 2 = 6
3 + 1 = __
2 + ___=3
__ + 0 = 3
3 + 1 = __
__ + 2 = 7
0 + __ = 1
2 + ___=5
3 + 1 = __
__ + 2 = 7
5 + 1 =__
2 + __= 4
__ + 2 = 7
__ + 2 = 6
__ + 2 = 7
__ + 2 = 7
Up and Down and All Around
You will need:
1pawnforeachplayer
1setofgamecards(facts)
Directions
Drawacardfromthedeck.
Solvethefact.Movethatnumberofspacesonthe
gameboard.
Thefirstplayertofinishwinsthegame.
Finish
Move
back
1 space
Move
forward
2 spaces
Go Back
to Start
Move
back
4 spaces
Lose a Turn
Start
Move
forward
3 spaces
Up and Down and All Around/Hop On Over Game Cards
2 + 2
2 + 3
4 + 2
2 + 5
6 + 2
2 + 7
8 + 2
2 + 9
1 + 2
3 + 1
1 + 4
5 + 1
1 + 6
7 + 1
1 + 8
1 + 9
Connect Four
Directions:Thefirstplayerwillspinthespinnerandthendecidewhethertoadd1of2tothe
numberspun.Theplayerwillfindthesumonthegameboardwiththeircolormarker.Thesecond
playerwillfollowthesameprocedure.Thewinneristhestudentwholinesupfourmarkersinarow
(vertically,horizontally,ordiagonally.
10
11
10
11
10
11
10
4
7
Three For All
11
10
12
Directions:
1. Players take turns using any two numbers in the box to make a Count On
addition fact. Cross out used numbers.
2. If the answer is in a circle on the game board the player places a counter on
the circle.
3. The first player to get three counters in a row wins.
Directions: Each player should
begin on the start position.
Choose a game card. Use the
key to determine how many
spaces to move. Players may
take any route to the lily pad.
The first player to reach the lily
pad wins the game.
Hop On
Over!
If your sum is ____ then:

3: 1 space forward
7: Lose a Turn
4: 2 spaces forward
8: Go back to Start
Start
5: 3 spaces forward
9: Move back 1 space
6:
4
spaces
forward
10:
Move back 2 spaces
11: 2 spaces forward
Five in a Row
One-More Than Two-More Than
Materials: Cards 1-9, 2 different color counters Directions: Players take turns drawing cards.
Players add either 1 or 2 to the card. Choose a space on the game board that has that sum on it and place a counter on that number.
The first player to line up five counters in a row wins!
7 3 6
9 10 5
2 6 7
8 5 3
9 6 4
7 2 11
3 5 9
9 10 4 8
4 12 10 4
3 8 3 2
2 10 6 5
6 3 8 11
7 9 3 7
4 5 7 5
12
9
5
7
9
6
2
Drill of Efficient Methods and Strategy Selection

It is appropriate to make a distinction between drill and practice. Practice
refers to problem-based activities in which students are encouraged to
develop (invent, consider, trybut not master) flexible and useful strategies
that are meaningful. The types of introductory lessons included in this
packet can be thought of as practice lessons. Whether from story problems
or from consideration of a collection of similar facts, students are wrestling
with the development of strategies that they can use themselves.
Drill refers to repetitive non-problem-based activity. Drill activity is
appropriate for children who have a strategy that they understand, like, and
know how to use but have not yet become facile with it. Drill with an in-place
strategy focuses students attention on that strategy and helps to make it
more automatic.
Drill plays a significant role in fact mastery, and the use of old-fashioned
methods such as flash cards and fact games can be effective if used wisely.
It is critical that you do not introduce drill too soon. Suppose that a child
does not know the 9 + 5 fact and has no way to deal with it other than to
count fingers or use counters. These are inefficient methods. Premature
drill introduces no new information and encourages no new connections. It is
both a waste of time and a frustration to the child.
Drill should only be used when an efficient strategy is in place.

Pages 96-97
Flash Cards
Flash cards are among the most useful approaches to fact strategy practice.
For each strategy, make several sets of flash cards using all of the facts
that fit that strategy. These flash cards have been included in this packet
for each strategy. On the cards, you can label the strategy or use drawings
or cues to remind the children of the strategy.

Pages 98
1
+0
One More/Two More
1
+4
One More/Two More
1
+8
One More/Two More
1
+1
One More/Two More
1
+5
One More/Two More
1
+9
One More/Two More
1
+2
One More/Two More
1
+6
One More/Two More
2
+0
One More/Two More
1
+3
One More/Two More
1
+7
One More/Two More
2
+ 1
One More/Two More
2
+0
One More/Two More
2
+4
One More/Two More
2
+8
One More/Two More
2
+ 1
One More/Two More
2
+5
One More/Two More
2
+2
One More/Two More
2
+6
One More/Two More
2
+3
One More/Two
More
2
+7
One More/Two
More
2
+9
One More/Two More
Turn Around Facts

Commutative
Property
Turn Around Facts

Turn around facts are a very important property for students to explore early on in their
addition fact acquisition. Students must understand that despite the order of the
addends the sum always remains the same.
Create a laminated shirt hanger for each pair of students.
1. Laminate a 8 x 11 piece of cardstock.
2. Fold the piece of cardstock in half so that the 11 inch portion of the paper is
folded in half.
3. Position the hanger inside of the folded paper. Staple around the top of the
hanger just above where the paper covers the hanger.
4. Trim the excess paper off the top of the hanger.
10
5. Record an anchor number on each side of the laminated cardstock. Start with
numbers 5 or 10.
6. The target number will designate how many clothespins should be added to the
bottom wire of the hanger.
7. Attach 3 clothespins on one side and 7 clothespins on the other side and show it
to the students.
8. Ask the students what fact they see. (3 and 7 equals 10)
9. Turn the hanger to show the other side. Ask the students what fact they see.
(7 and 3 equals 10.)
10. Tell the students that they will spend the class time exploring a very special
trick that happens in addition. See attached lesson plan for details.
Turn Around Fact Exploration

TSW create a variety of addition facts to equal 10. TSW use the turn-around strategy
to solve addition facts.
C.C. 6.C.1.c
Materials:
Hangers
10 clothespins (per hanger)
Turn Around Facts Student Response Sheet
Turn Around Exit Slip
Procedures:
1. Bring the students together on the carpet. Explain to the students that today
they will focus on finding different combinations to equal the number 10. Then,
explain to the students that they are going to be investigating a very special
trick that happens when you add two numbers together.
2. Use the student response sheet to model the process of this activity.
3. Place the students into pairs.
4. Allow time for students to work within their groups. The teacher will circulate
to monitor and observe the progress of students.
5. Bring students back together to share the number combinations and addition
sentences that they created during their partner work. Record a variety of
number sentences on the board.
6. Ask the students if they notice anything special between the two numbers
sentences they created for each hanger.
7. Develop a conclusion with students about the inverse operation for addition.
Fast Finishers: Record the number 12 on hangers of those students who finish early.
A/E Teacher Observation, Evaluation of Classwork and Exit Slip
Name ____________________
Turn Around Facts

1.
1 + 9 = 10
10
9 + 1 = 10
2.
10
3.
10
4.
10
5.
10
6.
10
7.
12
8.
12
Turn Around Facts-Exit Ticket

Name ____________________
6+2=8
11
6 + 5 = 11
Turn Around Facts-Exit Ticket

Name ____________________
6+2=8
11
6 + 5 = 11
Name ____________________
Turn Around Facts

1.
2.
3.
4.
Beginning Exploration of Subtraction as Think Addition

Using think-addition strategy, the child uses known addition facts to
produce the unknown quantity or part. If this important relationship
between parts and wholesbetween addition and subtractioncan be made,
subtraction facts will be much easier. When children see 9-4, you want them
to think spontaneously, Four and what makes nine? By contrast, observe a
third-grade child who struggles with this fact. The idea of thinking addition
never occurs. Instead, the child will begin to count either back from 9 or up
from 4. The value of think-addition cannot be overstated.
Word problems that promote think-addition are those that sound like
addition but have a missing addend: join, initial part unknown; join, change
unknown; and part-part-whole, part unknown. Consider this problem: Janice
had 5 fish in her aquarium. Grandma gave her some more fish. Then she had
12 fish. How many fish did Grandma give Janice? Notice that the action is
join and thus, suggests addition. There is a high probability that students
will think 5 and how many more makes 12. In the discussion in which you use
problems such as this, your task is to connect this thought process with the
subtraction fact, 12 5.
Teaching Student Centered Mathematics K-3

John Van De Walle
Pages 106-107
Name ____________________
Fact Families
1.
1 + 9 = 10
9 + 1 = 10
10
10 1 = 9
10 9 =1
2.
10
3.
10
4.
10
5.
10
Facts with Zero
Facts with Zero

19 facts have zero as one of the addends. Although these facts seem to be
the simplest of all, some students will overgeneralize the idea that answers
to addition are bigger. Putting these facts into real life situations
oftentimes help the students to reinforce the zero rule.
10
10
11
10
10
11
Dad bought 8 fish for the fish bowl. There were no fish
in the fish bowl when he added the fish. How many fish
are now in the fish bowl?
Record the addition fact on a post-it note and say the

fact aloud.
5 pinecones fell of the tree in the front yard. No other pinecones

fell off the tree. How many pinecones fell off the tree in all?
Record the addition fact on a post-it note and say the fact aloud.
There were 4 dishes on the table. Marcie washed all the dishes on
the table and put them away. How many dishes did Marcie wash?
Mom put 7 brussel sprouts on Timmys plate. He did not eat any of
the sprouts. How many sprouts are still on the plate?
Billy and Cole put 9 buttons on the snowman. All of the buttons
were still on the snowman when they woke up the next morning.
How many buttons were on the snowman in all?
1
+0
2
+0
3
+0
4
+0
Facts with Zero
Facts with Zero
Facts with Zero
Facts with Zero
5
+0
6
+0
7
+0
8
+0
Facts with Zero
Facts with Zero
Facts with Zero
Facts with Zero
9
+0
0
+ 1
0
+2
0
+3
Facts with Zero
Facts with Zero
Facts with Zero
Facts with Zero
0
+4
0
+5
0
+6
0
+7
Facts with Zero
Facts with Zero
Facts with Zero
Facts with Zero
0
+8
0
+9
Facts with Zero
Facts with Zero
Doubles
Doubles
There are only 10 doubles facts. These facts are relatively easy to learn
and become a powerful way to learn many other facts. Examples of double
facts include: 5 + 5, 3 + 3, 6 + 6. Dice from board games are good visuals to
use to help students remember their double facts.
10
10 11
10
10 11
8
10
12
14
16
18
Number Cube Trains

Name______________________
Date ________________________
Directions: Choose three number stories. Build a number train based on the
story. On the next page, draw a picture of your number trains. Answer the
questions.
Alex has 4 pencils. His mom gave him 4 more. How many pencils does he have
now?
Kathy paid $8 for lunch on Monday and $8 for lunch on Tuesday. How much
did she spend in all for lunch?
Tommy spent 9 minutes emptying the trash. David spent 9 minutes putting
away the laundry. How much time did the boys spend altogether on chores?
Grandma gave Billy $5 for his birthday and $5 for Valentines Day. How much
money did Grandma give Billy in all?
Amanda and Sally put the shoes they were wearing by the door when they
arrived home. How many shoes were by the door?
Draw a picture of your number
train here.

expression?

train here.

expression?

train here.

expression?
What is the same about all of

these number trains?
Number Cube Trains

Exit Ticket
Name______________________

Number Cube Trains

Exit Ticket
Name______________________
Doubles
There are a variety of activities that can be used to develop the pictorial version of
doubles.
Double Paint
Give each student a sheet of paper (suggested 11 x 14). Tell the students to fold their
paper in half so that the edge that measures 14 inches is divided into 2 separate parts.
Give each student a small sponge. The sponge can be pre-cut so that it resembles a
shape. Tell students to use the sponge to create shapes on one side of the paper.
Students should fold the paper in half again so that the sponge paint transfers to the
other side. Then, the students should write a number sentence to represent the fact.
Doubles in the Real World
Give the students a collection of old catalogs or magazines. Ask students to find
representations of doubles in the real world. Students may also draw pictures of doubles
that they see in the real world. Some examples of doubles are: 2 sets of hands (5 + 5), 1
spider (4 legs + 4 legs = 8 legs), 1 dozen eggs (6 eggs + 6 eggs = 12 eggs), etc.
Double Domino Sort
Give students a set of double six or double nine dominoes. Tell the students to pull out
the doubles and draw the domino on a sheet of paper that is divided into equal parts.
Then, the students should create a number sentence to accompany the picture.
Double Flip Book
The following pages can be copied onto cardstock and bound with a plastic spiral binding.
The teacher may use the dot representation to help students recognize double sums.
Doubles, Doubles
Directions: Two players may play this game. Each player will need 4 counters (a
different color for each student). To play the game, the players will need a cube marked
with the numbers 1, 2, 3, 4, 5, 6.
The first player rolls the cube. The player doubles the number and then covers the
number on the grid that matches the sum. The other player takes a turn. If the space
has already been covered with a counter then the player loses a turn. The first player to
place all of their counters wins the game.
2
10
6
12
4
8
10
4
2
12
6
8
Doubles, Doubles
Directions: Two players may play this game. Each player will need 4 counters (a
different color for each student). To play the game, the players will need a cube marked
with the numbers 4, 5, 6, 7, 8, 9.
The first player rolls the cube. The player doubles the number and then covers the
number on the grid that matches the sum. The other player takes a turn. If the space
has already been covered with a counter then the player loses a turn. The first player to
place all of their counters wins the game.
14
10
16
12
16
8
10
14
18
12
18
8
Order, Order!!!
Directions:
To play this game, you will need two dice. One should be
labeled 1, 2, 3, 4, 5, 6 and the other should be labeled
4, 5, 6, 7, 8, 9.
1. The player with the shortest last name goes first.
2. The player rolls both dice and chooses one of the numbers to double.
3. The player then chooses a box in which to put their sum. Once a number is written
in a box, it cant be moved.
4. If a player cant place a sum, he/she loses a turn.
5. Players take turns rolling the dice.
6. The first player to fill in all of their boxes from least to greatest wins.
Player 1
Name:
Player 2
Name:
Doubles Bingo
Directions:
To play this game, you will need two dice. One should be
labeled 0, 2, 4, 6, 8, 10 and the other should be labeled
8, 10, 12, 14, 16, 18. Each player will need 15 counters (1 color for each player).
1. The player with the shortest first name goes first.
2. The player rolls both dice and chooses one of the numbers.
3. The player then looks for the math fact on the game board that would produce
that sum.
4. If a player cant place a counter, he/she loses a turn.
5. Players take turns rolling the dice.
6. The first player to use their counters to make a vertical, horizontal, diagonal, or
four corner pattern wins the game.
2 +2 6 + 6 2 + 2 5 + 5 8 + 8
4+4 1+1 9+9 7+7 3+3
0+0 8+8 0+0 6+6 9+9
7+7 6+6 7+7 4+4 5+5
5+5 9+9 1+1 8+8 3+3
Domino Sort
You will need a set of double nine dominoes. Sort all of your
dominoes. Pull out all of the double facts. Record the picture
of the domino and the fact.
1+1=2
Cover the Board

Directions: Draw a game card from the pile. Use a crayon (a different color for
each player) to create a double of the card drawn. The player must create a
rectangular array. Players alternate turns. The game ends when no more doubles
can be added to the game board. The player with the most squares filled wins the
game.
Cover the Board-Game Cards
Up and Down and All Around
You will need:
Finish
1pawnforeachplayer
1setofgamecards(facts)
Directions
Drawacardfromthedeck.
Solvethefact.Movethatnumberofspacesonthe
gameboard.Thefirstplayertofinishwinsthegame.
Move
back
1 space
Move
forward
2 spaces
Go Back
to Start
Move
back
4 spaces
Lose a
Turn
Start
Move
forward
3 spaces
Up and Down and All Around Game Cards
1 + 1= 2 + 2= 3 + 3= 4 + 4=
5 + 5= 6 + 6= 7 + 7 = 8 + 8=
9 + 9 = 1 + 1 = 2 + 2 = 3 + 3=
4+4=5+5=6+6=7+7=
DOUBLES FACTS
Matching Game
Directions: Cut out each set of cards. Players place all cards face down
in front of them. Players will take turns uncovering two cards at a time to
find a match. Follow the rules of concentration.
1+1=
2+2=
3+3=
4+4=
5+5=
6+6=
7+7=
2 weeks
8+8=
9+9=
Double-Up
8 12 4 18 2 14 10 16 6
Double-Up
Materials:
Spinner and Wipe off Markers (optional)
Directions:
1. Spin the spinner.
2. Double the number.
3. Cross off that sum on your side of the board.
4. Players take turns.
5. The first player to fill cross off all of their sums wins.
6 14 4 12 20 8 18 2 10
Doubles Dominos
0
+0
Doubles
4
+4
Doubles
8
+8
Doubles
1
+1
Doubles
5
+5
Doubles
2
+2
Doubles
6
+6
Doubles
3
+3
Doubles
7
+7
Doubles
9
+9
Doubles
Doubles + 1
Doubles + 1
Near doubles are also called the doubles-plus-one facts and include all
combinations where one addend is one more than the other. There are 18 of
these facts. When students realize that these are facts that have addends
with a difference of 1 (1 + 2), (3+ 4), (5 + 6) etc. they simply double the
smaller addend and add 1.
10
10 11
10 11
10
15 16 17
10 11
17 18
11 12 13
13 14 15
Number Cube Trains

Name______________________
Date ________________________
Directions: Choose three number stories. Build a number train based on the
story. On the next page, draw a picture of your number trains. Answer the
questions.
Danny had 8 pennies. Susan gave him 9 more. How many pennies does Danny
have altogether?
Danny has 5 pennies and 6 nickels. How many coins does he have?
Danny has 4 pennies and Susan has 5 pennies. They put their pennies into a
piggy bank. How many pennies did they put into the bank?
Susan has 3 pennies. Her mom gave her 4 more for helping to brush the dog.
How many pennies does Susan have now?
Dannys dad gave him 7 pennies on Monday, 8 pennies on Tuesday, and a big hug
on Wednesday. How many pennies does Danny have?
Draw a picture of your number How would you solve this
What is the same about all of
train here.
expression?
these number trains?

train here.

expression?

train here.

expression?
Number Cube Trains

Exit Ticket
Name______________________
Write a different expression that could be solved in the same way that you
solved the other three number expressions. Use words, numbers, or symbols
to explain your thinking.
Number Cube Trains

Exit Ticket
Name______________________
Write a different expression that could be solved in the same way that you
solved the other three number expressions. Use words, numbers, or symbols
to explain your thinking.
Doubles Song
If Youre Happy & You Know It)
Youve got to get the doubles in your brain.

Oh, in math youll have no troubles
If you only learn the doubles.
1 + 1 is 2
2 + 2 is 4
3 + 3 is 6
You knew!
Some more?
Wiggle all your sticks.

4 + 4 is 8
5 + 5 is 10
6 + 6 is 12
Youre great!
Amen!
Who can we tell?

7
8
9
10
+
+
+
+
7
8
9
10
is
is
is
is
14
16
18
20
(Cheer!)
(Cheer!)
Youve got to get the doubles in your brain!

Extra Credit, If You Please

Doubles + 1
Directions: Two players may play this game. Each player will need a collection of
counters (a different color for each student). To play the game, the players will need
two number cubes marked with the numbers 2, 3, 4, 5, 6, 7 and 9, 8, 7, 6, 5, 4.
The first player rolls both cubes. To be able to place a counter on the board the student
must be roll two numbers that equal a sum on the game board. If the student rolls a
doubles + 1 fact to produce the sum, the student should stack 2 counters on the sum.
When the game board is filled, the student with the most counters wins the game.
5
13
15
13
11
7
17
5
15
9
9
17
5
7
13
11
Fill the Board

To play this game you will need to wooden cubes labeled: 1, 2, 3, 4, 5, 6 and 9, 8, 7, 6, 5,
4. Each player will roll both cubes. If the fact rolled is one of the identified strategies,
the student should solve the fact and record it beside that strategy. Example:
Doubles + 1 (6 + 5 = 11 total points= 10). If the student rolls a fact that has already been
completed, they may place the fact in the reject row and receive no points. Once all
the reject boxes are filled, the player will begin to x out remaining strategies. The
player with the most points at the end of the game wins.
Player #1
Strategy
Doubles
+ 1
(10 points)
Doubles
(5 points)
Record your
fact here.
Player #2
Total points
Strategy
Record your
fact here.
Total points
Doubles
+ 1
(10 points)
Doubles
(5 points)
+ 2 Facts
(2 points)
+ 2 Facts
(2 points)
+ 1 Facts
(2 points)
+ 1 Facts
(2 points)
Reject
Reject
Reject
Reject
Reject
Reject
Total Points
Total Points
Domino Sort
You will need a set of double nine dominoes. Sort all of
your dominoes. Pull out all of the double +1 facts. Record
the picture of the domino and the fact.
2+1
Double Points for Doubles + 1

Directions: To play this game you will need 2 sets of digit cards (0-9) and a
collection of markers (a different color for each player). The first player,
draws four digit cards and displays them in the four large squares. The
player then chooses 2 numbers to create a sum listed on their game board.
Then, they will cover the sum with their marker. If they create a doubles +
1 they should place 2 markers on the sum. The game ends when all the
spaces have been filled. The player with the most markers placed wins the
game.
Game
Board
10
11
12
13
14
15
16
17
18
Digit Cards
1
4
7
1
4
7
2
5
8
2
5
8
3
6
9
3
6
9
Find Me, Find Me, If You Can!

To play this game you will need 4 sets of (0-9) digit cards. Arrange the
cards face down on a flat surface. Students will take turns turning over two
cards. If the two cards form a doubles + 1 fact the students states the sum
and keeps the cards. The player records the fact on their record sheet.
The first player to complete their board wins the game.
Player #1
Player # 2
Record your
doubles + 1 fact.
Record your
doubles + 1 fact.
1
5
9
4
8
3
7
2
6
2
6
1
5
9
4
8
3
7
3
7
2
6
1
5
9
4
8
4
8
3
7
2
6
1
5
9
Name _______________________
Create a Doubles fact. Build the doubles fact using cubes. Add one
more to one of the trains. Write down the Doubles fact and the
Doubles +1 fact you created.
1.
3 + 3 = 6
3 + 4 = 7
2.
3.
4.
5.
Name _______________________
Create a doubles fact. Build the doubles fact using cubes. Add two
more cubes to one train. Write down the doubles fact and the Inside
Doubles fact you created.
1.
2.
3.
4.
5.
4 + 4 = 8
3 + 5 = 8
7
Free
Space
Directions:
1. Choose a card.
2. Double the number.
3. Choose a box in which to put the sum. Once the
number is written in the box, it cant be moved.
4. If a number cannot be placed in a box, the player
loses their turn.
5. Players take turns.
6. The first player to fill in all the boxes from least
to greatest wins.
Cards (Use Cards from Hop On Over)
9 11 13 15 17
5
Double-Up Again!
Materials:
Free
Space
Double-Up
Again!
9 11 13 15 17
Directions: Each player should
begin on the start position.
Choose a game card. Use the
key to determine how many
spaces to move. Players may
take any route to the lily pad.
The first player to reach the lily
pad wins the game.
Hop On
Over!
If your sum is ____ then:

3: 1 space forward
11: Lose a Turn
5: 2 spaces forward
13: Go back to Start
Start
7: 3 spaces forward
15: Move back 1 space
17: Move back 2 spaces
9: 4 spaces forward
Hop on Over Game Cards
1+2
2+3
3+4
4+5
5+6
6+7
7+8
8+9
2+1
3+2
4+3
5+4
6+5
7+6
8+7
9+8
1
+0
Doubles + 1
5
+4
Doubles + 1
9
+8
Doubles + 1
2
+ 1
Doubles + 1
6
+5
Doubles + 1
0
+ 1
Doubles +1
3
+2
Doubles + 1
7
+6
Doubles + 1
1
+2
Doubles + 1
4
+3
Doubles + 1
8
+7
Doubles +1
2
+3
Doubles +1
3
+4
Doubles + 1
7
+8
Doubles + 1
4
+5
Doubles + 1
5
+6
Doubles + 1
6
+7
Doubles + 1
8
+9
Doubles + 1
Inside
Doubles
Inside Doubles Inside doubles or doubles plus two facts focus on facts
that have 2 addends that are separated by 2 numbers. Some examples are:
(5 + 7), (4 + 6), (7+ 9). Once the students are able to recognize these facts,
they are able to look at the number that falls between the 2 addends and
double it to find the answer. For example: 5 + 7, the number that comes
between the 2 numbers is 6. The student doubles the number to find the
answer (6 + 6 = 12).
10
10 11
10 11 12
12 13 14 15 16
10
14 15 16 17
10 11
16 17 18
10
10 11 12 13 14
Inside Doubles
Cut out the cards. Lay the cards face down on the table in front of you.
Each partner should take a turn matching the inside double (doubles + 2) to
the double fact that help. Then, say the fact aloud.
3+3
3+5
2+2
2+4
4+4
4+6
5+5
5+7
6+6
6+8
7+7
7+9
8+8
8 + 10
Extra Credit, If You Please

Directions: Two players may play this game. Each player will need a
collection of counters (a different color for each student). To play
the game, the players will need two number cubes marked with the
numbers 1, 2, 3, 4, 5, 6, and 9, 8, 7, 6, 5, 4.
The first player rolls both cubes. To be able to place a counter on the board the student
must be roll two numbers that equal a sum on the game board. If the student rolls an
inside double fact to produce the sum, the student should stack 2 counters on the sum.
When the game board is filled, the student with the most counters wins the game.
4
12
8
14
10
6
12
4
16
14
8
12
6
6
14
10
Fill the Board

To play this game you will need to wooden cubes labeled: 1, 2, 3, 4, 5, 6 and 9, 8, 7, 6, 5,
4. Each player will roll both cubes. If the fact rolled is one of the identified strategies,
the student should solve the fact and record it beside that strategy. Example: 7 + 5 =
12 (total points= 10). If the student rolls a fact that has already been completed, they
may place the fact in the reject row and receive no points. Once all the reject boxes
are filled, the player will begin to x out remaining strategies. The player with the most
points at the end of the game wins.
Player #1
Strategy
Record your
fact here.
Player #2
Total points
Strategy
Inside
Doubles
10 points
Inside
Doubles
10 points
Doubles
+ 1
5 points
Doubles
+ 1
5 points
Doubles
2 points
Doubles
2 points
+ 1, + 2
Facts
2 points
+ 1, + 2
Facts
2 points
Reject
Reject
Reject
Reject
Reject
Reject
Total Points
Total Points
Record your
fact here.
Total points
Domino Sort
You will need a set of double nine dominoes. Sort all of
your dominoes. Pull out all of the inside doubles facts.
Record the picture of the domino and the fact.
2+4
Double Points for Inside Doubles

Directions: To play this game you will need 2 sets of digit cards (0-9) and a
collection of markers (a different color for each player). The first player,
draws four digit cards and displays them in the four large squares. The
player then chooses 2 numbers to create a sum listed on their game board.
Then, they will cover the sum with their marker. If they create an inside
double they should place 2 markers on the sum. The game ends when all the
spaces have been filled. The player with the most markers placed wins the
game.
Game
Board
10
11
12
13
14
15
16
17
18
Digit Cards
1
4
7
1
4
7
2
5
8
2
5
8
3
6
9
3
6
9
Find Me, Find Me, If You Can!

To play this game you will need 4 sets of (0-9) digit cards. Arrange the
cards face down on a flat surface. Students will take turns turning over two
cards. If the two cards form an inside double fact the students states the
sum and keeps the cards. The player records the fact on their record sheet.
The first player to complete their board wins the game.
Player #1
Player # 2
Record your
doubles + 1 fact.
Record your
doubles + 1 fact.
1
5
9
4
8
3
7
2
6
2
6
1
5
9
4
8
3
7
3
7
2
6
1
5
9
4
8
4
8
3
7
2
6
1
5
9
Inside Doubles
Game Variations
Included in this packet you will find inside doubles cards that can be used
for Concentration/Memory, Old Maid, or Go Fish games. Here are some of
the variations that can be made from the included cards:
Match doubles fact with snap cube picture with inside double
fact with snap cube pictures
Match inside doubles fact with snap cube pictures and the sum
Match doubles fact with inside double fact with snap cube
pictures
Match doubles fact and inside doubles fact without snap cube
pictures
Match all three doubles fact, inside doubles fact, and sum
or
Old Maid Game

Put students into groups of 3 or 4.
Instruct students to deal out the cards. It is okay if some players have 1 more card than the
others.
The players put all of the cards into their hand.
The dealer begins. The dealer draws one card from the person on the right. If they have a
pair of cards in their hand that match they announce the match and place the matched pair
on the table.
The next player draws a card from the person on his/her right. If they have a pair of cards in
their hand that matches they announce the match and place the matched pair on the table.
If a player draws a card and does not have a match in their hand they do not lay any cards
down and the next player continues.
The match does not have to be made from the card they pulled from the other player.
The loser is the person left with the old maid card. The winner is the person with the most
matches.
Fish
Put students into groups of 2, 3 or 4.
Instruct students to deal out seven cards to each player.
Place the remaining cards in the center face down.
The dealer begins. The dealer asks another player if they have a card to match a card in their
hand. If the player does have the card he/she surrenders it to the requester. The requester
makes the match and lays the two cards to the side. If the player does not have the card,
he/she says go fish and the requester draws a card from the center of the table.
The next player follows the same procedure.
The winner is the person with the most matches at the end of the game.
Concentration
Lay all cards face down on the table.
Students will take turns choosing two cards at a time. If they make a match they pick up the
two cards and place them to the side.
The next player takes a turn and follows the same procedure.
The game ends when all the matches have been made.
3+3 9+9
4+4 5+5
6+6 7+7
8+8
3+5 2+4
4+6 5+7
6+8 7+9
8 + 10
10
12
14
16
18
Old Maid
Old Maid
Old Maid
Old Maid
Old Maid
Old Maid
Old Maid
Old Maid
3+3 9+9
4+4 5+5
6+6 7+7
8+8
3+5 2+4
4+6 5+7
6+8 7+9
8 + 10
2
+0
3
+1
4
+2
5
+3
Inside Doubles
Inside Doubles
Inside Doubles
Inside Doubles
6
+4
7
+5
8
+6
9
+7
Inside Doubles
Inside Doubles
Inside Doubles
Inside Doubles
0
+2
1
+3
2
+4
3
+5
Inside Doubles
Inside Doubles
Inside Doubles
Inside Doubles
4
+6
5
+7
6
+8
7
+9
Inside Doubles
Inside Doubles
Inside Doubles
Inside Doubles
Make Ten Facts
Make-Ten Facts
These facts all have at least one addend of 8 or 9. One strategy for
these facts it to build onto the 8 or 9 and up to 10 and then add on the
rest. For 6 + 8, start with 8, then 2 more makes 10, and that leaves 4
more for 14.
10
10 11
10 11 12 13 14
10 11 12 13 14 15
12 13 14 15 16
10 11 12 13 14 15 16 17
10 11 12 13 14 15 16 17 18
11 12
10
12 13
Make Ten Facts-Beginning Exploration

For students to effectively use the make ten strategy, they must have a
strong sense of making tens. For students who are not ready to use the
make ten strategy for basic addition facts, activities such as the one listed
below should be used to build a stronger sense of 10.
Number Sandwiches (Page 53, Activity 2.25 Teaching Student Centered
Mathematics)
Copy the attached ten frame cards onto the designated paper. This activity
can be used as a whole group warm-up, small group, or center activity.
Lay all of the cards face up on the carpet so that all students can view the
frames. Tell students that they are going to match the cards together to
form the number 10. Two ten frames (1 card stock and 1 transparency)
should be joined to show the total of 10. Students can elaborate by
providing the number sentence that the 2 parts represent.
Copy this set of ten frames onto colored cardstock. Cut out into
individual ten frames.
Copy this set of ten frames onto overhead transparencies. Cut out
into individual ten frames.
Making Ten Flash Cards

Make 10 on the Ten-Frame (Page 103, Activity 4.8 Teaching Student
Centered Mathematics)
Give students a mat with two ten-frames. Flash cards are placed next to
the ten-frames, or a fact can be given orally. The students should first
model each number in the two ten-frames and then decide on the easiest
way to show (without counting) what the total is. The obvious (but no the
only) choice is to move counters into the frame showing either 8 or 9. Get
students to explain what they did. Focus especially on the idea that 1 (or 2)
can be taken from the other number and put with the 9 (or 8) to make 10.
Then you have 10 and whatever is left.
After students feel comfortable with the concrete version of this activity,
teachers should use a bingo blotter to represent the numbers. This requires
students to begin to move the dots visually.
9
+ 2
9
+3
9
+4
9
+5
9
+6
9
+7
8
+2
8
+3
8
+4
8
+5
8
+6
8
+7
8
+9
Fill Me Up with 9s!

Directions:
To play this game, you will need

one game board, approximately 30 counters (15 of each color for each player)
the attached ten frame
8 counters for the ten frame
a wooden cube marked 3, 4, 5, 6, 7, and 8.
The first player will roll the wooden cube. The player will take that number of counters
and place them on the bottom ten frame. Then, the player will adjust to make ten using
the top ten frame to create a new equation. For example, if the player rolls a 5 they will
place 5 counters in the bottom ten frame. Then, they will move one counter to fill in the
top ten frame creating the new equation 10+ 4 = 14. The player will then place a marker
under the 14. When the board is filled, the player with the most markers wins the game.
17 16 15 14 13 12
+9
Ten Frame
Fill Me Up with 8s!

Directions:

the attached ten frame
8 counters for the ten frame
The first player will roll the wooden cube. The player will take that number of counters
and place them on the bottom ten frame. Then, the player will adjust to make ten using
the top ten frame to create a new equation. For example, if the player rolls a 5 they will
place 5 counters in the bottom ten frame. Then, they will move two counters to fill in the
top ten frame creating the new equation 10 + 3 = 13. The player will then place a marker
under the 13. When the board is filled, the player with the most markers wins the game.
16 15 14 13 12 11
+8
Ten Frame
Clear a Path of 9s!

Directions:

one game board, approximately 30 counters (15 of each
color for each player)
The first player will roll the wooden cube. The player will look for a cell with an
expression that matches the sum on the cube. The player will place the marker on the
cell. The first player to form a continuous pathway from one side of the game board to
the other wins the game.
9+3
9+8
9+4
9+8
9+6
9+7
9+7
9+5
9+7
9+8
9+8
9+4
9+8
9+6
9+3
9+7
9+3
9+6
9+4
9+3
9+5
9+4
9+5
9+8
9+6
9+4
9+6
9+5
9+3
9+5
9+3
9+7
9 +8
9+6
9+7
9+4
Clear a Path of 8s!

Directions:

one game board, approximately 30 counters (15 of each
color for each player)
The first player will roll the wooden cube. The player will look for a cell with an
expression that matches the sum on the cube. The player will place the marker on the
cell. The first player to form a continuous pathway from one side of the game board to
the other wins the game.
8+3
8+3
8+4
8+3
8+6
8+7
8+7
8+5
8+7
8+3
8+3
8+4
8+3
8+6
8+3
8+7
8+3
8+6
8+4
8+3
8+5
8+4
8+5
8+3
8+6
8+4
8+6
8+5
8+3
8+5
8+3
8+7
8+3
8+6
8+7
8+4
Making Ten Match Game

Cut out the cards. Lay the cards face down on the table in front of you.
Each partner should take a turn matching the +8 or +9 fact to the 10 fact
that can help them solve the fact.
8+3
10 + 1
8+4
10 + 2
8+5
10 + 3
8+6
10 + 4
8+7
10 + 5
8+9
10 + 7
9+3
10 + 2
9+4
10 + 3
9+5
10 + 4
9+6
10 + 5
9+7
10 + 6
9+8
10 + 7
0
+8
Making Ten
4
+8
Making Ten
8
+8
Making Ten
1
+8
Making Ten
5
+8
Making Ten
9
+8
Making Ten
2
+8
Making Ten
6
+8
Making Ten
8
+0
Making Ten
3
+8
Making Ten
7
+8
Making Ten
8
+1
Making Ten
8
+2
Making Ten
8
+6
Making Ten
2
+9
Making Ten
8
+3
Making Ten
8
+7
Making Ten
3
+9
Making Ten
8
+4
Making Ten
8
+9
Making Ten
4
+9
Making Ten
8
+5
Making Ten
1
+9
Making Ten
5
+9
Making Ten
6
+9
Making Ten
9
+0
Making Ten
9
+4
Making Ten
7
+9
Making Ten
9
+1
Making Ten
9
+5
Making Ten
8
+9
Making Ten
9
+2
Making Ten
9
+6
Making Ten
9
+9
Making Ten
9
+3
Making Ten
9
+7
Making Ten
9
+8
Making Ten
Additional Resources
for Making Ten
Resource
Activity
Page Number
Fundamentals,
Grades K-1, Origo
Fundamentals,
Grades 1-2, Origo
Nimble with Numbers,
Grades 1 & 2
Towers of Ten
Pick a Pair Solitaire
Triple Combo
First to Forty
Roll Ten
32
52
8-11
52-55
46
Strategy Selection
Strategy Retrieval
Strategy Selection/Strategy Retrieval

Strategy selection or strategy retrieval is the process of deciding what strategy is
appropriate for a particular fact. If you dont think to use a strategy, you probably wont.
Many teachers who have tried teaching fact strategies report that the method works
well while the children are focused on whatever strategy they are working on. They
acknowledge that children can learn and use strategies. But, they continue, when the
facts are all mixed up or the child is not in the fact practice mode, old counting habits
return.
John Van De Walle

Page 97
Strategy Scatter
Post the attached strategy cards in different areas of the room. Pass out 1 addition fact
card to each child. It works well if you can find addition fact cards that have a different
fact on each side of the card. Ask the students to choose an addition fact and think
about which strategy they would use to solve the fact. Then, have the students scatter
to the appropriate posted strategy chart. When they arrive under the strategy, they
should discuss how they would solve the fact. Then, tell the students to look at the same
fact and determine if there is a different strategy that they could use to solve the fact.
If so, they should scatter to the new strategy. All others should stay where they are
and welcome the newcomers into the group. Then, the students can flip their card and
follow the same process for the other fact on their flashcard.
Fact Folder Sort
File folders are used as a sort mat for students to distinguish between the strategies.
To create these folders you will need:
file folder
8 library pockets (If these are not available, simply label the inside of the
folder with the various strategies.)
Marker
A variety of flashcards that can fit inside of the library pockets.
One
More
Than
Two
More
Than
Doubles
+1
Facts
with
Zero
Doubles
Doubles
+1
Inside
Doubles
Give students a variety of flashcards. The students should sort the flashcards based on
the strategy they would use to solve the fact. As they sort, they should solve the fact.
Strategy Stand
Pass out one flashcard to each child. Call out the different strategies. Students should
stand when they hear the strategy that they would use to solve the fact.
Addition Roll and Sort
To play this game, students will need two dice labeled in the following ways: 0, 1, 2, 3, 4, 5
and 9, 8, 7, 6, 5, 4. Each player should take turns rolling both dice to create an addition
fact. Then, the students should record the addition fact under the strategy that they
would use to solve the fact. The Addition Roll and Sort is attached for students to use.
Domino Sort
To play this game, students will need a sorting mat and a set of double nine dominoes.
Place all the dominoes face down on a flat surface. Students will take turns choosing a
domino and placing it under an appropriate strategy. Students should solve the fact
before placing the domino.
One More
Than
Two More
Than
Facts with
Zero
Doubles
Doubles + 1
Inside
Doubles
Making Ten
I can think of
a different
way to solve
this fact.
Addition Roll and Sort
Directions: To play this game, you will need two dice labeled in the following ways: 0,
1, 2, 3, 4, 5 and 9, 8, 7, 6, 5, 4. Take turns rolling both dice to create an addition fact. Then,
record the addition fact under the strategy that you would use to solve the fact.
One More Than
Two More Than
Facts with Zero
Doubles
Doubles + 1
Inside Doubles
Making Ten
Domino Sort
+ 1, + 2
Zero Facts
Doubles
Doubles + 1
Inside Doubles
Making 10
Julies Game
This game is used to reinforce math
skills. We will use addition strategies for this focus.
However, many contents can be covered by using
this game.
Strategy Review
Each student will record an addition fact on the
paper provided. The students will place their card
on the floor somewhere around the room. The
teacher will play the music. When the music stops
each student should step onto one of the facts. The
teacher will call out a fact strategy: doubles,
doubles + 1, make tens, etc. If the student is
standing on a fact that matches the strategy, the
student will follow the direction of the teacher:
wiggle, jump, etc. The music plays again.
Subtraction Facts
Strategies for Subtraction Facts

Subtraction facts prove to be more difficult than addition. This is
especially true when children have been taught subtraction through
a count-count-count approach; for 13 5, count 13, count off 5,
count whats left. There is little evidence that anyone who has
mastered subtraction facts has found this approach helpful.
Unfortunately, many sixth, seventh, and eighth graders are still
counting.
Think
Addition:
6 and 4 is 10.
Beginning Exploration of Subtraction as Think Addition

Using think-addition strategy, the child uses known addition facts to
produce the unknown quantity or part. If this important relationship
between parts and wholesbetween addition and subtractioncan be made,
subtraction facts will be much easier. When children see 9-4, you want them
to think spontaneously, Four and what makes nine? By contrast, observe a
third-grade child who struggles with this fact. The idea of thinking addition
never occurs. Instead, the child will begin to count either back from 9 or up
from 4. The value of think-addition cannot be overstated.
Word problems that promote think-addition are those that sound like
addition but have a missing addend: join, initial part unknown; join, change
unknown; and part-part-whole, part unknown. Consider this problem: Janice
had 5 fish in her aquarium. Grandma gave her some more fish. Then she had
12 fish. How many fish did Grandma give Janice? Notice that the action is
join and, thus, suggests addition. There is a high probability that students
will think 5 and how many more makes 12. In the discussion in which you use
problems such as this, your task is to connect this thought process with the
subtraction fact, 12 5.
Subtraction Facts with Sums to 10

Think-addition is most immediately applicable to subtraction facts with sums
of 10 or less. These are generally introduced with a goal of mastery in the
first grade. Sixty-four of the 100 subtraction facts fall into this category.
If think-addition is to be used effectively, it is essential that addition facts
be mastered first. Evidence suggests that children learn very few, if any,
subtraction facts without first mastering the corresponding addition facts.
In other words, mastery of 3 + 5 can be thought of as prerequisite
knowledge for learning the facts 8 3 and 8 5.
Facts involving 0, 1, and 2 may be solved by different children in many
different ways including think-addition. These facts are closely related to
important basic number relationships. If children experience difficulties
with facts such as 8 0 or 7 2, it would be a good idea to investigate their
number concepts. A child who says that 7 0 is 6 may have overgeneralized
that subtraction makes the number smaller.
Assessment Note:
Before working on mastery of subtraction facts, it is a good idea to check on
students mastery of addition and subtraction. Prepare a drill by writing about 20
facts on a transparency that you will show to students one fact at a time. The 20
facts should be made of 10 pairsa subtraction fact and the corresponding addition
fact. For example, if you have 9 4 in the list, include 4 + 5 elsewhere in the list.
Have students write the answers as you go. They may not go back to facts they
missed. Keep the pace quick so that students will not have a chance to count on their
fingers.
In an activity such as this, it is essential to explain that you are simply trying to find
out what they know so that you can help them. This is not a test or quiz. They
should do their best to write what they think the answers are without counting.
Assessment Note continued:
If students know the addition facts but not the subtraction facts, more effort
should be placed on developing the addition-subtraction facts, more effort should be
placed on developing the addition-subtraction facts, more effort should be placed on
developing the addition-subtraction connection. Use missing-part activities and jointype story problems in which the change amount is unknown. Discuss the way that
both an addition sentence and a subtraction sentence can be written for these
situations. Be very overt in your own modeling of think-addition. For 9 4 you might
say, I know that 4 and 5 make 9, so 9 minus 4 is 5. Draw a part-while picture to go
with this explanation.
This simple diagnostic exercise can be repeated at various times to see how well
students are connecting addition and subtraction. This same approach can be used in
a diagnostic interview format. After students have completed the problems, have
them go back over those that they hesitated on, especially the subtraction facts.
Ask them to think aloud about how they would get the answer. If they have
answered an addition fact but not the corresponding subtraction fact, ask if they
can think of any way that the addition fact could help with the subtraction fact.
Remember, interview time is a time to gather informationnot to teach.
Subtraction Facts with Sums to 10

0
1
2
3
4
5
6
7
8
9
10
1
1-0=
1
1-1=
0
2
2-0=
2
2-1=
1
2-2=
0
3
3-0=
3
3-1=
2
3-2=
1
3-3=
0
4
4-0=
4
4-1=
3
4-2=
2
4-3=
1
4-4=
0
5
5-0=
5
5-1=
4
5-2=
3
5-3=
2
5-4=
1
5-5=
0
6
6-0=
6
6-1=
5
6-2=
4
6-3=
3
6-4=
2
6-5=
1
6-6=
0
7
7-0=
7
7-1=
6
7-2=
5
7-3=
4
7-4=
3
7-5=
2
7-6=
1
7-7=
0
8
8-0=
8
8-1=
7
8-2=
6
8-3=
5
8-4=
4
8-5=
3
8-6=
2
8-7=
1
8-8=
0
9
9-0=
9
9-1=
8
9-2=
7
9-3=
6
9-4=
5
9-5=
4
9-6=
3
9-7=
2
9-8=
1
9-9=
0
10
10-0=
10
10-1=
9
10-2=
8
10-3=
7
10-4=
6
10-5=
5
10-6=
4
10-7=
3
10-8=
2
10-9=
1
10-10=
0
The 36 Hard Subtraction Facts: Sums Greater Than 10

Before reading further, look at the three subtraction facts shown here and try to
reflect on what thought process you use to get the answers. Even if you just know
them, think about what a likely process might be.
14 - 9
12 - 6
15 - 6
Many people will use a different strategy for each of these facts. For 14
9, it is easy to start with 9 and work up through 10: 9 and 1 more is 10, and
4 more makes 5. For the 12 6 fact, it is quite common to hear double 6,
a think-addition approach. For the last fact 15 6, 10 is used again but
probably by working backward from 15a take-away process: Take away 5
to get 10, and 1 more leaves 9. We could call these three approaches,
respectively, build up through 10, think-addition, and back down through 10.
Each of the remaining facts with sums of 11 or more can be learned using one
or more of these strategies. Keep in mind these are not required strategies.
Some children may use a think-addition method for all. Others may have a
completely different strategy for some or all of these. The three
approaches suggested here are based on ideas already developed: the
relationship between addition and subtraction and the power of 10 as a
reference point.
Build Up Through 10
This group includes all facts where the part or subtracted number is
either 8 or 9. Examples are 13 - 9 and 15 - 8.
Activity 4.12 (Page 109)
Teaching Student-Centered Mathematics
John Van De Walle
Build Up Through the Ten-Frame
On the board or overhead, draw a ten-frame with 9 dots. Discuss how you can
build numbers between 11 and 18, starting with 9 in the ten-frame. Stress the
idea of one more to get to 10 and then the rest of the number. Repeat for a
ten-frame showing 8. Next, with either the 8 or 9 ten-frame in view, call out
numbers from 11 to 18, and have students explain how they can figure out the
difference between that number and the one on the ten-frame. Later, use the
same approach but show fact cards to connect this idea with the symbolic
subtraction fact.
Back Down Through 10

Here is one strategy that is really take-away and not think-addition. It
is useful for facts where the ones digit of the whole is close to the
number being subtracted. For example, with 15 6, you start with the
total of 15 and take off 5. That gets you down to 10. Then take off 1
more to get to 9. For 14 6, just take off 4 and then take off 2 more
to get 8. Here we are working backward with 10 as a bridge.
John Van De Walle
Back Down Through the Ten-Frame
Start with two ten-frames on the overhead, one filled completely and the other
partially filled. For 13, for example, discuss what is the easiest way to think about
taking off 4 counters or 5 counters. Repeat with other numbers between 11 and 18.
Have students write or say the corresponding fact. See example below:
14 6
1. Begin with ten-frames that show 14.
2. Take off the 4. That leaves 10.
1.
Begin with ten-frames that show 14.
14 - 6
2. Think about the difference between 4 and 6. The difference is +2.

3. Go back 2 on the ten-frame. That equals 8.
Expanded Lesson
Build Up Through the Ten-Frame
Based on: Activity 4.12, page 109
Grade Level: Second grade or early third grade
Mathematics Goal:
To continue development of ten-structured thinking: When finding the difference
between a number less than 1- and one in the teens, it is useful to think of that
distance in two partsfrom the smaller number up to the 10 and from 10 to the
larger number.
To utilize 10 in some way as a strategy for subtraction facts in which the whole is
greater than 10 and the subtrahend is either 8 or 9.
Thinking About the Students:
Students should have mastered all of the addition facts for sums to 10. They should be
exploring the relationship between addition and subtraction through story problems
especially join problems with change unknown. They should have discussed and been
familiar with the idea that a number in the teens is 10 and some more; for example, 15 is
10 and 5.
Materials and Preparation
No materials other than a chalk board are required. Students will write in their journals
or on plain paper.
Before
Brainstorm
On the board or overhead, draw a ten-frame with 9 dots.
Ask: How many dots? How many more dots do I need to draw to have 14 ? (Write
14 on the board.) Have one or more students explain their reasoning. Repeat the
question with 17, 12, and 15 dots.
If students explanations involve first filling in one dot on the ten-frame and then
adding the rest to make the required number, have them come to the board to
explain again by drawing the required dots.
Change the ten-frame to 8 dots. Ask: How many more dots do I need to have 13?
(Write 13 on the board.) Repeat with other numbers in the teens. Again, look for
and focus on explanations that involve the use of 10.
The Task
Draw two prominent ten-frames side by side on the board, one with 8 dots and one
with 9 dots. Beneath write the following five facts: 13 9, 17 9, 11 8, 15 9,
13 8
The task is for students to describe a good way to think about subtracting 14-8
that makes getting the answer easyno counting, something they can do in their
heads.
Students should use the same idea to answer each of the five subtraction
problems.
During
Students may have difficulty articulating an idea. Look for students who are not
writing anything and ask them what the answer to 14 9 is. Ask: How do you
know? What did you think about to get the answer? Help students use what they
say to write down an idea. Do not push students to use an add-up through-ten
strategy or even any approach that involves 10. Allow students to use their own
ideas.
Some students may be helped by simply focusing their attention on the two tenframes and reminding them of the discussion in the first part of the lesson.
Identify students who you will have share their ideas.
After
Ask several students to share their ideas. Include several different ideas. Be
sure to find at least one or two students who worked up through 10 that you
identified in the during stage.
After a student shares how he or she worked up through 10, ask all students to try
the strategy on 15 8. Also, have students try other strategies that are
suggested when the strategy seems to be efficient (does not involve counting).
Some students may work down through 10 and others may use a known fact as a
helper.
Assessment Notes
Look for students who count on or back and do not use 10 at all. These students
will need further help with their understanding of the teen numbers.
Some students may use 10 but not efficiently. They may have to count by ones for
one or both of the two parts. These students need help with the other part of 10
and also understanding the teens as 10 and some more.
For students having difficulty, check to see if they know the corresponding
addition facts (14 9 and 9 + 5).
Next Steps
Students not effectively using 10 may benefit from building a teen number on a
pair of ten-frames using counters. Present the numbers in random order. Discuss
easy ways to put the counters on the two ten-frames without having to count.
These same students may benefit from ten-frame flash cards and also from telling
the total dots on two ten-frames when on of them is an 8 or 9. (See Activity 4.8,
p. 103)
Make flash cards for facts involving -8 or -9 with a single ten-frame showing 8 or 9
dots accordingly. Have students practice using these flash cards plain flash cards
for the same facts. Be sure that students using the flash cards have an efficient
strategy and are not counting to get answers.
Extend Think-Addition
Think-addition remains one of the most powerful ways to think about
subtraction facts. When the think-addition concept o f subtraction is
well developed, many children will use that approach for all subtraction
facts. (Notice that for division virtually everyone uses a thinkmultiplication approach. Why?)
What may be most important is to listen o childrens thinking as they
attempt to answer subtraction facts that they have not yet mastered.
If they are not using on e of the three ideas suggested here, it is a
good bet that they are countingan inefficient method.
The activities that follow are all the think-addition variety. There s,
of course, no reason why these activities could not be used for all of
the subtraction facts. They need not be limited to the hard facts.
John Van De Walle
Missing-Number Cards
Show children, without explanation, families of numbers with the sum circled as
in Figure A. Ask why they think the numbers go together and why one number
is circled. Ask why they think the numbers go together and why one number is
circled. When this number family idea is fairly well understood, show some
families with one number replaced by a question mark (Figure B), and ask what
number is missing. When students understand this activity, explain that you
have made some missing-number cards based on this idea. Each card has two
of three numbers that go together in the same way. Sometimes the circled
number is missing (the sum), and sometimes one of the other numbers is
missing (a part). The cards can be made both vertically and horizontally with
the sum appearing in different positions. The object is to name the missing
number. This same activity can be used with the triangular relationship cards.
Figure A
Figure B
10
13
8
14
5

John Van De Walle
Find a Plus Fact to Help
Select a group of subtraction facts that you wish to practice. Divide a sheet
of paper into small cards, about 10 or 12 to a sheet. For each subtraction fact,
write he corresponding addition fact on one of the cards. Two subtraction
facts can be related to each addition fact. Duplicate the sheet and have
students cut the cards apart. Now write one of the subtraction facts on the
board. Rather than call out answers, students find the addition fact that helps
with the subtraction fact. On your signal, each student holds up the
appropriate fact. For 12 4 or 12 8, the students would select 4 + 8. The
same activity can be made into a matching card game.

Teaching Student- Centered Mathematics
Pages 106-110
Triangular Relationship Cards

Triangular relationship cards are a great way to support subtraction as think
addition. The cards can be ordered directly from the Washington County
Public Schools Printing Department. The printing number for
addition/subtraction cards is M-125.
A parent letter has been included to support the explanation of these cards.
Dear Parents,
One of the tools we will be using in our classroom
this year to support addition and subtraction facts is
triangular relationship cards.
These cards bridge the relationship between
addition and subtraction facts and encourage students to make connections
between the fact families.
13
7
For example, the card above shows 2 addition facts: 7 + 6 = 13 and

6 + 7 = 13. It also shows 2 subtraction facts that belong to the same
family: 13 7 = 6 and 13- 6 = 7.
When using these cards for addition, always cover the largest number
with a finger so the child can not see that number. Then ask, what is 7 +
6? When they successfully answer 13, cover the 6 and say, 7 + ___ = 13.
Using this method, students are encouraged to link what they already
know about addition to subtraction. These cards can be especially
effective for subtraction fact mastery. If this important relationship
between addition and subtraction can be made, subtraction facts will be

much easier. (Van De Walle, 2006, p. 106)
If you have any questions about the triangular relationship cards, feel
free to contact me.
Sincerely,
One More Than

Two More
Think Addition
Subtraction Facts
One More Than Two More Than

(Think Addition) Subtraction Facts
The main strategy that will be used with subtraction facts is
subtraction as think addition. When done in this think-addition manner,
the child uses known addition facts to find the answer. When your child
sees 9 4, you want them to think spontaneously, Four and what makes
nine?
The facts listed below include all of the think addition one-more than
two-more than facts.
2-1
3-2
4-3
5-4
6-5
7-6
8-7
9-8
10 - 9
1-0
4-1
5-1
61
7-1
8-1
9-1
10 - 1
1-1
3-1
4-2
5-3
6-4
7-5
8-6
9-7
10 - 8
11 - 9
5-2
6-2
7-2
8-2
9-2
10 - 2
11 - 2
2-0
Directions: All players begin in the start position.
Draw a card. Find the difference. Move to the next
spot on the game board with that number. The first
player to reach the winners circle wins the game.
Rocket Blaster
Game Cards
3-2
54
76
98
2-1
43
65
87
10 9
10
51
71
31
53
41
61
11
42
64
75 86
9 7 10 8
11 9 5 2
62 72
82
Go Back to
Start
Doubles
Think Addition
Subtraction Facts
Doubles
The main strategy that will be used with subtraction
facts is subtraction as think addition. When done in this
think-addition manner, the child uses known addition facts
to find the answer. When your child sees 9 4, you want
them to think spontaneously, Four and what makes nine?
The facts listed below include all of the think addition double facts.
2-1
4-2
6-3
8-4
10 - 5
12 - 6
14 - 7
16 - 8
18 - 9
Directions: Draw a card. Find the

difference. Move to the next spot on the game
board with that number. The first player to
reach the winners circle wins the game.
18 - 9
21 42
63 84
10 5 12 6
14 7 16 8
Double
Trouble
Game Cards
21 42
63 84
10 5 12 6
14 7 16 8
Directions: Spin the spinner and answer the subtraction fact. Look at the box
below to see how many places you should move on the game board. The first player
to reach the end wins the game.
If you spin:
then:
2 or 9
3 or 8
4
5 or 6
7
Move 2 spaces
Move 3 spaces
Move back 1 space
Move 1 space
Move 1 space then
spin again
Doubles + 1
Think Addition
Subtraction Facts
Doubles + 1
nine?
The facts listed below include all of the think addition doubles + 1
facts.
1-1
3-2
5-3
7-4
9-5
11 - 6
13 - 7
15 - 8
17 - 9
1-0
3-1
5-2
7-3
9-4
11 - 5
13 - 6
15 - 7
17 - 8
7-4
73 95
9 4 11 - 6
11 - 5 13 - 7
13 6 15 - 8
Rocket Blaster
Game Cards
15 7 17 - 9
17 - 8 7 3
11 - 6 9 4
13 - 7 11 - 5
15 - 8 13 6
Inside Doubles
Think Addition
Subtraction Facts
Inside Doubles
nine?
The facts listed below include all of the think addition inside doubles
facts.
2-2
4-3
6-4
8-5
10 - 6
11 - 7
14 - 8
16 - 9
2-0
4-1
6-2
8-3
10 - 4
12 - 5
14 - 6
16 - 7
16 - 7
4 -1 6 4
62 85
8 3 10 -6
10 - 4 11 - 7
Rocket Blaster
Game Cards
12 5 14 8
14 6 16 - 9
16 - 7 16 - 7
83 64
10 - 4 8 5
Make Ten
Think Addition
Subtraction Facts
Make Ten
nine?The facts listed below include all of the think addition Make Ten
facts.
10 - 2
11 - 3
12 - 4
12 - 5
14 - 6
15 - 7
16 - 8
17 - 9
10 - 4
10 7
10 - 8
11 - 8
12 - 8
13 - 8
14 - 8
15 - 8
10 - 1
10 2
10 - 3
10 8
10 - 1
11 - 2
12 - 3
13 - 4
14 - 5
15 - 6
16 - 7
17 - 8
18 - 9
10 9
10 - 9
11 - 9
12 - 9
13 - 9
14 - 9
15 - 9
16 - 9
10 5
10 6
Taking from 10!
Adapted from Nimble with Numbers Grades 1 and 2
Directions:

a wooden cube marked 1, 2, 3, 4, 5, choose
The first player will roll the wooden cube. If choose is rolled, the pair may select any
number one through five. When a number is rolled, the player subtracts the number from
10. The player places a marker in the appropriate difference column. The game continues
until all cells are filled. The player with the most markers on the board after the boards
has been filled wins the game.
Addition and Subtraction Match

Copy the addition facts onto one color of cardstock. Copy the subtraction facts onto a
different color. Cut the cards out and lay them face down on a flat surface. Players will
attempt to match the subtraction fact with the addition fact that helps to solve the
fact.
5 + 5 = 10
3 + 5 = 8
7 + 2 = 9
4 + 5 = 9
2 + 8 = 10
3 + 2 = 5
5 + 2 = 7
3 + 4 = 7
4 + 2 = 6
6 + 3 = 9
10 5 = 5
9 5 = 4
9 2 = 7
5 2 = 3
7 2 = 5
7 4 = 3
6 2 = 4
9 3 = 6
8 5 = 3
10 8 = 2
Choose and Subtract-A!
Directions:

one game board
approximately 30 counters (15 of each color for each player)
3 wooden cubes marked 1, 2, 3, 4, 5, 6
The first player rolls the three Number Cubes. The player selects two of the three
number cubes to subtract, states the subtraction equation, and places a counter on the
resulting difference. Example: If 2, 3, and 5 are rolled, the player could cover 1 (3 -2), 2
(5 3), or 3 (5 -2). The first player to cover three counters in a row horizontally,
vertically, or diagonally wins.
Choose and Subtract-B!
Directions:

one game board
2 wooden cubes marked 5, 6, 7, 8, 9, 10 and 1 wooden cube marked 1, 2, 3, 4, 5, 6
The first player rolls the three Number Cubes. The player selects two of the three
number cubes to subtract, states the subtraction equation, and places a counter on the
resulting difference. Example: If 2, 3, and 5 are rolled, the player could cover 1 (3 -2), 2
(5 3), or 3 (5 -2). The first player to cover three counters in a row horizontally,
How Many More to Make 8?

Directions:

one game board
1 number cube marked 1 6
Paper for recording equations
The first player rolls the number cube to determine how many more are needed to make
8. The player places a counter on a cell that represents the missing amount. Example: If
a 2 is rolled, 6 is needed to make 8. Thus, the pair selects and covers one of the number
6s on the board. Players are required to say aloud the related subtraction fact for each
turn. The first player to place three of their counters in a row horizontally, vertically, or
diagonally wins.
How Many More to Make 10?

Directions:

one game board
1 number cube marked 1 6
Paper for recording equations
The first player rolls the number cube to determine how many more are needed to make
10. The player places a counter on a cell that represents the missing amount. Example:
If a 2 is rolled, 8 is needed to make 10. Thus, the pair selects and covers one of the
number 8s on the board. Players are required to say aloud the related subtraction fact
for each turn. The first player to place three of their counters in a row horizontally,
Additional
Strategies for
Subtraction Facts

Build Up Through 10
This group of facts includes all facts where the part or subtracted number
is either 8 or 9. Examples are 13 9 and 15 8.
11
12
13
14
15
16
17
18
11-2=
9
11-3=
9
12-3=
9
11-4=
7
12-4= 13-4=
8
9
11-5=
6
12-5= 13-5=
8
7
14-5=
9
11-6=
5
12-6= 13-6=
7
6
14-6= 15-6=
8
9
11-7=
4
12-7= 13-7=
6
5
14-7= 15-7= 16-7=

7
8
9
11-8=
3
12-8= 13-8=
4
5
14-8= 15-8= 16-8= 17-8=

6
7
8
9
11-9=
2
12-9= 13-9=
3
4
14-9= 15-9= 16-9= 17-9= 18-9=

5
6
7
8
9

Back Down Through 10
Here is one strategy that is really take-away and not think-addition. It is
useful for facts where the ones digit of the whole is close to the number
being subtracted. For example, with 15 6, you start with the total of 15
and take off 5. That gets you down to 10. Then take off 1 more to get 9.
For 14-6, just take off 4 and then take off 4 and then take off 2 more to
get 8. Here we are working backward with 10 as a bridge.

Page 109
12
13
14
15
16
17
18
11
11-2=
9
11-3=
9
12-3=
9
11-4=
7
12-4= 13-4=
8
9
11-5=
6
12-5= 13-5=
8
7
14-5=
9
11-6=
5
12-6= 13-6=
7
6
14-6= 15-6=
8
9
11-7=
4
12-7= 13-7=
6
5
14-7= 15-7= 16-7=

7
8
9
11-8=
3
12-8= 13-8=
4
5
14-8= 15-8= 16-8= 17-8=

6
7
8
9
11-9=
2
12-9= 13-9=
3
4
14-9= 15-9= 16-9= 17-9= 18-9=

5
6
7
8
9
Back Down Through the Ten-Frame (Page 109, Activity 4.13 Teaching
Student Centered Mathematics)
Start with two ten-frames on the overhead, one filled completely and the other partially
filled. For 13, for example, discuss what is the easiest way to think about taking off 4
counters or 5 counters. Repeat with other numbers between 11 and 18. Have students
write or say the corresponding fact.
The attached lesson comes from Teaching Student Centered Mathematics,
John A. Van De Walle, Pages 120-121.

Extend Think-Addition
Think-addition remains one of the most powerful ways to think about subtraction facts.
When the think-addition concept of subtraction is well developed, many children will use
that approach for all subtraction facts. (Notice that for division virtually everyone uses
a think-multiplication approach. Why?)
What may be most important is to listen to childrens thinking as they attempt to answer
subtraction facts that they have not yet mastered. If they are not using one of the
three ideas suggested here, it is a good bet that they are countingan efficient method.
Page 109
11
12
13
14
15
16
17
18
11-2=
9
11-3=
9
12-3=
9
11-4=
7
12-4= 13-4=
8
9
11-5=
6
12-5= 13-5=
7
8
14-5=
9
11-6=
5
12-6= 13-6=
6
7
14-6= 15-6=
8
9
11-7=
4
12-7= 13-7=
5
6
14-7= 15-7= 16-7=

7
8
9
11-8=
3
12-8= 13-8=
4
5
14-8= 15-8= 16-8= 17-8=

6
7
8
9
11-9=
2
12-9= 13-9=
3
4
14-9= 15-9= 16-9= 17-9= 18-9=

5
6
7
8
9
Center Bag
Support
The following cards were created as a resource for students and parents
to identify all the facts that fall under a particular strategy. These cards
can be placed in the front of center bags so that students and parents are
aware of the specific facts that they are practicing.
One More Than/Two More Than

Addition Facts
This strategy is used for facts that have 1 or 2 as one of its addends.
Out of the 100 addition facts students will learn, 36 fall under the one-more
than and two-more than facts. In these situations, students simply count up
1 or 2 from the greatest added. This should be the only situation where
students count to find their answer.
The facts listed below include all of the one-more than two-more than
facts.
1+1
1+2
1+3
1+4
1+5
1+6
1+7
1+8
1+9
1+0
3+1
4+1
5+1
6+1
7+1
8+1
9+1
0+1
2+1
2+2
2+3
2+4
2+5
2+6
2+7
2+8
2+9
2+0
3+2
4+2
5+2
6+2
7+2
8+2
9+2
0+2
One More Than Two More Than

nine?
The facts listed below include all of the think addition one-more than
two-more than facts.
2-1
3-2
4-3
5-4
6-5
7-6
8-7
9-8
10 - 9
1-0
4-1
5-1
61
7-1
8-1
9-1
10 - 1
1-1
3-1
4-2
5-3
6-4
7-5
8-6
9-7
10 - 8
11 - 9
5-2
6-2
7-2
8-2
9-2
10 - 2
11 - 2
2-0
Facts with Zero

Addition Facts
19 facts have zero as one of the addends. Although these facts seem
to be the simplest of all, some students will overgeneralize the idea that
answers to addition are bigger. Putting these facts into real life situations
oftentimes help the students to reinforce the zero rule.
The facts listed below include all of the zero facts.
1+0
2+0
3+0
4+0
5+0
6+0
7+0
8+0
9+0
Doubles
Addition Facts
There are only 10 double facts. These facts are relatively easy to
learn and become a powerful way to learn many other facts. Examples of
double facts include: 5 + 5, 3 + 3, 6 + 6. Dice from board games are good
visuals to use to help students remember their double facts.
The facts listed below include all the double facts.
0+0
1+1
2+2
3+3
4+4
5+5
6+6
7+7
8+8
9+9
Doubles
nine?
The facts listed below include all of the think addition double facts.
2-1
4-2
6-3
8-4
10 - 5
12 - 6
14 - 7
16 - 8
18 - 9
Doubles + 1
Addition Facts
Doubles + 1 facts include all combinations where one addend is one
more than the other. There are 18 of these facts. When students realize
that these are facts that have addends with a difference of 2 (1 + 2), (3 +
4), etc. they simply double the smaller addend and add 1.
The facts listed below include all of the doubles + 1 facts.
0+1
1+2
2+3
3+4
4+5
5+6
6+7
7+8
8+9
1+0
2+1
3+2
4+3
5+4
6+5
7+6
8+7
9+8
Doubles + 1
nine?
The facts listed below include all of the think addition doubles + 1
facts.
1-1
3-2
5-3
7-4
9-5
11 - 6
13 - 7
15 - 8
17 - 9
1-0
3-1
5-2
7-3
9-4
11 - 5
13 - 6
15 - 7
17 - 8
Inside Doubles
Addition Facts
Inside doubles facts focus on facts that have 2 addends that are
separated by 2 numbers. Some examples are: (5 + 7), (4 + 6), (7 + 9). Once
the students are able to recognize these facts they are able to look at the
number that falls between the 2 addends and double it to find the answer.
For example: 5 + 7, the number that comes between the 2 numbers is 6.
The student doubles the number to find the answer ( 6 + 6 = 12)
The facts listed below include all of the inside double facts.
0+2
1+3
2+4
3+5
4+6
5+7
6+8
7+9
2+0
3+1
4+2
5+3
6+4
7+5
8+6
9+7
Inside Doubles
nine?
The facts listed below include all of the think addition inside doubles
facts.
2-2
4-3
6-4
8-5
10 - 6
11 - 7
14 - 8
16 - 9
2-0
4-1
6-2
8-3
10 - 4
12 - 5
14 - 6
16 - 7
Make Ten
Addition Facts
These facts all have at least one addend of 8 or 9. Once strategy
for these facts is to build onto the 8 or 9 and up to 10 and then add on the
rest. For 6 + 8, start with 8, then 2 more makes 10 and that leaves 4 more
for 14.
The facts listed below include all of the make ten facts.
8+2
8+3
8+4
8+5
8+6
8+7
8+8
8+9
2+8
3+8
4+8
5+8
6+8
7+8
9+1
9+2
9+3
9+4
9+5
9+6
9+7
9+8
9+9
1+9
2+9
3+9
4+9
5+9
6+9
7+9
Make Ten
nine?The facts listed below include all of the think addition Make Ten
facts.
10 - 2
11 - 3
12 - 4
12 - 5
14 - 6
15 - 7
16 - 8
17 - 9
10 - 4
10 7
10 - 8
11 - 8
12 - 8
13 - 8
14 - 8
15 - 8
10 - 1
10 2
10 - 3
10 8
10 - 1
11 - 2
12 - 3
13 - 4
14 - 5
15 - 6
16 - 7
17 - 8
18 - 9
10 9
10 - 9
11 - 9
12 - 9
13 - 9
14 - 9
15 - 9
16 - 9
10 5
10 6
Fact
Assessment
Forms
WCPS Fact Assessment Philosophy

Mastery of basic facts means that a child can give a quick response (in
about 3 seconds) without resorting to non-efficient means, such as
counting. Consequently, to assess the fact fluency of a student, fact
assessments must be timed. Without the timing element in place,
teachers are unable to determine if the student is fluent or is simply
able to add or subtract.
According to Van De Walle, if there is any defensible purpose for a
timed test of basic facts it may be diagnosis to determine which
combinations are mastered and which remain to be learned.
The students will no longer bubble their responses on a scantron.
Instead, they will simply record their answer. At the end of the
assessment, the teacher will score the students work and calculate the
percentage of accurate answers. Ninety percent and above will be
considered mastery. Eighty percent and below will be considered
non-mastery.
Teachers will be provided with one or two scantrons (addition/
subtraction and/or multiplication/division) depending on the levels of
their students. The columns on the scantrons will be labeled with the 5
different levels of the addition and subtraction levels. The teacher
will locate the level of assessment that the student took and record a
0 for non-mastery and a 1 for mastery. If the student mastered
the assessment they will move onto the next level during the next
assessment window. If the student did not master the assessment
they will be reassessed on the same level during the next assessment
window.
All assessments will be timed for 2 minutes giving the students
approximately 6 seconds per fact.
The table below designates the fact assessment with the strategies
assessed in those particular areas. The assessments follow the
hierarchy of strategies introduced throughout the addition and
subtraction fact program.
Level
Operation
Fact Strategies
Addition
1 More Than
2 More Than
Facts with Zero
Doubles
Doubles + 1
Inside Doubles
Making Ten
Addition
Addition
Subtraction Sums to 10
Subtraction Sums Greater Than 10
Level 1
Name:
Percentage Correct:
Mastery
Date:
Non-Mastery
90% - 100%
80% or lower
Time Limit: 2 minutes
Next Months Assessment Level:
5 + 0=
1 + 3=
1 + 8=
0 + 9=
3 + 2=
1 + 7=
2 + 2=
6 + 2=
2+9=
1 + 0=
3 + 0=
4 + 2=
2+5=
9 + 1=
4 + 1=
0 + 4=
8 + 2=
7 + 2=
8 + 0=
2 + 1=
Level 2
Name:
Percentage Correct:
Mastery
Date:
90% - 100%
Non-Mastery
80% or lower
2 + 2=
5+7=
3+5=
3+3=
9+9=
4+5=
5+6=
8+8=
7 + 5=
7+8=
9+8=
4 + 6=
7+9=
7 + 7=
1 + 1=
8+6=
6+6=
6+7=
6+8=
4+4=
Level 3
Name:
Percentage Correct:
Mastery
Date:
90% - 100%
Non-Mastery
80% or lower
8+2=
8+8=
1+9=
9+6=
9+3=
9+0=
8+9=
8+5=
4+8=
4+9=
9+9=
7+8=
5+9=
3+8=
7+9=
2+9+
8+0=
9+4=
6+8=
9+8=
Level 4
Name:
Percentage Correct:
Mastery
Date:
90% - 100%
Non-Mastery
80% or lower
10 2 =
72=
65=
43=
41=
94=
91=
81=
85=
10 9 =
33=
52=
92=
30=
10 3 =
76=
66=
97=
54=
10 6 =
Level 5
Name:
Percentage Correct:
Mastery
Date:
90% - 100%
Non-Mastery
80% or lower
11 9 =
15 7 =
15 6 =
12 6 =
12 3 =
14 8 =
16 9 =
12 4 =
12 5 =
11 5 =
13 5 =
14 6 =
11 3 =
17 9 =
18 9 =
11 2 =
14 5 =
13 4 =
12 8 =
16 7 =

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WashingtonCountyPublicSchools20092010

Office of Elementary Education

Basic Fact Philosophy

Basic Fact Philosophy

Basic Fact Philosophy

Development of Efficient Strategies

Two Approaches to Fact Strategies

Drill of Efficient Methods and Strategy Selection

Avoid Premature Drill

Overview of the Approach

Make Strategies Explicit in the Classroom

Drill Established Strategies

Teaching Student Centered Mathematics K-3

Description of Addition Math Fact Strategies

Strategy and Description

Subtraction as Think-Addition The main strategy that will be used with

Thank you for your support in this area.

Developing fact fluency and quick recall of basic facts is

Fact Strategy Assessments

One More Than

One More Than

Write the answers as fast as you can.

Write the answers as fast as you can.

One More Than

One More Than

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Write the answers as fast as you can.

Facts with Zero

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Facts with Zero

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Facts with Zero

Facts with Zero

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Write the answers as fast as you can.

Two More Than

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Two More Than

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Two More Than

Two More Than

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Write the answers as fast as you can.

Write the answers as fast as you can.

Write the answers as fast as you can.

Write the answers as fast as you can.

Write the answers as fast as you can.

Doubles Plus One

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Doubles Plus One

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Doubles Plus One

Doubles Plus One

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Write the answers as fast as you can.

Student Tracking Chart

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