Addition & Subtraction
Phases of Basic Fact Mastery
Phase 1: Counting Strategies
(using objects or
verbal counting)
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Phase 2: Deriving Strategies
(using known facts and relationships to determine an unknown fact)
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Phase 3: Mastery
(efficient production
of answers)
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Level 1: Counting on/back
Roll and Total (from Everyday Mathematics, 2016)
Addition Bingo
This game can be played with 2-4 players. Each child gets a blank Bingo sheet. They randomly write any numbers 2-12 in the squares. Numer cards 1-10 are shuffled and stacked as a deck. Each student takes a turn by taking a number card and spinning to see if she/he should add 1 or add 2. If she/he has the sum on the number boards, cover it. The first to get three in a row wins.
Doubles
Doubles Bump
Double It (PDF)
(from Investigations in Number, Data and Space, 2008)
Children take turns flipping over a number card and makng a doubles fact with that number. They shade in the first open box in the column above that sum and repeat.
Doubles Memory
In this game students try to match a doubles fact card (5+5) with the correct sum (10). Students work in pairs and spread the cards face down in an array format. Each player takes turns choosing two cards. If the cards go together (the doubles fact and the sum), the player keeps the cards and gets another turn. If the cards do not match, the player returns them to the same spot, and his turn is over. The player with the most cards at the end of the game is the winner
Squares
The goal of squares is to be the first player to have markers on four numbers that form a square on the game board. Students play with partners. Each pair needs a squares spinner and game board along with game markers (e.g., beans on counters). Players take turns spinning, finding the sum, and placing their marker on the board. The first player to have four markers arranged to form a square is the winner.
Combinations of Ten
Tens Go Fish
(from Investigations in Number, Data and Space, 2008)
Near Doubles
Sorting Doubles Fact Cards:
Mix a set of doubles fact cards and near-doubles fact cards. Have students sort the cards into two categories: doubles and near doubles. Have them match each doubles fact with a near-doubles partner (e.g., 5+5 might be matched with 5+6 or 6+5) and tell the sums of the math facts. Emphasis the connections between the doubles and near doubles and how knowing the doubles fact allow students to quickly find the near-doubles fact. Keep in mind that students might match the near-facts a little differently because 6+5 might be thought of as a near-double of 5+5 or 6+6.
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Spin and Double It
Students work with parnters to explore double facts. One partner spins the 3-9 spinner to find the starting number. The other parnter spins the doubles wheel to find out if they will be finding the double or the doubles plus one. Partners then work together to write the number sentences.
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Near-Doubles Train
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Level 3: Mastery
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Salute! (Bay-Williams & Kling, Teaching Children Mathematics, Nov. 2014)
Materials: One deck of cards per group (omitting face cards; Ace = 1, Jacks = 0)
Students will work in groups of three. Two students draw a card without looking at it and place it on their forehead facing outward, so others can see it. The student with no card tells the sum or difference of the cards. The other two players must determine the value of their cards. Once both players have done so, they look at their cards. Students rotate roles before the next hand.
Differentiate by reducing the number of cards use (i.e. only the number 1-5)
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Additional Resources: