Lesson 2

Practice Addition Facts to Ten

Est. Class Sessions: 1–2

Developing the Lesson

Part 1: Addition Flash Cards

Introduce the Addition Flash Cards for Groups
A and B. Give each student a set of the Addition Flash Cards for Groups A and B. Each student should also have 10 connecting cubes and access to their desk number line. Tell students that they will work with a partner and use these cards to practice their strategies for adding two numbers. Direct students to put their cards in a pile, face down in front of them. Students then take turns flipping over one of their cards, finding the answer to the problem, and describing the strategy they used to their partner.

Observe students as they are working with their partner and listen to their explanations about how they solved the problem on their card, making note of the various strategies and tools used by students. After most of the student pairs have finished sharing their strategies for the flash cards with each other, but before everyone has finished, summarize your observations. The Sample Dialog illustrates a possible classroom discussion.

X

Teacher: As you were working, what did you notice about the flash cards?

John: I noticed that the number sentences were up and down, not in a line.

Teacher: That is a good observation, John. You said the number sentences were up and down instead of in a line. Did that make a difference in how you solved them?

John: No, I still solved them the same way, they just looked different.

Teacher: What are some other things you noticed?

Irma: Each of the cards had a little cloud on it that said things like one more or two more.

Roberto: Some of the cards even had little ten frames on them to show the answer.

Teacher: Good observation, Roberto. Irma, why do you think the cards had the little clouds with one more, two more, three more, or zero written in them?

Irma: I think they were giving us hints about the answers because when I solved 3 + 1 the answer was 4 and that is one more than 3.

Teacher: As I listened to you tell your partners about your problem solving I heard you sharing great strategies. Grace, can you share the strategy you used to solve 5 + 2?

Grace: I thought about 5 in my head and then I just said 6, 7 in my head, to add 2 more. I got the answer 7.

Teacher: Good, Grace, it sounds like you thought about a counting strategy to find your answer. Did anyone else solve 5 + 2 a different way?

Jacob: I just looked at the ten frame and counted the dots and Xs.

Teacher: Jacob, it sounds like you also used a counting strategy. How is your strategy different from Grace's?

Jacob: I counted all of the dots, but I could have just said 5 because I know that one row of a ten frame is five.

Teacher: How would you use Grace's strategy to solve
6 + 2?

Irma: I would think about 6 and then count 7, 8 in my head to add the 2 more. My answer would be 8.

Teacher: Good. What strategy did you use to solve 1 + 8?

Roberto: I just knew the answer was 9 because 9 is one more than 8.

Linda: I used my number line. I started on 1 and then I hopped forward 8. I got the same answer, 9.

Teacher: You both got the same answer. How do you think your strategies were different?

Linda: I think I started with 1 and counted 8 more and Roberto started on 8 and counted 1 more.

Teacher: Which way do you like better?

Linda: I think Roberto's way is easier because you don't need to use the number line. You can just think it, but I thought you had to start with the top number in the problem.

Teacher: Remember what we learned about turn-around facts? The numbers in an addition problem can be added in any order and the answer will be the same. What did you notice about the problems with zero?

John: Zero is nothing so whenever I add zero the answer is the same as the other number I am adding.

Practice with Flash Cards. Ask students to remove the Sorting Flash Cards Board page in the Student Activity Book. Display the Sorting Flash Cards Board and tell students they are going to practice their flash cards again with their partner but this time they will sort their cards into three piles using the sorting board. Use the demonstration set of flash cards to show students how they will sort their cards into three piles: Facts I Know Quickly, Facts I Can Figure Out, and Facts I Need to Learn.

To practice the addition facts and sort their cards, one student will turn over his or her cards one at a time, solving the problem on the card. Their partner will check to make sure their answer is accurate. The student will then decide whether it was a fact they knew quickly, a fact they had to figure out, or a fact they still need to learn. After the first student has practiced all of the cards, he or she should clip together all the cards in the Facts I Know Quickly pile and store all the cards in an envelope. The other student repeats the procedure with his or her cards. After each student has sorted his or her flash cards, they can work together to practice the facts in the Facts I Can Figure Out and Facts I Need to Learn piles.

X

Students use the Addition Flash Cards for Groups A and B and the Sorting Flash Cards Board in the Student Activity Book to self-assess their progress toward developing strategies for the facts in Groups A and B [E8].

Adventure Book:
Student Activity Book: 121
X
SAB_Mini
+
Master: