StrADDegy by Teacher Superstore

RIC-6028 4.5/4

StrADDegy—Developing addition strategies (Ages 7–9)

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This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

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View all pages online PO Box 332 Greenwood Western Australia 6924

Website: www.ricgroup.com.au Email: mail@ricgroup.com.au

Foreword

Contents

StrADDegy is a maths book specifically designed to provide students with a ‘bank’ of strategies to help with solving and remembering basic addition facts. This resource provides teachers with a clear explanation of each strategy and how it relates to the other strategies within the book. Each activity is clearly set out in three parts:

(ii) the activity or ‘Work out’; and (iii) the summary or . . . ‘cool down’. Teachers are also given a detailed ‘Materials list’ and the most suitable grouping of students for the activity to aid in classroom organisation.

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an introduction or ‘Warm up’;

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(i)

Introduction Introduction......................................................................................................... ii Strategy summary chart .....................................................................................iii Overview of strategies ..................................................................................... iv–v Strategy: Hang ten Strategy summary................................................................................................ 1 Lesson 1: Pay atTENtion ..................................................................................... 2 Lesson 2: Made to measure ................................................................................. 4 Lesson 3: Fish for facts ........................................................................................ 6 Lesson 4: Take aim .............................................................................................. 7 Lesson 5: Tic, tac, ten .......................................................................................... 9 Strategy: Count-on it Strategy summary.............................................................................................. 11 Lesson 1: Flip and fill bingo.............................................................................. 12 Lesson 2: Hop to it ............................................................................................. 14 Lesson 3: Having none of it ............................................................................... 16 Lesson 4: NIMble ............................................................................................... 18 Lesson 5: Sail away ............................................................................................ 20 Strategy: Doubles Strategy summary.............................................................................................. 23 Seeing double................................................................................26–34 Lesson 1: Happy in pairs ................................................................................... 26 Lesson 2: Mirror, mirror .................................................................................... 28 Lesson 3: Double up .......................................................................................... 30 Lesson 4: Go fish ................................................................................................ 32 Lesson 5: The magic doubling machine .......................................................... 33 Near-doubles .................................................................................35–42 Lesson 6: Double and one ................................................................................. 35 Lesson 7: Framed ............................................................................................... 37 Lesson 8: Domino homes .................................................................................. 39 Two-away ......................................................................................43–47 Lesson 9: Nearly neighbours ............................................................................. 43 Lesson 10: Lay it on the line ............................................................................. 45 Strategy: Give me ten Strategy summary.............................................................................................. 48 Lesson 1: No TENsion ........................................................................................ 49 Lesson 2: I can’t see you.................................................................................... 51 Lesson 3: See you tomARROW .......................................................................... 53 Strategy: Build-a-bridge Strategy summary.............................................................................................. 55 Lesson 1: Frame it differently ............................................................................ 56 Lesson 2: Bunnies in the hole ........................................................................... 58 Lesson 3: Blockers .............................................................................................. 60 Review Lesson 1: Three in a row ................................................................................... 63 Lesson 2: Hex ..................................................................................................... 65 Lesson 3: Bingo .................................................................................................. 67 Lesson 4: Domino compare............................................................................... 69 Problem bank............................................................................................................ 70 Mathmasters .............................................................................................................. 72

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resources has also been provided at the back of the book for teachers to photocopy and use where appropriate.

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StrADDegy

R.I.C. Publications® www.ricgroup.com.au

Introduction JUST

ASSUMPTIONS

The StrADDegy system should only be introduced once children have: • demonstrated an understanding of the concept of addition— that it involves putting items together • had multiple opportunities to solve problems with manipulatives • constructed the understanding that numbers can be decomposed and sustain their value: ‘5’ is the same as ‘3 + 2’ and ‘4 + 1’

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THE STRATEGIES

Why are the facts so difficult for children to commit to memory? Probably because, in isolation, the numerals that make up the number fact have no inherent significance. 8 + 6, without context, has no meaning. Yet, this is how ‘flash’ cards and other memory devices often encourage memorisation. StrADDegy is different. It develops ‘memory through meaning’, by linking each fact to one or more strategies, which, in turn, are supported with a common vocabulary and visual models. If the child can’t recall the answer to 8 + 6, he/she can scan their StrADDegy ‘toolkit’ to see 8 + 6 as a ‘Two-away’. The child’s previous, systematic work with ‘Count-on it’ helps them recognise that the addends are separated by two, and their work with ‘Seeing doubles’ triggers the answer: Let’s see, 6 and 8 are two numbers away, so I will find the number in between and double it. 7 + 7 = 14; 6 + 8 is 14. The commutative property of addition, which cuts the number of facts to be memorised by more than half (from 121 to 66) is not taught as a separate strategy, but is linked explicitly to the exploration of all other strategies and facts. The language commutative is replaced with ‘turnaround’. Children are continuously reminded to think turnaround: If you know that 3 + 2 = 5, then you know what 2 + 3 equals. The following is a useful visual activity to provide verification of the commutative property. Build a number sentence with two distinct colours of snap cubes; for example: build a cube link of three blue and four red cubes. Stand before a child and ask the child to read the number sentence left to right as they would words on a page. The child will see ‘four plus three’. How can that be, when I read the cube link I see ‘three plus four’? Turn the cube around so the child now sees what you were viewing. What do you see now? 3 + 4. That is what I mean by a ‘turnaround fact’. We are both looking at the same number story, but we see it from a different perspective. You see 4 + 3, I see 3 + 4, but we are both seeing the same quantity.

• explored the relationships of ‘more than’ and ‘less than’, accurately identifying a number as greater or less than another within the range of 0–20.

The program also assumes that:

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The purpose of this resource is to help children acquire basic addition facts. This does not imply that mathematics is simply ‘facts’. Indeed, mathematical fluency is a great deal more. Fact acquisition in mathematics is similar to decoding in reading. While required for fluent reading, decoding is a subskill. Reading itself is a ‘meaning-making’ process. Similarly, competency with basic facts is merely a subskill that supports children’s fluency in the language of mathematics, a language that brings meaning to the patterns of life. For the purposes of this resource, the facts have been extended to include all addition, with addends from zero to ten, increasing the number of facts to be recalled to 121. The rationale for the inclusion of facts with ten is to reinforce the decimal nature of our numeration system. The child’s flexibility with multiples of ten will greatly improve his/her later mental computational work.

ABOUT

THE

THE FACTS

• teachers will never impose the use of a strategy. If a child is not comfortable with a strategy, simply try another. The goal is to find what works for the individual. • the strategies are ephemeral, becoming obsolete as facts take root in the child’s memory.

HOW

THE PROGRAM CAN BE USED

© R. I . C.Pdifferently ubl i ca i o s depending ont the needsn of the children and teacher. You may choose to use the whole resource or simply cull those strategies that you think yours students require. Each the games •f orr evi ew p u r po es o nofl y •and investigations has been designed to be:

• Inviting–

Children are easily invited into the activity.

• Engaging–

Each game and activity has a natural ebb and flow that maintains the children’s interest.

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StrADDegy has been designed to be flexible and dynamic, used

• Repeatable– The investigation or game can be revisited without losing participant interest. The activities are flexible enough to be done in whole-class, smallgroup, or one-on-one settings. The activities are also a wonderful tool for homework to support children’s learning.

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R.I.C. Publications® www.ricgroup.com.au

THE

PROBLEM BANK

In his influential work, Elementary and middle school mathematics: Teaching developmentally, John A Van de Walle cites research suggesting that there are as many as 14 different types of word problems identified for addition and subtraction (2005, pp.115– 120). To teach the symbolism for addition while divorced from context for practical usage, does little to improve student understanding. The ‘Problem bank’ on pages 70–71 supports teachers in their desire to build student familiarity with a practical understanding of addition. Children turn over number tiles or number cards to create quantities to be used in ‘real’ situations. As a result, the same problem can be revisited, changing each time the child randomly selects the number to be used in the problem.

StrADDegy

Strategy summary chart HANG

TWO-AWAY

TEN

When two numbers add to ten, they make a ‘Hang ten’ fact. The Hang ten strategy provides a foundation for later strategies in the program and helps create an intuition for numbers that makes multi-digit addition and subtraction easier. Turnarounds:

WO T

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Prerequisites:

Count-on it and Seeing double strategies.

7+2=9

Number of facts: 57

When one of the addends in the addition fact is a 10, children rely on a consistent pattern to find the answer: the numeral in the ‘ones’ place stays the same and the numeral in the ‘tens’ place increases by one. Number of facts: 21

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ME TEN

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8 = 14

Turnarounds:

GIVE

When children see a 0, 1 or a 2 in the addition fact, they can use the ‘Count-on it’ strategy. Children may, easily understand this strategy, but require a reminder to ‘count on’ from the larger of the two addends.

-AWAY

Number of facts: 18

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COUNT-ON

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Number of facts: 11

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When children notice that the difference between two numbers being added is .2., they can use the ‘Two-away’ strategy. They simply find the difference between the two numbers and double it.

10 = 17

Turnarounds: 10 © R. I . C.Publ i cat i o ns B - S • f o r r e v i e w p u r p o s esonl y• ‘Doubles’ are addition facts where When one of the addends is a 7, 8 27

NEAR-DOUBLES

8 + 5 = 13

10 + 3 = 13

The leftover is then added to the 10 (Give me ten strategy) to find the answer. Number of facts: 36 Turnarounds: Prerequisites:

Hang ten and Give me ten strategies.

-DOUBL AR

Turnarounds:

-A-BR I ILD U

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When the two numbers added are one number apart, children can find the answer with this strategy. They can double the lesser of the two addends and then add one, or double the greater addend and subtract one. Number of facts: 20

2+2=4

Turnarounds:

2 2

or 9 and the sum is greater than 10, children can use the ‘Build-abridge’ strategy. First, children use the Hang ten strategy to divide one addend into two parts, so that one portion can be added to the 7, 8 or 9 to make 10.

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Number of facts: 11

NG DOUB EI

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both addends are the same. Children will come to this program with many of the doubles firmly entrenched. Still, the activities and the games can be used to build speed and accuracy.

UILD A BRIDGE

EEING DOUBLE

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Turnarounds:

+ 5+

6 = 11

Prerequisites:Count-on it and Seeing double strategies.

StrADDegy

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iii

Overview of strategies Assessment in StrADDegy is fairly intuitive. If a child cannot access a fact in a timely manner, then instruction and practice is required. The chart that follows provides teachers with an overview of the strategies that can be used when a child is having trouble with a fact or a cluster of facts. In many instances, teachers can choose from multiple strategies. For example, if a child is having difficulty remembering 7 + 8, the teacher can model the fact using a Near-doubles or a Build-a-bridge strategy. Fact

Hang ten

Count-on it 0s

Doubles

2s Seeing double Near-doubles

Two-away

Give me ten

Build-a-bridge

0+0 0+1 0+2 0+3 0+4 0+6

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0+5

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0+7 0+8 0+9

0 + 10 1+1 1+2 1+3 1+4 1+5 1+6

1+7

1 + 10 2+2 2+3 2+4 2+5 2+6 2+7 2+8

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1+9

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1+8

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2+9 2 + 10 3+3 3+4 3+5

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StrADDegy

The problem bank Fact

Hang ten

Count-on it 0s

Doubles

2s Seeing double Near-doubles

Two-away

Give me ten

Build-a-bridge

3+6 3+7 3+8 3+9 3 + 10 4+4 4+5 4+6 4+7 4+9

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4+8

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4 + 10 5+5 5+6 5+7 5+8 5+9

5 + 10 6+6 6+7

6+8 6+9

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6 + 10 7+7 7+8 7+9

7 + 10 8+8 8+9 8 + 10 9+9

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9 + 10 10 + 10

StrADDegy

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The number ‘ten’ is the building block of our number system. Children who are provided with opportunities to become familiar with the number pairings that make ten—often called ‘friendly numbers’—have a frame of reference that supports the acquisition of other basic facts, as well as the ability to work flexibly with larger numbers.

Strategy: Hang ten

The Hang ten strategy helps children build a set of addition facts that become a foundation for work in later grades.

HANG

TEN FAST FACTS:

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+ 0 1 2 3 4 5 6 7 8 9 10

0 0 1 2 3 4 5 6 7 8 9 10

1 1 2 3 4 5 6 7 8 9 10 11

2 2 3 4 5 6 7 8 9 10 11 12

3 3 4 5 6 7 8 9 10 11 12 13

4 4 5 6 7 8 9 10 11 12 13 14

5 5 6 7 8 9 10 11 12 13 14 15

6 6 7 8 9 10 11 12 13 14 15 16

Number of turnarounds: 5

Facts with multiple strategies: See chart below

7 7 8 9 10 11 12 13 14 15 16 17

8 8 9 10 11 12 13 14 15 16 17 18

9 9 10 11 12 13 14 15 16 17 18 19

10 10 11 12 13 14 15 16 17 18 19 20

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Number of facts: 11 ( 0 + 10, 1 + 9, 2 + 8, 3 + 7, 4 + 6, 5 + 5, 6 + 4, 7 + 3, 8 + 2, 9 + 1, 10 + 0)

Give me Build-aten bridge

Doubles

Count-on it 0s

Seeing double

0 + 10, 10 + 0

1 + 9, 9+1

2 + 8, 8+2

5+5

Neardoubles

Twoaway 4 + 6, 6+4

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MATERIALS

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The Hang ten strategy covers eleven facts.

• Ten frames (Mathmaster 6, p.78) • 10c coins • Number lines (Mathmaster 5, p. 77) • Balance scales • Number cards (Mathmaster 2 or 3, pp. 73–75) • Coloured centimetre cubes • Styrofoam cups • Overhead projector • Pencils • Coloured markers

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StrADDegy

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Pay atTENtion - lesson plan WARM

UP:

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• Lay ten coins on your desk. Present the following problem to the children: I have dropped ten coins on my desk. When I look down, I notice some are showing ‘heads’ and some are showing ‘tails’. Who can guess how many ‘tails’ and how many ‘heads’ are showing? • Have children write down his/her guess. • Ask children to share their guesses and record them. • Invite a child to come to your desk to reveal the answer.

WORK

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OUT:

GROUPING: Pairs

M r o e t s B r e oo p u k S

ATERIALS LIST:

• Pay atTENtion recording sheet, one per pair of children (Factmaster HT1, p. 3) • Ten 10c coins per pair of children

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Explain the game on Factmaster HT1.  Review with children how to use a ten frame to represent numbers: start at the top-left corner and fill across until the top row is full. This represents the number ‘5’. The lower left-hand corner represents the number ‘6’. Fill across until the full frame is complete, representing ‘10’.

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INTRODUCE

ICON:

The name we are going to give the facts that add to ten is ‘Hang ten’.

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• Ask: How many different ways can we show ‘10’? 11 • Show each of the eleven possibilities. • Ask: What do you notice about ‘4 + 6’ and ‘6 + 4’? ‘4 + 6’ and ‘6 + 4’ use the same numbers to make ten, but they tell a different story. Exactly. One shows 4 ‘tails’ and 6 ‘heads’, the other shows 6 ‘tails’ and 4 ‘heads’. We call these facts that share the same digits, but in different places, Turnarounds. • Ask: What other Turnarounds do you see?

help you record each of the Hang ten facts. Use a different coloured marker for the Turnarounds.

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 Remind the children to first fill the frame with ‘tails’ before filling the frame with ‘heads’.  The completed frame on Factmaster HT1 reveals the situation of 4 ‘tails’ and 6 ‘heads’; 4 + 6 = 10.  Invite children to write a ‘T’ or an ‘H’ in a square to represent ‘tails’ and ‘heads’.

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StrADDegy

Turnarounds

10 + 0 = 10

0 + 10 = 10

9 + 1 = 10

1 + 9 = 10

8 + 2 = 10

2 + 8 = 10

7 + 3 = 10

3 + 7 = 10

6 + 4 = 10

4 + 6 = 10

5 + 5 = 10

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My coins landed 4 ‘tails’ and 6 ‘heads’. 4 + 6 = 10.

IZABETH EL

IZABETH

IZABETH EL

IA 1 9 90

R AL ST

IA 1 9 90

IZABETH

R AL ST

IA 1 9 90

R AL ST

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GAME

Pay atTENtion

TO PLAY

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Player 1, sort the coins on the ten frame. Fill the frame first with ‘tails’ then with ‘heads’. Keep your mat hidden from Player 2. Player 2, guess the number of ‘heads’ and ‘tails’. Example: I think your ten frame is 4 ‘heads’ and 6 ‘tails’. Player 1, show your board. Give Player 2 a ‘high-five’ if his/her guess was correct. Switch roles.

Step 4: Step 5:

Factmaster HT1

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StrADDegy

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Made to measure - lesson plan WARM

UP:

GROUPING: Pairs

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OUT:

HOW

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TO PLAY

MADE

TO MEASURE

Hand a copy of Factmaster HT2 to each child, along with twenty 1-cm cubes and one styrofoam™ cup per pair. Explain how to play Made to measure, perhaps making a transparency of Factmaster HT2 for use on an OHP.  Player 1 (the child wearing the most buttons in the pairing) builds a raisin problem; e.g. 8 + = 10, keeping it hidden from his/her partner.

ATERIALS LIST:

• A balance scale for each pair of children • Factmaster HT2 (page 5) • Coloured 1-cm cubes (20 per pair of children) • styrofoam™ cups

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• Model the equation 3 + = 10 on a balance scale by placing three cubes and a styrofoam™ cup, covering seven cubes, on the left pan of the balance scale. On the scale’s right pan, place 10 cubes. Explain to children that the cubes are raisins and that, for the purposes of this activity, styrofoam™ cups have no mass. Ask: Three plus what equals ten? Seven. Provide children with cubes or other concrete materials to help them construct the answer if they can’t remember it themselves. • Remind children that if something is added/removed to one side of the scale, the same must be done to the other side to keep it in balance. If we take the 3 coloured cubes (raisins) away from the left side of the balance, and we take 3 cubes away from the right side, the scale will still be in balance. The resulting scale–the cup on the left pan and seven cubes on the right-hand pan – will help children see that 3 + 7 = 10. (See diagrams in the margin.)

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 Player 1 shows his/her mystery scale to Player 2.  Player 2 figures out how many cubes are hidden under the cup and gives an answer.  Player 1 lifts the cup to reveal the answer.  Players ‘high-five’ and switch roles.

COOL

DOWN:

remove 3 cubes

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• Some children might prefer to use actual raisins in place of blocks to help make the concepts more concrete. • While engaged in this activity, children may develop a sense of the equivalence communicated in number sentences and equations. • Ask: What strategies did you use to help you solve the problems? • Ask: Were any problems harder or easier to solve?

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remove 3 cubes

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StrADDegy

ach er

ACTIVITY

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StrADDegy

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Fish for facts - lesson plan WARM

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UP:

• Display a 0–10 number line on the overhead. Place a counter at number 6 (bunny), and another counter at number 10 (carrot): 0

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Pairs

M r o e t s B r e oo p u k S

ATERIALS LIST:

• Number cards (Mathmaster 2, pp. 73–74) or number tiles (Mathmaster 3, p. 75)

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GROUPING:

Ask: My bunny is very hungry but he is also very tired. How many hops does the bunny have to take to reach the carrot? 4. Record 6 + 4 = 10. • Select a number card from a pile; e.g. 3. Ask: This number equals the hops my bunny can take. Did my bunny reach the carrot? No. |How far away is it now? One hop. 0

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• Select another number card; e.g. 5. Move the bunny from six to this number Ask: How many hops does the bunny need to reach the carrot? 5. • Select another number card; e.g. 6. Ask: The bunny is now allowed to hop six times. Can it reach the carrot this time? Yes. Phew, my bunny was getting awfully hungry.

© R. I . C.Publ i cat i ons This is a modification of the game commonly known as Fish. It is best for three f or r e vi ew ur po esonl y• to six players, but it• is possible for two to play. Hand out 40p number cards or s WORK

OUT:

tiles to children (4 each of 0–9). Explain and demonstrate the game.

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 Players turn the number tiles/cards face down to form a ‘stock’. Each player draws five (seven if two are playing) and keeps them hidden from the other players.  The player who is youngest begins.  Each student takes a turn. A turn consists of asking a specific player for a specific digit; for example, Player 1 calls on Mark: Mark, please give me ‘six’. I have a ‘four’ and want to make ten.  If Mark has a six, he gives it to Player 1, who then calls out the Hang ten fact and places it face up on the table. Player 1 receives another turn. If Mark does not have six, he says, Go fish! Player 1 then draws a digit from the stock.  If the drawn tile or card matches the digit asked for, Player 1 reveals it and is allowed another turn.  If the drawn card is not the one asked for, then Player 1 keeps it and the turn now passes to the player to his/her left.  Play continues until the ‘stock’ is empty and all Hang ten facts have been made.  The player with the most Hang ten facts wins.

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DOWN:

• Ask: How many different ways can we show 10? 11. • Ask: Why were the 0s not used when we play with the tiles? There are no 10s. 6

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HOW TO PLAY FISH FOR FACTS

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StrADDegy

Note: If number cards are used, the 0 and 10 can be included. The deck will consist of 44 cards (4 each of 0–10).

Take aim - lesson plan

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WARM 6 4

MATERIALS

LIST:

• Create and show children a partially filled Take aim circle. Demonstrate how to complete the wheel. The number in the centre of the circle is the sum. The numbers in the aligned sections of the wheel are added to make that sum; e.g. 8 + 2 = 10. • Have children work with you to fill in the empty sections of a wheel: How are you deciding what number goes in each section? Some children will use addition, others will use subtraction.

r o e t s Bo8 r e p o 9 +2 k u 5 S 4 10

3 1 6

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• Factmaster HT4 (page 8) • Number cards (Mathmaster 2, pp. 73–74), or number tiles (Mathmaster 3, p. 75) • A pencil for each player

UP:

W :c © R. I . C . P u b l i at i ons Hand out one copy of the Take aim gameboard (Factmaster HT4, p. 8) to each player p andu 22 number cards (two eacho of 0–10). Model how the game is •f orr evi e w r p o s e s n l y • played. ORK OUT

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TAKE

 Player 1 selects a number card or tile and writes that number in a section of his/her Take aim gameboard. Once a number is placed, it can’t be erased.  Player 2 selects a number card or tile and writes the number shown in a section of his/her Take aim gameboard.  Players continue to take turns, placing tiles so that the numbers in the aligned sections of the wheel add to ten.  The first player to completely fill his/ her wheel is the winner.

AIM

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HOW TO PLAY

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10 o 3 10 c 7 . 0 4 1 che e r 9 o 6 t r s super 5

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Note: Children may need help setting out their 22 tiles on a concentration board, with numbers facing down.

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DOWN:

• Take aim provides a visual support for a discussion of the inverse relationship of the operations. Use it to explore this relationship: 4 + 6 = 10 , 10 – 6 = 4. StrADDegy

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Take aim

GAME HOW

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Objective: To be the first player to fill in his/her Take aim gameboard.

Step 1:

Place your 22 number tiles to form a concentration board.

Step 2:

Player 1, turn over a number tile. Write that number in a section of your Take aim gameboard. Put the tile back as it was before.

TILES

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Step 3:

Player 2, turn over a number tile. Write that number in a section of your Take aim gameboard. Put the tile back as it was before.

Step 4:

Keep taking turns, turning over tiles and filling sections on the Take aim gameboard. Remember, the sections must add to 10.

8 +2

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Player 1 is the child with the shortest first name.

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Step 5:

NUMBER

Start:

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StrADDegy

Factmaster HT4

Tic, tac, ten - lesson plan

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WARM

GROUPING: Pairs

MATERIALS

• Remind children that the week has been spent developing fast recall of the facts that add to ten. • Ask: What have you learned this week? Answers will vary, but try to promote discussion around the discovery that there are 11 facts in all, but because of turnarounds (the commutative property) there are only six facts to remember; 0+10, 1+9, 2+8, 3+7, 4+6, 5+5.

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LIST:

ORK OUT

Hand out one copy of Factmaster HT5 and number cards or tiles (two of each 0–9) to each pair of children. Introduce and demonstrate the game Tic, tac, ten.  Children place 20 number tiles, numbers facing down, in the following array.

ew i ev Pr

• Tic, tac, ten gameboard (Factmaster HT5, p. 10) • Number cards or tiles (Mathsmaster 2 or 3, pp. 73–75; two of each of the digits 0–9) • Blank addition chart (Mathmaster 1, p. 72) • Two coloured markers

Teac he r

UP:

 Player 1 (the child with a birthday closest to Christmas) chooses a tile and determines what number must be added to that number to make ten.  Player 1 then colours one square on the Tic, 4 9 10 3 tac, ten gameboard that matches the number 5 6 8 5 determined. Example: Player 1 chooses a 4 and then colours a 6 on the Tic, tac, ten gameboard. 3 10 9 15 Note: There is more than one 6 on the grid, but 5 4 3 8 only one can be coloured this turn.  Player 2 takes their turn.  Play continues until one player has coloured three squares in a row – horizontally, vertically or diagonally.

w ww

. te

COOL

DOWN:

• Put a blank addition chart on the OHP (Mathmaster 1, p. 72). Ask children to volunteer to fill in all the facts that can be solved using the Hang ten strategy. • Ask: Which facts were easy to remember? Which facts caused some difficulty?

m . u

o c . che e r o t r s super +

10 11

10 11 12

10 11 12 13

10 11 12 13 14

10 11 12 13 14 15

10 11 12 13 14 15 16

10 11 12 13 14 15 16 17

10 11 12 13 14 15 16 17 18

10 11 12 13 14 15 16 17 18 19

10 10 11 12 13 14 15 16 17 18 19 20

StrADDegy

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Tic, tac, ten

GAME HOW

NG TE N HA

TO PLAY 6 4

Objective: To be the first player to fill three squares in a row horizontally, vertically or diagonally.

Player 1 is the child whose birthday is closest to Christmas.

Step 1:

Place the number tiles face down on a table like this.

Step 2:

Player 1, turn over a number tile. What must be added to that number to make 10? Find that number and colour it on the gameboard. Colour only one copy of that number.

Step 3:

Player 1, put the tile back where you found it.

Step 4:

Player 2, turn over a tile, find the number that must be added to it to make 10 and colour it on the gameboard.

Step 5:

Keep taking turns until one player has coloured three squares in a row horizontally, vertically or diagonally.

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m . u

I turned over a 4. 4 + ? = 10 I must find a 6 on the gameboard to colour. 4 + 6 = 10.

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o c 6 c 8 5 4 1 5 . e her r o t s u e 10 9 1s 6p 7 r 9

r o e t s Bo r e p ok u S

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Teac he r

Start:

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StrADDegy

Factmaster HT5

Children discover early that fingers are an efficient and readily available human calculator. Counting-on is a vital skill and an effective strategy when adding numbers with a 0, 1 or 2 as an addend. These activities and games are designed to help children become familiar with the written form of the fact and recognise that when adding on, it is always more efficient to begin with the larger addend and then count-on the quantity shown in the smaller addend. For example, when adding 7 + 2, many young children don’t immediately see the efficiency of starting with the 7 and counting on … 8, 9.

Strategy: Count-on it

NT-ON I OU

0 0 1 2 3 4 5 6 7 8 9 10

1 1 2 3 4 5 6 7 8 9 10 11

2 2 3 4 5 6 7 8 9 10 11 12

Symbol: ADD1 Number of facts: 21 (0 + 1, 1 + 1, 2 + 1, 3 + 1, 4 + 1,

3 3 4 5 6 7 8 9 10 11 12 13

4 4 5 6 7 8 9 10 11 12 13 14

5 5 6 7 8 9 10 11 12 13 14 15

6 6 7 8 9 10 11 12 13 14 15 16

5 + 1, 6 + 1, 7 + 1, 8 + 1, 9 + 1, 10 + 1, 1 + 0, 1 + 2, 1 + 3, 1 + 4, 1 + 5, 1 + 6, 1 + 7, 1 + 8, 1 + 9, 1 + 10)

7 7 8 9 10 11 12 13 14 15 16 17

8 8 9 10 11 12 13 14 15 16 17 18

9 9 10 11 12 13 14 15 16 17 18 19

10 10 11 12 13 14 15 16 17 18 19 20

Number of turnarounds: 10 Facts with multiple strategies: See chart below Count-on it

Hang ten

Doubles

Give me ten

Seeing double

Near-doubles

0 + 1, 1 + 0 2 + 1, 1 + 2 9 + 1, 1 + 9

1+1

0 + 1, 1 + 0, 1 + 3, 3 + 1 1 + 2, 2 + 1

Two-away

Build-abridge

10 + 1, 1 + 10

Symbol: ADD2 © R. I . C.Publ i c at i o ns Number of facts: 21 (0 + 2, 1 + 2, 2 + 2, 3 + 2, 4 + 2, 5 +o 2, 6n + 2,l 7y + 2, • 8 + 2, 9 + 2, 10 + 2, •f orr evi ew pur poses 2 + 0, 2 + 1, 2 + 3, 2 + 4, 2 + 5, 2 + 6,

The Count-on it strategy covers 57 facts. LIST:

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MATERIALS

• Number cards or tiles (Mathmasters 2 and 3, pp. 73–75) • Connecting cubes • Coins • Coloured counters or 1 cm cubes • Paper clips • Pencils

. te



ADD 2

2 + 7, 2 + 8, 2 + 9, 2 + 10)

Number of turnarounds: 10 Facts with multiple strategies: See chart below Count-on it 0s

Hang ten

Doubles Seeing double

m . u

+ 0 1 2 3 4 5 6 7 8 9 10

ADD 1

ew i ev Pr

Teac he r

7+2=9

IT FAST FACTS:

r o e t s Bo r e p ok u S 

COUNT-ON

Near-doubles

Two-away

1 + 2, 2 + 1, 0 + 2, 2 + 0, 3 + 2, 3 + 2 4 + 2, 2 + 4

o c Symbol: ADD0 . che e Number of facts: r o r st super 0 + 2, 2 + 0 2 + 1, 1 + 2 8 + 2, 2 + 8



NOTHING

2+2

Give me ten

Build-abridge

10 + 2, 2 + 10

9 + 2, 2 + 9

TO IT

21 (0 + 0, 0 + 1, 0 + 2, 0 + 3, 0 + 4, 0 + 5, 0 + 6, 0 + 7, 0 + 8, 0 + 9, 0 + 10, 1 + 0, 2 + 0, 3 + 0, 4 + 0, 5 + 0, 6 + 0, 7 + 0, 8 + 0, 9 + 0, 10 + 0)

Number of turnarounds: 10 Facts with multiple strategies: See chart below Count-on it 0s

0 + 1, 1 + 0 2 + 0, 0 + 2

StrADDegy

Hang ten

0 + 10, 210 + 0

Doubles

Give me ten

Seeing double

Near-doubles

0+0

1 + 0, 0 + 1 0 + 2, 2 + 0

Two-away

Build-abridge

10 + 0, 0 + 10

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WARM

UP:

• Ask: When you count, what number comes after six? Seven. What number comes after four? Five. What number comes after nine? Ten. • Hold up a number card or tile, such as four. Have children find the number card or tile that is one more: Five; one less, three. • Continue asking children to count-on one from a variety of starting numbers. • Introduce the ADD1 strategy. Be sure to remind children that it is always easier to begin the count with the larger number. For example, when adding 1 + 8 start at eight and count-on by one to make nine.

WORK

OUT:

GROUPING: Pairs

TO PLAY FLIP AND FILL BINGO

 A deck of 16 number cards or number tiles is placed face down. Player 1 turns over the top card and determines where to put the number shown on the Flip and fill bingo game mat. If the child decides to put the number in a ten frame, he/she must fill the frame to match the number. If the number is used to complete a sum, the child simply writes the number. Player 1 puts his/her card in the discard pile.  It is now Player 2’s turn.  As the game progresses, players will turn over cards that cannot be played because they do not complete a number story. In these cases, the player misses that turn.  When a child completes a number sentence, he/she writes their initials in the grid.  Players alternate turns.  The first player to mark his/her initials in three squares horizontally, vertically or diagonally is the winner.

ATERIALS LIST:

• Factmaster ADD11 (page 13) for each pair of children • 16 number cards or number tiles (Mathmaster 2, pp. 73– 74, Mathmaster 3, p. 75), two of each digit 1–8 • Connecting cubes • A pencil for each player

ew i ev Pr

Teac he r

7+2=9

M r o e t s Bo r e p ok u S

Hand out one copy of Factmaster ADD11 to each pair of children, along with one deck of number cards or number tiles (16, two of each digit 1–8). Model the game Flip and fill bingo.

HOW

NT-ON I OU

Flip and ﬁll bingo - lesson plan

w ww

. te :

m . u

o c C . c Stress that only one action may e h r • Ask: What happens when you add one to ane even number? You get an odd either the obechildtakenfillseachin a turn: r st super number. ten frame or writes REMINDER:

OOL DOWN

What happens when you add one to an odd number? You get an even number. • Ask: Why do we always begin counting on with the larger number? Take 8 + 1, for example. If you start at 8, you only have to count-on once. If you start at one, you have to count-on 8 times. HF

+1=

+1= 7

+1= 8

+1= 5

+1=

+1= 6

+1=

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StrADDegy

the number in the square as a sum. For example: TM chooses a 4. She can either write the number in any sum square, or colour in any ten frame on the board. TM chooses to place it in the top right-hand corner to block HF from getting three-in-a-row horizontally.

7+2=9

NT-ON I OU

TO PLAY

. te

Objective: To be the first player to mark his/her initials in three squares horizontally, vertically or diagonally. Start: Player 1 is the child whose birthday falls closest to a Wednesday.

HOW

StrADDegy

R.I.C. Publications® www.ricgroup.com.au

+1=

m . u

o c . che e r o t r s super

+1=

Step 1: Step 2:

+1=

+1=4

+1=

Player 1 puts his/her card in the discard pile.

•• • •

Place the number cards in a pile face down. Player 1 turns over the top card and decides where to place the number on the gameboard. Example: 4 is chosen, Player 1 can either;

Teac he r

Flip and ﬁll bingo

ew i ev Pr

w ww

Factmaster ADD11

Step 4:

Step 3:

Note:

GAME

+1=

Swap players and repeat Step 2. When a player completes a number grid, record his/ her initials in the grid. If a number cannot be played, the player misses a turn.

r o e t s Bo r e p ok u S

WARM

UP:

• Ask: When you count, what number is two more than six? Eight. What number is two more than three? Five. What number is two after seven? Nine. • Hold up a number card, such as two. Have children find the number cards that are two more and two less. Four, zero. • Continue asking children to count-on two from a variety of starting numbers. • Introduce the ADD2 strategy. Be sure to remind children that it is always easier to begin the count with the larger number. For example, when adding 2 + 6, start at six and count on by two to make eight.

WORK

NT-ON I OU

Hop to it - lesson plan

OUT:

GROUPING: Pairs

TO PLAY

HOP

TO IT

 Each child selects four numbers on the number line on which to draw an ‘X’. If children chose the same number, they simply draw an ‘X’ above his/her partner’s.

ATERIALS LIST:

• Factmaster ADD21 (page 15) for each pair of children • Number cards or tiles (Mathmaster 2 or 3, pp. 73– 75) (22, two each of 0–10) • Two coins as game pieces.

ew i ev Pr

Teac he r

M r o e t s B r e oo p u k S

Hand out 1 copy of Factmaster ADD21 to each pair of children, along with one deck of number cards. Model the game Hop to it.

HOW

7+2=9

w ww

 Player 1 hops his/her coin two spaces. If an ‘X’ is on the sum, the player circles the X and records the addition fact and point total on Factmaster ADD21. Once an X is landed on, it is erased from the number line. Player 1 picks a 2 from the deck of numbers cards, places a coin on 2 (she doesn’t capture the X on the 2) and counts on two to land on 4. While there are two Xs on the 4. Player 1 only captures one of them for a single point.

. te

m . u

o c . c e he r  Player 1 returns the card to the bottom of the original pile and Player 2 o t r s Note: super takes a turn. A point is awarded for the X on a  Players alternate turns until no more Xs are on the line or six rounds 0

sum, not for an X on a number matching the number card.

have been played. The player who lands on more Xs wins.

COOL

DOWN:

• Ask: What do you do when you see an addition sentence with a two in it? Think about counting on. • Ask: Why do we always begin counting on with the larger number? Take 7 + 2, for example. If you start at seven, you only have to count on twice. If you start at two, you have to count on seven times. 14

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StrADDegy

Note: If two Xs sit on a number and a player lands on that number, only one X can be claimed.

7+2=9

StrADDegy

R.I.C. Publications® www.ricgroup.com.au

Player 1

Yes

m . u

o c . che e r o t r s super













Round

Recording sheet

TO PLAY









Round

Name:

Step 4:

Step 3:

Teac he r Step 5:





Player 2

Yes

Player 1 hops his/her coin two spaces. If an X is on the sum, the player circles the X and records the addition fact and point total on his/her recording sheet. Once an X is landed on, it is taken off the number line. Player 1 returns the card to the bottom of the number pile and Player 2 takes a turn. Keep playing until all Xs have been played. Each X is worth 1 point.

Recording sheet

Objective: To be the player who lands on the most Xs. Start: Player 1 is the child with most letters in his/her first name. Step 1: Both players select four numbers each on the number line. Draw an X on the numbers. Step 2: Player 1 selects a number card and places a coin on the corresponding number on the line.

HOW

. te

Name:

GAME

Hop to it

ew i ev Pr

NT-ON I OU

w ww

Factmaster ADD21

r o e t s Bo r e p ok u S

WARM

UP:

• Hold up three fingers on one hand for children to see? How many fingers am I holding up? Three. Make a fist with the other hand to represent zero. + How many fingers am I holding up in this hand? None, zero. How many fingers am I holding up altogether? Three. Represent the finger scenario 3 + 0 = symbolically: 3 + 0 = 3. • Create another finger scenario to help children generalise that when zero is added to a number, the number doesn’t change.

WORK

NT-ON I OU

Having none of it - lesson plan

OUT:

GROUPING: Individual

M r o e t s B r e oo p u k S

HOW TO PLAY

HAVING

NONE OF IT

 Students lay their cards face down and turn over a card. They use connecting cubes and the building frame to show the number.  They find the equation where the number fits. The student colours in the ten frame above the number and writes the corresponding number sentence. Example: Student selects an 8 from the number cards:

ATERIALS LIST:

• Factmaster ADD01 (page 17) for each pair of children • Number cards (22, two each of 0–10) (Mathmaster 2, pp. 73–74) • Connecting cubes • A pencil for each player

ew i ev Pr

Hand out one copy of Factmaster ADD01 to each child, along with ten connecting cubes and a deck of number cards (22 cards, two each of 0–10). Explain the activity Having none of it.

Teac he r

7+2=9

w ww

Step 2:

0 . te

Step 3:

+ + +

= 8

Student searches the number sentences to find where the 8 belongs.

o c . + c e r +h er o t s super 0 + 8 = 8 Student colours the appropriate ten-frame and completes the number sentence.

 The student discards the 8 and continues to select other cards until Factmaster ADD0/1 is completed.

COOL

DOWN:

• Ask: What happens when you add zero to a number? The number doesn’t change. 16

m . u

Step 1:

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StrADDegy

BUILDING

NT-ON I OU

Having none of it

ACTIVITY FRAME

7+2=9





+ +

= 5

= 6

= 3 0 ©+ R. I . C.P ubl i cat i ons+ •f orr evi ew pur poseson l y• + +

= 8



+ = 7

w ww

= 2



+ + . te + 0 = 0 0 +o c . che e r o t r s super + +



= 1





m . u







ew i ev Pr

Teac he r



r o e t s Bo r e p ok u S

= 10

= 4

+ + +

Factmaster ADD01

= 9

StrADDegy

R.I.C. Publications® www.ricgroup.com.au

WARM

NT-ON I OU

NIMble - lesson plan UP:

• Hold up a card; for example, seven. What is one more? Eight. What is two more? Nine. What happens when we add zero to the number? It stays the same. • Repeat with other numbers. • Tell students that they will be playing an ancient Chinese game called NIM. If players can discover the correct strategy, they can win the game every time.

7+2=9

GROUPING: Pairs

WORK

OUT:

M r o e t s B r e oo p u k S NIM

Hand out Factmaster ADDUP1 and 12 counters to each pair of students. Model the game described below with a volunteer. Explain that unlike Tic-Tac-Toe, NIM never ends in a tie. BLE

This is a strategy game for two players. The object is to avoid being the last player to play a counter.  After deciding who will be go first (player 1), players take turns placing one or two counters on the gameboard, beginning at square 1. The player forced to cover the 12 loses.  After each turn, students record their starting and ending positions with a count-on fact.

Recording sheet Round

Fact 2

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+ 5

. te Recording sheet 4

Start

End

9 10 11 12

Player 2 chooses to add 1 counter.



o c . c e her r Fact Start End o t s s r u e p 2 0 2 = 2



Round

 Students play three games and discuss their strategies.

COOL

Note:

DOWN:

• Invite children to share any strategies or insights discovered while playing. 18

On any given turn, the player decides to place one or two counters on the number track. Repeat the game, but change one of the following: the number of spaces on the gameboard; the number of spaces students can colour each turn; or the rules for winning. The winner is the player who colours the last space on the number track.

TRACK



REMINDER:

m . u

NUMBER

• Factmaster ADDUP1 (page 19) for each pair of students • Coloured counters or cubes (12 per pair)

ew i ev Pr

Teac he r

HOW TO PLAY

ATERIALS LIST:

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StrADDegy

Remind students that the first move is recorded as: 0 + 1 or 0 + 2.

HOW

TO PLAY

Objective: To avoid being the last player to play a counter. Start: Player 1 is the child with the most letters in his/her last name. Step 1: Players take turns placing one or two counters on the Number track, beginning at 1. The player forced to cover the 12 loses; for example:

7+2=9

Step 2:

After each turn, record your starting and ending position with a count-on fact; for example:

9 10 11 12

r o e t s Bo r e p ok u S 3 4 5 6 7 8 9 10

11 12

NIMble recording sheet Fact

9 10 11 12

Round



Start =

ew i ev Pr

Teac he r

Number track

NT-ON I OU

NIMble

GAME

End



w ww



. t  e 

     Factmaster ADDUP1

m . u

o c . che e r o t r + s = e s r up

StrADDegy

R.I.C. Publications® www.ricgroup.com.au

WARM

UP:

• You are a famous explorer. There is a rumour of an undiscovered island full of the most unimaginable riches. What kind of riches do you want to be on the island? Elicit responses from the students. • You fear that you are not the only captain to have heard the news. You are very anxious to be the first captain to get all your ships out to sea so that you can fill them with (use the riches provided by your students to fill the blank).

WORK

NT-ON I OU

Sail away - lesson plan

OUT:

7+2=9

GROUPING: Pairs

M r o e t s B r e oo p u k S

ATERIALS LIST:

Hand out on a copy of Factmaster ADDUP2 to each child, 20 counters and a deck of 22 number cards to each pair of students. Remind players how to make a spinner and model the game described below. HOW TO PLAY

SAIL

AWAY

In this game, coloured counters or 1 cm cubes are ships and the numbered columns are the different docks.  Students take 10 coloured counters or 1 cm cubes and place them on any of the docks. The arrangement of the ships is at the discretion of the player. A dock can hold all 10 ships, no ships or any number in between.  Players spin the spinner, then turn over a number from the deck of cards. The two numbers are added to find a sum. A ship (coloured counter or 1 cm cube) is then removed from the dock that matches that number. Only one counter or 1 cm cube can be removed each turn. If the dock that matches that number is empty, no ship sets sail (removed).  Players alternate turns until one captain sets all 10 ships to sea.

• Factmaster ADDUP2 (page 22) for each child • Coloured counters or 1 cm cubes (10 for each child) • Number cards (22, two each of 0–10 Mathmaster 2, pp. 73–74.) • Paperclips

ew i ev Pr

Teac he r

REMINDER:

Spinner

w ww

Number card

te 5 .

m . u

o c . 2 0 che e r o t r s super 2

1 2 3 4 5 6 7 8 9 10 11 12 Player 1 spins a zero and turns over a 5 from the deck of number cards. She calculates the sum: 5 + 0 = 5 and removes one of her ships from dock number 5.

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StrADDegy

COOL

7+2=9

–

FINGER

• Put a blank addition chart on the OHP (Mathmaster 1, p. 72). Ask students to volunteer to fill in all the facts that can be solved using the Count-on it strategy.

ONE FINGER:

In place of the spinner, have children play a modified version of Rock, paper and scissors to determine whether to add 0, 1 or 2 to the number shown on their card. On the count of three, both students declare a number using one hand: a fist is 0 , one finger extended is 1 .

Possible outcomes child 2

sum

fist

1 finger

fist

1 finger

ew i ev Pr

Teac he r

o 1t 2 r 3e 4B 5 6 7 s r e o p2 2 3 4 5 6 o 7 8 u k S 3 3 4 5 6 7 8 9

child 1

1 finger

DOWN:

fist

TRETCH

Number card 0 1

. te

3 4 5 6

7 8

• Make an enlarged copy of the Count-on it icon (page 80) and place it above a chart with all of the Count-on it facts.

o c . che e r o t r s super

9 10 11 12

m . u

Nothing to it

Add 1

NT-ON I OU

w ww

Some children might be interested in exploring the chance of achieving each sum. Spinner

Sail away continued …

NT-ON I OU

7+2=9

Add 2

Fact

Turnaround

Fact

Turnaround

Fact

Turnaround

0+0=0 1+0=1 2+0=2 3+0=3 4+0=4 5+0=5 6+0=6 7+0=7 8+0=8 9+0=9 10 + 0 = 10

0+1=1 0+2=2 0+3=3 0+4=4 0+5=5 0+6=6 0+7=7 0+8=8 0+9=9 0 + 10 = 10

1+0=1 1+1=2 2+1=3 3+1=4 4+1=5 5+1=6 6+1=7 7+1=8 8+1=9 9 + 1 = 10 10 + 1 = 11

0+1=1 1+2=3 1+3=4 1+4=5 1+5=6 1+6=7 1+7=8 1+8=9 1 + 9 = 10 1 + 10 = 11

0+2=2 1+2=3 3+2=5 4+2=6 5+2=7 6+2=8 7+2=9 8 + 2 = 10 9 + 2 = 11 10 + 2 = 12

2+0=2 2+1=3 2+2=4 2+3=5 2+4=6 2+5=7 2+6=8 2+7=9 2 + 8 = 10 2 + 9 = 11 2 + 10 = 12

• Ask: What strategy can you use when you add two numbers where one of the numbers is zero, one or two? Count-on it. What number do you start with? The larger number. StrADDegy

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HOW

Objective: To be the first captain to get all of his/her ships out to sea. Start:

Player 1 is the student with the most buttons on his/her shirt.

Step 1:

Place your 10 coloured counters or cubes (each one represents a ship) on any of the docks. A dock can hold all 10 ships, no ships or any number in between.

Step 3:

Players take turns until one captain sets sail all 10 ships.

ew i ev Pr

CARDS GO HERE

Player 1 spins a zero and turns over a five from the deck of number cards. He/She calculates the sum: 5 + 0 = 5 and removes one of his/her ships from dock number 5.

NUMBER

r o e t s Bo r e p ok u S 0

7+2=9

2 0

Player 1 spins, then turns over a number from the deck of cards. The two numbers are added to find a sum. A ship is then removed from the dock that matches that number. Only one ship can be removed each turn. If the dock that matches that number is empty, the player misses a chance to set sail.

Teac he r

Step 2:

Spinner

Number card

TO PLAY

NT-ON I OU

Sail away

GAME

Use a pencil and a paperclip to make a spinner.

0 1

2 0

w ww

. te

0 22

m . u

o c . che e r o t r s super

R.I.C. Publications® www.ricgroup.com.au

StrADDegy

Factmaster ADDUP2

Children generally start school with an understanding of the numbers that form doubles. The purpose of the following lessons is to reinforce this knowledge by building stronger visual models, which can be used to help construct answers to less accessible facts such as 8 + 7 (a near-double) and 7 + 5 (a two-away).

Strategy: Doubles

NG DOUB EI

2+2=4

DOUBLE

Symbol: SD Number of facts: 11 (0 + 0, 1 + 1, 2 + 2, 3 + 3, 4 + 4, 5 + 5, 6 + 6, 7 + 7, 8 + 8, 9 + 9, 10 + 10) Number of turnarounds: None Facts with multiple strategies: See chart below

The Doubles strategy covers 49 facts.

MATERIALS

SEEING

Hang ten

Count-on it

LIST:

• Pictures of animals with bilateral symmetry (butterfly, spider, ant, octopus etc.) • Mirrors • Connecting cubes • Ten frames (page 78) or tiles (pages 73–75) • Number cards • Paperclips • Dominoes (page 76) • Balance scales • Coins • Overheads • Overhead projector • Coloured markers • Pencils

5+5

Doubles

0+0

NearTwo-away doubles

1+1

ew i ev Pr

Teac he r

2 2

FAST FACTS:

r o e t s Bo r e p ok u S 

DOUBLES

2+2

None

Give me Build-aten bridge 10 + 10

None

10 10

10 11

10 11 12

10 11 12 13

10 11 12 13 14 15

10 11 12 13 14 15 16

m . u

w ww

. te

8 + 8, 9+9

10 11 12 13 14

o c . 12 13 14 15 che 7 7 8 9 10 11 r e o 8 8 9 r 10 s 11 12 13 14 15 16 t r s u e p 9 9 10 11 12 13 14 15 16 17

16 17 17 18 18 19

10 10 11 12 13 14 15 16 17 18 19 20

StrADDegy

R.I.C. Publications® www.ricgroup.com.au

Strategy: Doubles continued DOUBLES NEAR-DOUBLES

r o e t s Bo r e p ok u S

Teac he r

Count-on it

0 1

2s 1 + 2, 2 + 1, 2 + 3, 3 +2

10 11

10 11 12

10 11 12 13

10 11 12 13 14 15 16 17 18

10 11 12 13 14 15 16 17 18 19

3 4

6 7 . t e 7 8

o c . ch e 10 11 12 13 14 15 16 r e o t r s su 11 12 13 14 15 p 16 e 17r 8

10 11 12 13 14

10 11 12 13 14 15

10 10 11 12 13 14 15 16 17 18 19 20

6 = 11

w ww

m . u

0 + 1, 1+0

Give me Build-aten bridge Near6 + 7, Two-away doubles 7 + 6, 9 + 10, 7 + 8, 10 + 9 8 + 7, All None 8 + 9, 9+8 Doubles

Hang ten

R-DOUBL EA

ew i ev Pr

Symbol: ND Number of facts: 20 (0 + 1, 1 + 2, 2 + 3, 3 + 4, 4 + 5, 5 + 6, 6 + 7, 7 + 8, 8 + 9, 9 + 10, 1 + 0, 2 + 1, 3 + 2, 4 + 3, 5 + 4, 6 + 5, 7 + 6, 8 + 7, 9 + 8, 10 + 9) Number of turnarounds: 10 Facts with multiple strategies: See chart below



FAST FACTS:

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StrADDegy

Strategy: Doubles continued DOUBLES O TW

-AWA Y

8 = 14

r o e t s Bo r e p ok u S 

TWO-AWAY

Symbol: TA Number of facts: 18 (0 + 2, 1 + 3, 2 + 4, 3 + 5, 4 + 6, 5 + 7, 6 + 8, 7 + 9, 8 + 10, 2 + 0, 3 + 1, 4 + 2, 5 + 3, 6 + 4, 7 + 5, 8 + 6, 9 + 7, 10 + 8) Number of turnarounds: 9 Facts with multiple strategies: See chart below

Hang ten

ew i ev Pr

Teac he r

FAST FACTS:

Give me Build-aten bridge 5 + 7, NearTwo-away 7 + 5, doubles 6 + 8, 9 + 10, 8 + 6, 10 + 9 7 + 9, None All 9+7 8 + 10 10 + 8

Count-on it 0s

Doubles

1 + 3, 3+1

0 + 2, 2 + 0, 2 + 4, 4+2

10 11

10 11 12

m . u

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. te

4 + 6, 6+4

10 11 o 4 4 5 6 7 8 9 10 11 12 c . che 5 5 6 7 8 9 r e11 12 13 10 o r st s p 6u 6 e 7 r 8 9 10 11 12 13 14 9

12 13 13 14 14 15 15 16

10 11 12 13 14 15 16 17

10 11 12 13 14 15 16 17 18

10 11 12 13 14 15 16 17 18 19

10 10 11 12 13 14 15 16 17 18 19 20

StrADDegy

R.I.C. Publications® www.ricgroup.com.au

WARM

GROUPING: Small group

 Factmaster SD1 has a list of all the doubles facts from one to ten. Your job is to think of something in life that represents each of these doubles and write it on your recording sheet. DOWN:

ATERIALS LIST:

• A collection of pictures of animals with bilateral symmetry (spiders, ants, octopus, butterfly etc.) • Factmaster SD1 (page 27)

ew i ev Pr

Teac he r

OUT:

2+2=4

M r o e t s Bo r e p ok u S

Organise children into groups of three or four. Hand out one copy of Factmaster SD1 to each group and explain the activity.

w ww

• Invite groups to share their discoveries. • There may be some facts children can’t link to the real world. That’s fine. Encourage them to keep thinking. • Have a vote to decide which connection will be used in the classroom to describe each doubles fact. • Have these doubles facts displayed visibly in the class in chart form. • A finished chart might look something like this.

2+2=4

m . u

COOL

2 2

UP:

• Hold up a picture of an animal with bilateral symmetry. Ask: What can you tell me about this animal? Answers will vary. • Elicit the response that the animal has the same number of body parts on both sides: legs in the case of ants and spiders, tentacles in the case of an octopus, wings in the case of a butterfly. • Ask: How many legs does a spider have altogether? Eight. Exactly. Four legs on one side and four on the other. I will record this fact with the following addition story: 4 + 4 = 8. We call this fact a double fact, because both of the numbers being added together are the same.

WORK

NG DOUB EI

Happy in pairs - lesson plan

3+3=6

. te 5 + 5 = 10 o c . c e r 6 + 6h = 12 er o t s E super 4+4=8

XTRA STRETCH:

7 + 7 = 14

Fold a piece of paper. Tell children that another term for the fold line is a line of symmetry. Punch six holes in the folded sheet. Ask: When I unfold the two halves, how many dots will I end up with? Twelve.

8 + 8 = 16 9 + 9 = 18 10 + 10 = 20 26

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StrADDegy

NG DOUB EI

Happy in pairs

ACTIVITY

2 2

2+2=4

Where might I see it?

1+1=

ew i ev Pr

Teac he r

2+2=

r o e t s Bo r e p ok u S

3+3=

4+4=

m . u

w ww

6+6=

7+7=

8+8=

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o c . che e r o t r s super

9+9=

10 + 10 = Factmaster SD1

StrADDegy

R.I.C. Publications® www.ricgroup.com.au

WARM

UP:

2 2

GROUPING: Individual

M r o e t s B r e oo p u k S

OUT:

Hand out a copy of Factmaster SD2 to each child. Explain the Mirror, mirror activity.  Use a mirror and cubes. Place a number of cubes in front of the mirror. Record how many cubes actually exist, in the ‘Real cubes’ column. Look into the mirror and count the number of cubes you see reflected. Put that number in the ‘Reflected cubes’ column. Record the number of cubes you see altogether in the ‘Total cubes seen’ column.  Complete the chart.

2+2=4

Real cubes

Reflected cubes = Total cubes seen

ATERIALS LIST:

• Mirrors • Ten connecting cubes per child • Overhead projector • Factmaster SD2 (page 29)

ew i ev Pr

Teac he r

• Show four cubes on an overhead projector. How many cubes do you see? Four Hold up a mirror. Ask: What do you think will happen when I put the mirror behind the cubes? Answers will vary. • Invite a child to the front of the room to place the mirror behind the cubes. Ask: How many cubes can you see altogether, including real cubes and reflected cubes? Eight. • Repeat with a different number of cubes. Elicit the observation that the number of real cubes and the number of reflected cubes are always the same.

WORK

NG DOUB EI

Mirror, mirror - lesson plan

�

� �

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� �

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COOL

m . u

�

o c . che e r o t r s super

DOWN:

• Ask: Are any of the doubles easier for you? Answers will vary. • Ask: Why are the number of real cubes and reflected cubes always the same? • Ask: How many cubes are reflected when there are no cubes in front of the mirror? None. How would I show that as a number sentence? 0 + 0 = 0 28

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StrADDegy

STRETCH: Have children perform the activity by filling a ten frame along with a mirror to reflect the cubes.

NG DOUB EI

Mirror, mirror

ACTIVITY

2 2

Use a mirror

REAL

and cubes

CUBES



REFLECTED

CUBES

= TOTAL

CUBES SEEN

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r



2+2=4

to complete the chart.









w ww





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m . u



o c . che e r o t r s super



Reflect: Can a double be an odd number? Explain. Factmaster SD2

StrADDegy

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WARM

NG DOUB EI

UP:

Double up - lesson plan

2 2

• Hand out a set of number cards or tiles to each pair of children (20 cards: two of each digit 0–9). Have them spread the cards out with the numerals facing down. • Invite a child to turn over a card; for example, seven. Ask: What is the sum of the double? 14 • Repeat several times.

2+2=4

GROUPING: Pairs

WORK

OUT:

M r o e t s Bo r e p ok u S D

Hand out Factmaster SD3 to each pair of students, number cards or tiles, along with coloured cubes to be used as game pieces. Explain how to play Double up. OUBLE UP

 Each player selects a ten frame playing board.  Players place the number cards or tiles face down on the table.  Player 1 turns over a number card or tile, doubles it and covers the matching sum on the ten frame with a coloured counter. Player 1 returns the number card or tile to the pile. For example, player 1 turns over a 5 , 0 2 4 6 8 doubles it to make 10, then covers the 12 14 16 18 10 on the ten frame.  Player 2 takes a turn.  Students alternate turns, covering their respective ten-frames, until one player completely fills his/her gameboard.

• Twenty cubes of two different colours for each pair. • Number cards (Mathmaster 2, pp. 73–74) • Factmaster SD3 (page 31) Note:

ew i ev Pr

Teac he r

HOW TO PLAY

ATERIALS LIST:

If a student makes a double that is already covered, he/she loses a turn.

DOWN:

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• Ask: Why are all the numbers on the ten-frame even? • Ask: Is it possible to double a number and produce an odd number? No. • Ask: When do we use the doubles strategy? When the two numbers being added are the same.

. te

16 14 12

12 16 18

10 14

10 14 10

m . u

COOL

TRETCH

16 12

14 18

o c Use the. chart above, which is che e found on page 44. Have children r oplay Tic, Tac and Double. Simply r st super follow the rules for Tic, Tac, Ten, 18 10

14 12 10

12 10

as described on page 9.

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StrADDegy

NG DOUB EI

Double up

GAME

2 2

2+2=4

HOW

TO PLAY

Objective: To be the first player to fill in his/her Double up gameboard. Step 1:

Player 1, turn over a number and find the double.

Step 2:

Cover the number on your ten frame that matches the double.

Step 3:

Put the number back.

Step 4:

Player 2, it’s your turn.

Step 5:

Keep taking turns until one player completely fills his/her ten frame.

Teac he r

Player 1 is the student with the shortest hair.

PLAYER 1

TEN FRAME

ew i ev Pr

r o e t s Bo r e p ok u S

Start:

. te

o c . che e r o t r 0 2s 4er 8 s6 up

Factmaster SD3

m . u

w ww

PLAYER 2

StrADDegy

TEN FRAME

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WARM

2 2

UP:

• Hand out a set of number cards to each pair of children (22: two of each numeral 0–10). Have them spread the cards out with the numbers facing down. • Invite a child to turn over a card; for example, six. Ask: What is the double sum? 12. • Repeat several times.

WORK

NG DOUB EI

Go ﬁsh - lesson plan

OUT:

GROUPING: 2–4 players

M r o e t s Bo r e pG ok u S

Ask children to describe the game Go fish. Tell them that today they are going to play a similar game, but with doubles. Explain how to play Go fish. HOW TO PLAY

O FISH

ATERIALS LIST:

• Number cards (Mathmaster 2, pp. 73–74)

ew i ev Pr

 Children deal seven cards (five, if more than two players are participating) to each player and place the remaining cards in a pile to form a stock.  Player 1 asks another player for a card. Player 1 has to have that card in his/her hand to be able to ask for it: ‘Mary, do you have a five?’  Player 2 (Mary) either responds by giving Player 1 all of the fives in her hand, or says, ‘Go fish’ if she doesn’t have any.  If Player 1 receives a five, he/she completes a pair and says, ‘Five plus five is ten’ and places the cards in his/her pair pile. If Mary doesn’t have a five, Player 1 draws the top card from the stock. If the drawn card is a five —the card asked for—Player 1 gets another turn.  Players alternate turns in a clockwise sequence.  The game continues until a player has no cards left in their hand or the stock runs out. The winner is the player with the greatest number of pairs.

Teac he r

2+2=4

w ww

COOL

. te

DOWN:

m . u

So : c . che e Players can play Concentration. r o Lay the cards face down in five r st rows of four. super Children turn over two cards in an attempt to

• Ask: How many possible pairs are there in a game? Twenty. • Ask: What is an important skill in this game? Listening.

TRETCH

make a match. If a match is made the player recites the pair combination and keeps the cards. Example: 4 + 4 = 8. If the cards do not match, they are turned over and returned to their initial location. Players alternate turns until all cards are collected. The player with the most pairs wins.

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StrADDegy

The magic doubling machine - lesson plan

NG DOUB EI 2 2

WARM

• Recount the following, or a similar story: Billy was so excited. His favourite aunt was coming to visit. He loved his Aunt Martha. She was funny, nice and always seemed interested in Billy’s life … his hockey, his writing and his pet spiders. But what Billy loved most about Aunt Martha was her magic doubling machine. It was the strangest machine Billy had ever seen: whatever was put into it doubled. If Billy put two lollipops in the machine, to his amazement four came out. If he put five coins in the machine, ten came out. • Engage children in a few questions related to the magic doubling machine: What if Billy puts a pair of shoes in the machine, how many will come out? Four. What if Billy puts three eggs in the machine, how many will come out? Six. And so on …

2+2=4

GROUPING: Individual

MATERIALS

• Factmaster SD4 (page 34) • 20 connecting cubes per student • Paperclips and pencil (one per child) to make a spinner

WORK

OUT:

• Hand out Factmaster SD4 to each child along with twenty connecting cubes and a paperclip. Show them how to use the spinner.

STRETCH:

Rather than invent your own story, begin the lesson with a reading of the book Two of everything by Lily Toy Hong.

ew i ev Pr

r o e t s Bo r e p ok u S

LIST:

Teac he r

UP:

9 0

Numbers are randomly selected as children flick the paperclip ‘with their fingers.’

© R. I . C.Publ i cat i ons • w Explainp to u students that they will spin o to find al number. They then create •f orr evi e r p o s es n y• a short story about the magic doubling machine and the number. Example: I spun a three. Let me think about my story. Okay, three frogs were hopping along chasing flies. They weren’t looking where they were going and hopped right into a big magic doubling machine. Six hopped out the other side. DOWN:

0 0 1 2 3 4 5 6 7 8 9 10 1 1 2 3 4 5 6 7 8 9 10 11 2 2 3 4 5 6 7 8 9 10 11 12 3 3 4 5 6 7 8 9 10 11 12 13 4 4 5 6 7 8 9 10 11 12 13 14 5 5 6 7 8 9 10 11 12 13 14 15 6 6 7 8 9 10 11 12 13 14 15 16 7 7 8 9 10 11 12 13 14 15 16 17 8 8 9 10 11 12 13 14 15 16 17 18 9 9 10 11 12 13 14 15 16 17 18 19 10 10 11 12 13 14 15 16 17 18 19 20

• Invite students to share some of their stories. • Put a blank addition chart on the OHP (Mathmaster 1 p. 72). Ask children to volunteer to fill in all the facts that can be solved using the Seeing double strategy: What do you notice about the numbers? They increase by two. • Make an enlarged copy of the Seeing double icon (page 79) and place it above a chart with all the Seeing double facts. • Ask: What do you do when you see a number sentence that asks you to add two numbers that are the same? Think doubles. I can’t hear you! THINK DOUBLES! StrADDegy

NG DOUB EI

o c . che e r o t r s super

+ 0 1 2 3 4 5 6 7 8 9 10

COOL

m . u

w ww

. te

5 4

2 2

2+2=4

0+0=0 1+1=2 2+2=4 3+3=6 4+4=8 5 + 5 = 10 6 + 6 = 12 7 + 7 = 14 8 + 8 = 16 9 + 9 = 18 10 + 10 = 20

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NG DOUB EI

The magic doubling machine

ACTIVITY

2 2

9 0

7 Teac he r

r o e t s Bo r 2 e p ok u S 3

Use a pencil and a paperclip to make a spinner.

ew i ev Pr

2+2=4

5 4

w ww

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m . u

o c . che e r o t r s super

R.I.C. Publications® www.ricgroup.com.au

StrADDegy

Factmaster SD4

Double and one - lesson plan

R-DOUBL EA

WARM

+ 5+

• Show children two towers of connecting cubes like these: • Ask: Which double does this show? Six plus six. Record 6 + 6 = ? • Ask for the answer and record the response. 6 + 6 = 12. • Add a cube to one of the towers. How many cubes now? Don’t count the cubes. 13. Record 6 + 7 = 13. • Excellent. When the numbers we are adding are only one number apart, we can double the smaller number and add 1. Can someone think of another strategy that uses the double fact? Double the larger number and subtract one. • Introduce the Near-doubles logo (Mathmaster 7, p. 80) and build other towers to reinforce the strategy.

6 = 11

GROUPING: Individual

MATERIALS

• Factmaster ND1 (page 36) • Connecting cubes • Number tiles or number cards (Mathmaster 2 or 3, pp. 73–75)

WORK

ew i ev Pr

r o e t s Bo r e p ok u S

LIST:

Teac he r

UP:

OUT:

Hand out Factmaster ND1 to each child along with 20 connecting cubes and number tiles or number cards; 0–10.  Children place their number tiles or cards face down and select a number. They build a double fact for the number with two towers of cubes.  Children add one more cube to one of the towers to create a near-double and record the fact.  Children record the turnaround fact for the near-double.

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. te

I built 2 towers of 4 to show the doubles fact.

I added another cube to show the near-doubles fact.

o c . che e r o t r s super NUMBER 4

This activity only reinforces the ‘doubles plus one’ strategy. The following activities encourage children to also consider a ‘doubles minus one’ strategy.

DOUBLE

FACT

4 + 4 = 8

COOL Note:

I moved the towers to show the turnaround fact.

m . u

I picked the number 4.

NEAR-DOUBLES

TURNAROUND

4 + 5 = 9

5 + 4 = 9

DOWN:

• Ask children to share all the Near-doubles facts. • Invite children to identify the turnarounds. • Ask: When can we use the Near-doubles fact strategy? When the difference between the two numbers being added is one.

StrADDegy

R.I.C. Publications® www.ricgroup.com.au

R-DOUBL EA

Double and one

ACTIVITY

+ 5+

I built 2 towers of 4 to show the doubles fact.

NUMBER 4



    

w ww



Double fact

NEAR-DOUBLES 4 + 5 = 9 Near-doubles fact

TURNAROUND 5 + 4 = 9 Turnaround fact

+b =a + = © R=. I . C.Pu l i c t i ons •f or r ev i ew pu r po seson l y• + = + = + =

 

FACT

. te+ + +

+ +

o c . = + = + ch e r er o t s s r u e p = + = + =

m . u



r o e t s Bo r e p ok u S

DOUBLE 4 + 4

Your Number turn

I moved the towers to show the turnaround fact.

I added another cube to show the near-doubles fact.

ew i ev Pr

Teac he r

I picked the number 4.

6 = 11

= = = =

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StrADDegy

Factmaster ND1

Framed - lesson plan

R-DOUBL EA

WARM

• Hand out a set of number cards to each pair of students (20 cards: two each of the digits 0–9). Hold up a number card. Find a card that matches this one and tell me the doubles fact. (For example, five) ‘Five plus five is 10’.

+ 5+

UP:

6 = 11

GROUPING: Pairs

r o e t s Bo r e p ok u S 1. Teacher reveals a card.

MATERIALS

LIST:

Teac he r

3. Students chant the doubles fact 5, + 5 = 10.

• Repeat the process, but this time children hold up a card that is one less or one more than the teacher’s card. How can you use your knowledge of the double fact to find the sum of your card and mine? I can double the smaller number and add one, or I ccan double the larger number and subtract one. +

1. Teacher holds up the card for 7.

ew i ev Pr

• Factmaster ND2 (page 38) • Number cards 0–9 (two of each digit) for each pair of students (Mathmaster 2, pp. 73–74)

2. Students find its match.

2. Children hold up a 6 or an 8, one less or one more.

3. Children solve their number story using a near-doubles strategy. 6 + 7 = 13 6 + 6 = 12 + 1 or 7 + 7 = 14 – 1 7 + 8 = 15 7 + 7 = 14 + 1 or 8 + 8 = 16 – 1

OUT:

HOW TO PLAY

RAMED

 Player 1 turns over a card and finds a number sentence that the number completes.

m . u

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o c . che e r o t r s super

Note: This activity only reinforces the ‘doubles plus one’ strategy. Following activities encourage children to also consider a ‘doubles minus one’ strategy.

Player 1 turns over a 4. He/She colours one of the ten frames with four to complete the addition fact and returns the number card to the pile.

9 9  Player 1 colours the appropriate ten frame to complete the addition fact and returns the number card to the pile (face down).  If the number doesn’t fit on the board, Player 1 loses a turn.  Player 2 takes his/her turn.  Players alternate turns until one player completely fills in his/her gameboard.

COOL

DOWN:

• Ask students to share all the Near-doubles facts in the game. • Invite children to identify the turnarounds. • Ask: When can we use the Near-doubles fact strategy? When the difference between the two numbers being added is one. • Ask: What do you notice about the answers in this game? They are all odd numbers. StrADDegy

R.I.C. Publications® www.ricgroup.com.au

Framed

HOW

R-DOUBL EA

GAME

TO PLAY

Start:

Player 1 is the student with the longest hair.

6 = 11

Objective: To be the first player to completely fill his/her gameboard. Spread out your number cards

Step 2:

Player 1, turn over a card.

Step 3:

Find a number sentence that fits your card.

r o e t s Bo r e p ok u S I turned over a

I can place it in the top frame of 4 + 5 = 9

Step 4:

Colour the ten frame to complete the addition fact. If your number doesn’t fit, miss a turn.

Step 5:

Return the card to the pile.

Step 6:

Player 2, it’s your turn.

Step 7:

Keep taking turns until one player fills in all the ten frames.

w ww 1

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+ 5

+ 15

m . u

o c . che + e + r o r st super 7

+ 3

face down.

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Teac he r

Step 1:

19 R.I.C. Publications® www.ricgroup.com.au

StrADDegy

Factmaster ND2

Domino homes - lesson plan

R-DOUBL EA

WARM

+ 5+

6 = 11

GROUPING: Pairs

MATERIALS

• Hand out a set of real doubles and near-doubles dominoes or one set of Mathmaster 4 to each pair of children. • Hold up a double domino: Find the two near-doubles Double +1 that can be solved using Double –1 3+3=6 this doubles fact? For 6+1=7 example: hold up a 3 + 3 3+3=6 domino. Students find a 2 + 6–1=5 3 and a 3 + 4 domino. • Record the discovery on the overhead projector. • Repeat with a number of doubles facts.

• Factmaster ND3A and B (pages 41–42) • Dominoes to match those on Mathmaster 4 (page 76) or laminated copies of each double and near-double (one set per pair of students) • Overhead copies of Mathmaster 4 (page 77) for teacher use

WORK

OUT:

ew i ev Pr

r o e t s Bo r e p ok u S

LIST:

Teac he r

UP:

Hand out one copy of Factmaster ND3A and B to each pair of students and model the game Domino homes. HOW TO PLAY

DOMINO

HOMES

REMINDER:

m . u

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 Children place the doubles and near-doubles dominoes (19 in total) face down. Each player chooses nine dominoes, leaving one remaining in the pile (the mystery domino). Players keep their dominoes hidden from their partner.  Player 1 chooses a domino from his/her hand and places it on the ‘Doubles plus 1’ or ‘Doubles minus 1’ machine. Note: Doubles must always be placed on the left-hand side of each machine.  Player 2 places one of his/her dominoes on the board. Players verify each other’s moves to ensure they make sense.  If a player can’t place a card, he/she skips a turn.  Players alternate turns until one player is out of dominoes, or no more moves can be made by either player.  Players total their pips or Doubles plus 1 calculate the sum of the machine Doubles plus 1 Doubles numbers remaining on the dominoes in their hand. The player with the lower total wins.  Players clear the board and play as many games as time allows.

o c . che e r o t r s super

• Double dominoes can only be played on the left side of either doubling machine. • Dominoes can be placed in the output of either machine. • A near-double domino can be placed as an output before the doubles input has been played.

Player 1 decides to play his domino in the Doubles plus one machine.

StrADDegy

R.I.C. Publications® www.ricgroup.com.au

Domino homes continued … COOL

DOWN:

• Invite students to share game strategies. • Put a blank addition chart on the OHP (Mathmaster 1, p. 72). Ask children to volunteer to fill in all the facts that can be solved using the Near-doubles strategy. +

10 11

10 11 12

10 11 12 13

10 11 12 13 14

10 11 12 13 14 15

10 11 12 13 14 15 16

10 11 12 13 14 15 16 17

10 11 12 13 14 15 16 17 18

Teac he r 4

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r o e t s Bo r e p ok u S

10 11 12 13 14 15 16 17 18 19

. te

G DOUB IN

S LE

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turnarounds. • Make an enlarged copy of the Near-doubles icon (page 80) and place it above a chart with all the Near-doubles facts. • Ask: What do you do when you see a number sentence that asks you to add to numbers that are one number apart? Think neardoubles. I can’t hear you! THINK NEAR-DOUBLES!

SE E

10 10 11 12 13 14 15 16 17 18 19 20

2 2

2+2=4

Fact 0+1 1+2 2+3 3+4 4+5 5+6 6+7 7+8 8+9 9 + 10

Turnaround 1+0 2+1 3+2 4+3 5+4 6+5 7+6 8+7 9+8 10 + 9

m . u

o c . che e r o t r s super

R.I.C. Publications® www.ricgroup.com.au

StrADDegy

HOW

R-DOUBL EA

Domino homes

GAME TO PLAY

r o e t s Bo r e p ok u S

Input

Doubles

Doubles plus 1 machine

ew i ev Pr

Teac he r

+ Objective: To be the player with the least number of pips. Start: Player 1 is the student with the longest name. 5+ 6 = 11 Step 1: Place the dominoes face down. Choose nine dominoes each. Keep dominoes hidden from the other player. Step 2: Player 1 chooses a domino and places it on the ‘Doubles plus 1’ or ‘Doubles minus 1’ machine. Step 3: Players take turns to place dominoes. Step 4: If a player cannot place a domino, he/she skips a turn. Keep playing until one player is out of dominoes or no more moves can be made by either player. Step 5: Total the number of pips you have left on your dominoes.

Output

Doubles plus 1

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Factmaster ND3A

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o c . che e r o t r s super

StrADDegy

R.I.C. Publications® www.ricgroup.com.au

R-DOUBL EA

Domino homes

GAME

+ 5+

Input

Teac he r

Doubles r o e t s Bo Output r e minus 1 ok up machine

Doubles minus 1

ew i ev Pr

Doubles

6 = 11

w ww

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o c . che e r o t r s super

R.I.C. Publications® www.ricgroup.com.au

StrADDegy

Factmaster ND3B

O TW

Nearly neighbours - lesson plan

-AWA Y

WARM

+ 6+

8 = 14

GROUPING: Pairs

MATERIALS

• Hand out a copy of Factmaster TA1 and 18 connecting cubes to each child and one set of number cards. • Hold up a number. Ask children to show this number with connecting cubes on Ten-Frame 1 (Factmaster TA1). Build it yourself on the overhead. • Purposely choose a second number that is two-away from the first. Have children show this number with connecting cubes on Ten frame 2. Show this number on the ten frame overhead. • Ask: Do you notice anything about the two ten frames? Answers will vary. Attempt to elicit the observation that the difference between the two frames is two cubes. For example: The number of cubes in Ten frame 1 is 6, the number of cubes in Ten frame 2 is 8. 6 8 • Ask: What happens when you move + one cube from the ten frame with more cubes to the ten frame with fewer cubes? You end up with two frames with the same number of cubes. Move a cube from the 8 pile to the 6 to form two ten frames of seven. • Here is another strategy. When you 7 7 + add two numbers that are two apart, find the middle number and double it. • Repeat the process with new two-aways.

• Factmaster TA1 (page 44) • Number cards 0–10, one set (Mathmaster 2, pp. 73–74) or number tiles • Connecting cubes • Overhead • Overhead transparency of Factmaster TA1 • Two coloured markers each of a different colour • Player 1 turns over a 6 card and places six cubes in Ten frame 1. He/She decides to fill Ten frame 2 with four cubes.

ew i ev Pr

r o e t s Bo r e p ok u S

LIST:

Teac he r

UP:

16 14 12

12 16 18

10 14

10 14 10

16 12 2

w ww

14 18

18 10

14 12 10

12 10

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Hand out one copy of Factmaster TA1 to each pair of students and model the game Nearly neighbours. HOW TO PLAY

NEARLY

NEIGHBOURS

m . u

ORK OUT

 Children choose a marker and place one set of number cards (0–10) face down.  Player 1 selects a number card and builds it with connecting cubes on Ten frame 1.  He/She then decides to create a number on Ten frame 2 that is two more or two less than the number on Ten frame 1.  Player 1 then moves a cube from the frame with two more cubes to the other frame to form a double.  Player 1 finds the sum and colours a square on the gameboard that matches the sum (only one square can be covered per turn).  Player 2 takes his/her turn.  Play continues until a player colours three squares in a row, horizontally, vertically or diagonally to win the game.

o c . c e her r • Player 1 moves one cube o t s super from Ten frame 1 to Ten frame 2 to form the double 5 2

+ 5. He/She then covers 10 on the gameboard. Ten frame 1

Ten frame 2

COOL

DOWN:

• Invite children to share game strategies. • Ask: What turnaround facts did you notice? All nine two-away facts have a turnaround. StrADDegy

R.I.C. Publications® www.ricgroup.com.au

Nearly neighbours

ACTIVITY

HOW

O TW

-AWA Y

TO PLAY

Objective: To be the first player to colour three squares in a row, horizontally, vertically or diagonally.

8 = 14

Player 1 is the students with the shortest name.

Step 1:

Choose a coloured marker and place one set of number cards face down in a pile.

Step 2:

Player 1 selects a number card and builds it with connecting cubes on Ten frame 1. He/She then creates a number on Ten frame 2 that is two more or two less than the number on Ten frame 1. Player 1 then moves a cube from Ten frame 2 to Ten frame 1 to form a double. Player 1 finds the sum and colours a square on the gameboard that matches the sum.

Step 3:

Players continue to take turns.

r o e t s Bo r e p ok u S

. 10 te

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Teac he r

Start:

16 14

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o c . ch e r 12e10 8 18 o 6 18 t r s super 6

Ten frame 1

R.I.C. Publications® www.ricgroup.com.au

Ten frame 2

StrADDegy

Factmaster TA1

O TW

Lay it on the line - lesson plan

-AWA Y

WARM

+ 6+

8 = 14

GROUPING: Pairs

MATERIALS

• Place three cubes on one side of the balance scale and five on the other. How many cubes do you see altogether? Eight. 3+5=8 • Ask: Is there a way that we can end up with eight cubes on the scale and have it balance? Yes. Invite a child to demonstrate the solution by moving one cube from the pan with five cubes to the pan with three to create a 4 + 4 scale. • Who can describe the Two-away strategy? Invite a child to explain that when two 4+4=8 numbers with a difference of two are added, simply find the middle number and double it. • Repeat the scale model with additional Two-aways examples.

• Factmaster TA2 (page 47) for each child • Number cards (22, two of 0–10 Mathmaster 2, pp. 73–74) • A balance scale for teacher demonstrations • Two coloured markers, each of a different colour • Two coins per child as game pieces

WORK

OUT:

ew i ev Pr

r o e t s Bo r e p ok u S

LIST:

Teac he r

UP:

Hand out four coins, two coloured markers and one copy of Factmaster TA2 to each pair of children. Have children place their number cards face down. Explain the game Lay it on the line.

© R. I . C.Publ i cat ons Li  Each child selects four even numbers on the number line on which to draw •f orr evi ew pur posesonl y• an ‘X’. If children chose the same number, they simply draw an X above HOW TO PLAY

AY IT ON THE LINE

their partners. Remind children that odd numbers cannot have an X.

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Note: If two Xs sit on a number and a player lands on that number, only one X can be claimed.

5 6 7 8

9 10 11 12 13 14 15 16 17 18

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0 1 2 3 4

 Player 1 selects a number card and places a coin over it.  He/She then decides to place his/her other coin on the number that is two more or two less than the first number.  Player 1 finds the number between the two coins and doubles it. If an X is on the sum, the player circles the X and records his/her addition fact and point total on Factmaster TA2. Once an X is landed on, it is erased from the number line.  Player 1 returns the card to the bottom of the original pile, removes the coin and Player 2 takes a turn.  Players alternate turns until no more Xs are on the line or ten rounds have been played. The player with the most points wins.

o c . che e r o t r s super 0 1 2 3 4

5 6 7 8

9 10 11 12 13 14 15 16 17 18

Player 1, turns over the number five and places a coin on it. She/He chooses to put the other coin two spaces away on the three. When she/he doubles the number in between (four) he/she lands on eight and gets a point. StrADDegy

R.I.C. Publications® www.ricgroup.com.au

Lay it on the line continued … COOL

DOWN:

• Invite children to share game strategies. • Ask: Why don’t we put Xs on odd numbers? When numbers with a difference of two are added the sum is always even. • Ask children to add all the facts that can be solved using the Two-away strategy to the class Near-doubles chart. • Ask: What do you do when you see a number fact with one number 2 greater than the other? Think Two-away strategy.

r o e t s Bo r e ok T Tp u S HINK

WO AWAY

6+8=?

ew i ev Pr

Teac he r

Step 1: Ask: Are the numbers two-away? Yes

Step 2: Find the number between the two addends. 7

6+8=?

6 7 8

Step 3: Double the middle number. 6 + 8 is the same as 7 + 7 = 14.

w ww

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m . u

6 + 8 = 14

o c . che e r o t r s super

R.I.C. Publications® www.ricgroup.com.au

StrADDegy

-AWA Y

8 = 14

O TW

0 1

4 5 6

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Recording sheet

2 3

o c . che e r o t r s super +

m . u

Number on card

Your two-away

7 8

Sum

Teac h 10 11 12 13 14 e 15 16 17 18 19 20 r

Lay it on the line

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Factmaster TA2

Yes

r o e t s Bo r e p ok u S

StrADDegy

R.I.C. Publications® www.ricgroup.com.au

GAME

Students who have had concrete experiences developing place value concepts, particularly the base ten grouping structure of our number system, will quickly grasp the Give me ten strategy.

GIVE

ME TEN FAST FACTS:

r o e t s Bo 10 r e p ok u S

Teac he r 0s

0 + 10, 10 + 0

Build-abridge

Doubles

Seeing double

NearTwo-away doubles

10 + 1, 1 + 10

10 + 2, 2 + 10

10 + 10

9 + 10, 10 + 9

+ 0 1 2 3 4 5 6 7 8 9 10

0 0 1 2 3 4 5 6 7 8 9 10

1 1 2 3 4 5 6 7 8 9 10 11

Count-on it

E ME TE IV G

10 = 17

ew i ev Pr

Symbol: 10 Number of facts: 21 (0 + 10, 1 + 10, 2 + 10, 3 + 10, 4 + 10, 5 + 10, 6 + 10, 7 + 10, 8 + 10, 9 + 10, 10 + 10, 10 + 0, 10 + 1, 10 + 2, 10 + 3, 10 + 4, 10 + 5, 10 + 6, 10 + 7, 10 + 8, 10 + 9) Number of turnarounds: Ten Facts with multiple strategies: See chart below Hang ten

Strategy: Doubles

2 2 3 4 5 6 7 8 9 10 11 12

3 3 4 5 6 7 8 9 10 11 12 13

4 4 5 6 7 8 9 10 11 12 13 14

5 5 6 7 8 9 10 11 12 13 14 15

6 6 7 8 9 10 11 12 13 14 15 16

7 7 8 9 10 11 12 13 14 15 16 17

8 8 9 10 11 12 13 14 15 16 17 18

None

9 9 10 11 12 13 14 15 16 17 18 19

10 10 11 12 13 14 15 16 17 18 19 20

The Give me ten strategy covers 21 facts.

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• Overhead ten frames (Mathmaster 6, p. 78) • Number tiles and the 10 place value card (Mathmaster 3, p. 75) • Coloured counters or cubes • Connecting cubes • Base ten materials • Paperclips • Pencils • Overhead projector

o c . che e r o t r s super

R.I.C. Publications® www.ricgroup.com.au

LIST:

m . u

MATERIALS

StrADDegy

No TENsion - lesson plan

E ME TE IV G

10 7+

WARM

10 = 17

GROUPING: Pairs

MATERIALS

• Place six cubes on a ten frame on an OHP. Ask: How many cubes do you see? Six. • Place another empty ten frame on the )OHP. Ask: How many cubes will there be if I fill this frame with ten cubes? 16. 16 • Show children the following two ten frames. Ask: What number does this show? 14. • Place a Base ten rod on the OHP. Add eight unit cubes. Ask: How many cubes are there altogether? 18.

• Factmaster 10–1 (page 50) • 5 Base ten rods and 25 unit cubes for each child • Overhead projector ten frames (Mathmaster 6, p. 78) for teacher demonstrations

ORK OUT

ew i ev Pr

r o e t s Bo r e p ok u S W :

LIST:

Teac he r

UP:

Hand out one copy of Factmaster 10–1, five Base ten rods and 25 unit cubes to each child in the pairing and model the game No TENsion. HOW TO PLAY

NO TENSION

The object of the game is to fill in as many spaces as possible on the No TENsion gameboard. The player with the greatest number of points is the winner.

© R. I . C .P ub i c at o son a number line. If cubes  Player 1 decides tol play either ai rod orn cube(s) are played, their number must equal the distance from 10 to the end of •f orr evi ew p ur othese s onumber nl y •beside the the line. Player 1p records move in the sentence line; for example:

10 + 6 = 16

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10 11 12 13 14 15 16

m . u

Player 1 chooses the 16 line and places six cubes after the 10. The six is recorded in the number sentence.  Player 2 has a turn.  Players alternate turns until no more moves are possible or all the lines are completely filled with rods and cubes. SCORING: Players receive two points each time they complete a line and fill in the corresponding number sentence. They write their initials beside the number sentence to record the two points. At the end of the game, players subtract the number of cubes and rods left in their hand from the points accumulated during the game.

o c . che e r o t r s super COOL

DOWN:

• Show six. Ask: What happens to six when you add 10? It becomes 16. What is different and the same about the new number? The six is still in the ones place, because 6 + 0 = 6. The one, which represents the ten, is in the tens place. StrADDegy

R.I.C. Publications® www.ricgroup.com.au

No TENsion

GAME

HOW

E ME TE IV G

TO PLAY

Objective: To be the player with the most number of points.

10 = 17

Player 1 is the student with most letters in his/her first name.

Step 1:

Both players select four even numbers each on the number line. Draw an ‘X’ on the numbers.

Step 2:

Player 1 selects a number card and places a coin on the corresponding number on the line.

Step 3:

Player 1 decides to place his/her other coin on the number that is two more or two less than the first number. Player 1 finds the number between and doubles it. If an X is on the sum, the player circles the X and records his/her addition fact and point total. Once the X is used, delete it from the number line.

Step 4:

Player 1 returns the number card to the bottom of the number pile.

Step 5:

Player 2 takes a turn. Players keep taking turns until all the Xs are removed.

r o e t s Bo r e p ok u S

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Teac he r

Start:

2 points

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2 points

o + c . che e r o r st su14per + 10 2 points

2 points

12 2 points

10 50

R.I.C. Publications® www.ricgroup.com.au

15 StrADDegy

Factmaster 10–1

I can’t see you - lesson plan

E ME TE IV G

10 7+

WARM

10 = 17

GROUPING: Pairs

MATERIALS

• Place seven cubes on a ten frame on an overhead. Ask: How many cubes do you see? Seven. • Place another empty ten frame on the overhead. Ask: How many cubes will there be if I fill this frame with ten cubes? 17. • Show children the following two ten frames. Ask: What number does this show. 12 • Overlap two place value cards to give 18. 1 0 8 to make 1 8 Ask children what number they see? 18. • Separate the cards and ask them what they 1 0 to give 1 0 8 see now. Ten and eight.

• Factmaster 10–2 (page 52) • Connecting cubes • Overhead projector ten frames (Mathmaster 6, p. 78) • Number tiles (Mathmaster 3, p. 75) for teacher demonstrations • Two ten Place value cards (Mathmaster 3, p. 75) per pair of children • Number tiles – One of each of the digits 0–9 per pair of children (Mathmaster 3, p. 75)

WORK

OUT:

ew i ev Pr

r o e t s Bo r e p ok u S

LIST:

Teac he r

UP:

Hand out one copy of Factmaster 10–2, and two copies of Mathmaster 3 to each pair of students. Model the game I can’t see you. HOW TO PLAY

CAN’T SEE YOU

 Both players select a 10 place-value card and hold it on their forehead. Together, they say ‘Go’ and choose a unit card from the pile.  Without looking at the card, they place it on top of 16 the ten card to form a two-digit number on their forehead.  The pair provide feedback to one another to make sure their partner’s number is formed properly.  Students examine each other’s numbers and guess whether the number on their forehead is lesser or greater than their partner’s number. They place a check mark in the lesser or greater box to record their guess.  They reveal their numbers to see who has the greater and who has the lesser number.  A player receives 1 point for a correct guess and 0 points for an incorrect guess.  Children record their points and play again. The player with the most points at the end of ten rounds wins.

w ww

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m . u

o c . che e r o t r s super COOL

DOWN:

• Ask: What happens to the tens digit of a number when 10 is added? The digit in the tens place increases by one. • Ask: What happens to the ones digit when 10 is added? The ones digit remains the same.

StrADDegy

R.I.C. Publications® www.ricgroup.com.au

I can’t see you

GAME

HOW

E ME TE IV G

TO PLAY

Objective: To be the player with the greatest number of points at the end of ten rounds.

10 = 17

Both players hold a 10 place value card to their forehead. Together, say ‘GO’ and choose a unit card from the pile. Without looking at the unit card hold it to your forehead to make a two-digit number. Check with your partner to make sure the number is formed correctly.

Step 2:

Look at the number on your partner’s forehead and guess whether the number on his/her forehead is greater or lesser than yours. Place a tick in the lesser or greater box to record your guess.

Step 3:

Reveal your numbers to see who has the greater and who has the lesser number. A correct guess earns 1 point and an incorrect guess earns 0 points.

Round

r o e t s Bo r e p ok u SGuess Actual

My number is: greater lesser

  



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m . u

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

 

Points

ew i ev Pr

Teac he r

Step 1:

o c . che e r o t r s super

   52

R.I.C. Publications® www.ricgroup.com.au

StrADDegy

Factmaster 10-2

See you tomARROW - lesson plan

E ME TE IV G

WARM

10 7+

10 = 17

GROUPING: Pairs

MATERIALS

Teac he r 3 3 4 5 6 7 8 9 10 11 12 13

4 4 5 6 7 8 9 10 11 12 13 14

5 5 6 7 8 9 10 11 12 13 14 15

6 6 7 8 9 10 11 12 13 14 15 16

7 7 8 9 10 11 12 13 14 15 16 17

8 8 9 10 11 12 13 14 15 16 17 18

9 9 10 11 12 13 14 15 16 17 18 19

10 10 11 12 13 14 15 16 17 18 19 20

OUT:

Hand out one copy of Factmaster 10–3, 12 cubes or counters and a game piece to each pair of students. Model the game See you tomARROW tomARROW.

. te N

E ME TE IV G

Fact 10 + 0 = 10 10 + 1 = 11 10 + 2 = 12 10 + 3 = 13 10 + 4 = 14 10 + 5 = 15 10 + 6 = 16 10 + 7 = 17 10 + 8 = 18 10 + 9 = 19 10 + 10 = 20

10 = 17

HOW TO PLAY

EE YOU TOM

 Player 1 takes a counter to be used as a game piece and places it on any number not already covered by a cube. Player 2 does the same.  Player 1 spins the arrow spinner and moves his/her game piece to match the command. If Player 1 lands on a number square with a cube, he/she captures the cube.  Players alternate turns until all cubes have been captured (or play for a maximum of 15 minutes).  The player with the greatest number of cubes wins.  It is possible that a player can’t move in a given turn. For example: the player sits on a number in the 90s and spins a ; 1–11 and spins a ; a number ending in 0 and spins a ; or a number ending in 1 and spins a . In such cases the player loses a turn.

Player 1 spins a . His game piece is on 15. He moves one space to 25 where there is a counter, which he captures.

m . u

2 2 3 4 5 6 7 8 9 10 11 12

WORK

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1 1 2 3 4 5 6 7 8 9 10 11

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0 0 1 2 3 4 5 6 7 8 9 10

• Ask children to look at the 1–100 chart on Factmaster 10-3. Allow them a few minutes to carefully examine it to find patterns of interest to them. • Ask: What patterns do you see? Answers will vary. Try to elicit the following discoveries: all the numbers in a column share the same ones digit; numbers increase by one when you move right one square and decrease by one when you move left one square; numbers increase by 10 when you move down one square and they decrease by 10 when you move up one square. • Explain to children that you are going to teach them a special maths code to describe movements on a 100s chart. 18 = 19 18 = 8 Display the following chart and review move right one move up one 18 = 40 square: add 1 square: subtract 10 move right 2 and the command of each arrow: down 2: add 2 then 18 = 17 18 = 28 • Provide children with a number of add 20 move left one move down one different codes. Start with one-step square: subtract 1 square: add 10 arrow codes and progress until they are comfortable with three-step codes; for example: 24. Model the process by placing an X on the starting square: 24. Place a cube on 24 and then move the cube to match the commands of the arrows: down 2, right 1 (+ 10, + 10, + 1 = 45).

r o e t s Bo r e p ok u S

LIST:

• Factmaster 10–3 (page 54) • Coloured cubes or counters (12 per pair of children) • Overhead projector copy of Factmaster 10–3 (page 54) for teacher demonstrations • Counter as a game piece • Paperclip and pencil + 0 1 2 3 4 5 6 7 8 9 10

UP:

o c . che e r o t r s super

Turnaround 0 + 10 = 10 1 + 10 = 11 2 + 10 = 12 3 + 10 = 13 4 + 10 = 14 5 + 10 = 15 6 + 10 = 16 7 + 10 = 17 8 + 10 = 18 9 + 10 = 19

COOL

1 11 21 31 41 51 61 71 81 91

2 3 12 22 23 33 42 43 52 53 62 63 72 82 83 92 93

4 5 14 16 24 26 34 35 36 44 45 46 56 64 65 66 74 75 76 84 85 86 94 96

7 8 9 17 18 27 28 29 38 39 47 48 49 57 58 59 68 69 77 78 79 87 88 89 97 98 99

10 20 30 50 60 70 80 100

DOWN:

• Put a blank addition chart on the OHP (Mathmaster 1, p. 72). Ask students to volunteer to fill in all the facts that can be solved using the Give me ten strategy. What fact is different from the rest? Why? 10 +10 = 20. It has a two in the tens place. StrADDegy

R.I.C. Publications® www.ricgroup.com.au

See you tomARROW

GAME TO PLAY

Use a pencil and a paperclip to make a spinner.

Objective: To be the player with the most number of cubes. Start:

Player 1 is the person with the longest hair.

Step 1:

Place 6 cubes each on the hundred chart.

Step 2:

Player 1 and Player 2 each place a game piece on any open square.

Step 3:

Player 1, spin the spinner. Move your game piece to match the spinner.

10 = 17

r o e t s Bo r e p ok u S

Step 4:

If you land on the square with a cube, you capture the cube.

Step 5:

Player 1 and Player 2 take turns until all 12 cubes are captured (or play for 15 minutes).

ARROW

ew i ev Pr

Teac he r

HOW

E ME TE IV G

SPINNER

w ww 31

30 40

. te43 44 45 46 47 48 49 o50 c . 52 53c 54 55 56 57 58 59 60 e her r o st s r u e p 62 63 64 65 66 67 68 69 70

100

m . u

R.I.C. Publications® www.ricgroup.com.au

StrADDegy

Factmaster 10–3

BUILD-A-BRIDGE

-A-BR I ILD U 8 + 5 = 13

The Build-a-bridge strategy covers 33 facts. + 0 1 2 3 4 5 6 7 8 9 10 0 0 1 2 3 4 5 6 7 8 9 10 1 1 2 3 4 5 6 7 8 9 10 11 2 2 3 4 5 6 7 8 9 10 11 12

Symbol: 10 Number of facts: 33 ( 7 + 4, 7 + 5, 7 + 6, 7 + 7, 7 + 8, 7 + 9, 8 + 3, 8 + 4, 8 + 5, 8 + 6, 8 + 7, 8 + 8, 8 + 9, 9 + 2, 9 + 3, 9 + 4, 9 + 5, 9 + 6, 9 + 7, 9 + 8, 9 + 9, 4 + 7, 5 + 7, 6 + 7, 3 + 8, 4 + 8, 5 + 8, 6 + 8, 2 + 9, 3 + 9, 4 + 9, 5 + 9, 6 + 9) Number of turnarounds: Twelve Facts with multiple strategies: See chart below

ew i ev Pr

Teac he r

10 + 3 = 13

FAST FACTS:

r o e t s Bo r e p ok u S

GE D

Strategy: Build-a-bridge

The work students have completed with the Hang ten and Give me ten strategies will have prepared them for the Build-a-bridge strategy. Build-a-bridge is used when one of the addends is a 7, 8 or 9 and the other number is large enough to cause the sum to be greater than 10. Children need to be able to devide the lesser addend to get a number that when added to the other addend creates 10. The remaining number is then added to 10 to get the sum. For example, when confronted with 7 + 4, children think, ‘What number must be added to 7 to make 10?’ (3). They devide 4 to make 3 + 1, mentally add the 3 to 7 to make 10 and then add the remaining 1 to make 11.

4 4 5 6 7 8 9 10 11 12 13 14 5 5 6 7 8 9 10 11 12 13 14 15

Hang ten

6 6 7 8 9 10 11 12 13 14 15 16

Count-on it

Doubles

7 7 8 9 10 11 12 13 14 15 16 17 8 8 9 10 11 12 13 14 15 16 17 18

None

Seeing doubles

Near-doubles

Two-away

7+7

7 + 6, 6 + 7 7 + 8, 8 + 7

7 + 5, 5 + 7 7 + 9, 9 + 7

9 9 10 11 12 13 14 15 16 17 18 19 10 10 11 12 13 14 15 16 17 18 19 20

w ww MATERIALS

LIST:

. te

• Overhead projector ten frames (Mathmaster 6, p. 78) • Number tiles and the 10 place value card (Mathmaster 3, p. 75) • Coloured counters • Overhead projector number line (Mathmaster 5, p. 77) • Connecting cubes • 10c coins • Number cards (Mathmaster 2, pp. 73–74) • Paperclips and pencils • Overhead projector • Coloured markers

Hang ten

Count-on it

m . u

3 3 4 5 6 7 8 9 10 11 12 13

Doubles

o c . che e r o t r s super 9s 0s

None

Hang ten

None

Seeing doubles

Near-doubles

8+8

8 + 7, 7 + 8 8 + 9, 9 + 8

Count-on it

None

Give me ten

Two-away

None

8 + 6, 6 + 8

Give me ten

Doubles

Seeing doubles

Near-doubles

Two-away

None

2+9 9+2

9+9

8 + 9, 9 + 8

9 + 7, 7 + 9

StrADDegy

Give me ten

None

R.I.C. Publications® www.ricgroup.com.au

WARM

UP:

8 + 5 = 13

• Place nine 10c coins on a ten frame on an OHP. Ask: How many more coins do you need to make a dollar? One. • Place another ten frame with seven coins on the OHP. Borrow one coin from the second frame to fill the first. How many coins left over? Six. How many coins in all? 16. 16 Interesting, 9 + 7 is the same as 10 + 6. +

Start with 9 + 7

Hand out one copy of Factmaster BB1 to each child and number cards and 18 10c coins to each pair of children. Model the game Frame it differently. HOW TO PLAY

FRAME

IT DIFFERENTLY

The object of the game is to be the first player to completely fill the On track board.  One player deals eleven cards to each player.  Player 1 spins the spinner and places that many coins on the top ten frame. Player 1 then chooses a card from his/her hand to complete the number sentence. The bottom ten frame is used to build the number shown on the card. Player 1 records the number sentence, then borrows coins from the bottom frame to make 10 and records the new number sentence; e.g. Player 1 spins an eight and chooses a four from his/her hand.

ATERIALS LIST:

• Factmaster BB1 (page 57) • Overhead projector ten frames (Mathmaster 6, p. 78) for teacher demonstrations • 18 10c coins for each pair of students, number cards (22, two each of 0–10, Mathmaster 2, p. 73–74), or number tiles (Mathmaster 3, p. 75) • Overhead projector 10c coins • Overhead projector

ew i ev Pr

Teac he r

GROUPING:

M r o e t s Bo r e p ok u S

• We call this strategy Build-a-bridge. • Repeat this activity, adding different numbers to nine each time. OUT:

10 + 3 = 13

Pairs

Move the coin from the second frame to make 10 in the first. 10 + 6 = 16

WORK

-A-BR I ILD U

GE D

Frame it differently - lesson plan

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Player 1 chooses a 4 from his hand.

Player 1 spins an 8.

Round

. te

Build-a-bridge

o c . che e r o t r s Player 1 colours the number on the On track board that matches thes r u e p sum. If the sum is already taken, Player 1 misses a turn. 1.

Spinner 8 +



Number sentence

Card 4

10 + 2 = 12

Player 1 uses the Build-a-bridge strategy to find the answer 10 + 2 = 12

 Player 2 follows the same procedure.  Players alternate turns until one player completely fills his/her On track gameboard.

COOL

DOWN:

• Ask: How much is 8 + 7? 15. How can the Build-a-bridge strategy help solve it? Invite a volunteer to demonstrate a solution using overhead ten frames, coins or connecting cubes. 56

m . u

R.I.C. Publications® www.ricgroup.com.au

StrADDegy

HOW

-A-BR I ILD U

GE D

Frame it differently

GAME

8 + 5 = 13

TO PLAY

r o e t s Bo r e p ok u S Spinner

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Round Number sentence

Build-a-bridge

m . u

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Teac he r

Objective: To be the first player to completely fill the On track board. 10 + 3 = 13 Start: Player 1 is the person with the most buttons on his/her shirt. Step 1: Player 1 deals 11 cards to each player. Step 2: Player 1 spins the spinner and places that many coins on the top ten frame. Player 1 then chooses a card from their hand and places that many coins on the bottom ten frame. Player 1 records the number sentence, then borrows coins from the bottom frame to make 10 in the top frame. Use a pencil and a paperclip Record the number sentence. to make a spinner. Step 3: Player 1 then colours the number on the On track board that matches the sum. If the sum is already taken, the player misses a turn. Step 4: Player 2 then has his/her turn.

Round Number sentence

Card Spinner Card . t o +e 10 + = 6. + 10 + c . ch e + 10 + = 7. + 10 + r er o st + s per + 10 + =u 8. 10 +

Spinner

1. 2. 3.

Build-a-bridge

= = =

10 +

10.

10 +

On track

11 Factmaster BB1

StrADDegy

R.I.C. Publications® www.ricgroup.com.au

WARM

UP:

8 + 5 = 13

• Place an X on the 8 on the overhead number line. The X is a bunny. Hold up a card with number 7 on it. Tells that this is how many hops the bunny will take. Ask: Help me find out where the bunny will end up. How many hops to 10? Two. How many hops left over? Five. Where is the bunny going to end up? 15. 8 + 7 is the same as 10 + 5. 2 0 1 2 3 4

5 6 7 8

GROUPING: Pairs

M r o e t s Bo r e p ok u S 9 10 11 12 13 14 15 16 17 18

10 + 5 = 15

ATERIALS LIST:

OUT:

Hand out one copy of Factmaster BB2 to each child and number cards to each pair of children. Model the game Bunnies in the hole. HOW TO PLAY

BUNNIES

IN THE HOLE

• Factmaster BB2 (page 54), overhead projector number line (Mathmaster 5, p. 77) for teacher demonstrations • Number cards or number tiles (20, two each of 0–9) (Mathmaster 2 or 3, p. 73– 75)

ew i ev Pr

• We call this strategy Build-a-bridge. We take the seven and divide it in two: 2 + 5. We chose these numbers because we wanted to build-a-bridge from the 8 to 10 (8 + 2 = 10). Once we have a 10, we simply use the Give me ten strategy to add the remaining 5 (10 + 5 = 15). When we see a 7, 8 or 9 in the fact, we can Build-a-bridge, which allows us to use our Hang ten and Give me ten strategies. • Repeat this activity, adding different numbers to 8 each time.

Teac he r

10 + 3 = 13

8 + 2 = 10

WORK

-A-BR I ILD U

GE D

Bunnies in the hole - lesson plan

5 6 7 8

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5 6 7 8

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9 10 11 12 13 14 15 16 17 18 19 20 3 9 10 11 12 13 14 15 16 17 18 19 20

 Player 1 colours the number on the Bunny in the hole track board that matches the sum. If the sum is already taken, Player 1 misses a turn.  Player 2 follows the same procedure.  Players alternate turns until one player completely fills his/her Bunnies in the hole track. Starting number

Hops to 10

Stop at 10

COOL

o c . che e r o t r s super E

Hops leftover

Bunny hole

Number sentence

+ +

= =

DOWN:

• Ask: How much is 8 + 4? 12. How can the Build-a-bridge strategy help solve it? Invite a volunteer to demonstrate a solution using an overhead number line. 58

m . u

 One player deals ten cards to each player.  Player 1 spins the spinner and places a counter on the number line to match the number spun. Player 1 then chooses a card from his/her hand to complete the number sentence. Player 1 hops to ten, before hopping to his new home. For example: Player 1 spins a 7 and chooses a 6 from his hand. Player 1 records the hops on the recording sheet.

R.I.C. Publications® www.ricgroup.com.au

StrADDegy

XAMPLE:

Player 1 spins a seven and places a counter on the 7 on the number line to match the spin. Player 1 selects six from the cards. Player 1 moves his/her counter to 10 before moving the final three hops to 13. Player 1 records his/ her work.

HOW

8 + 5 = 13

TO PLAY

Objective: To be the first player to completely fill his/her Bunnies in the hole track. Start: Player 1 is the student with the longest name. Step 1: Player 1 deals ten cards to each player. Step 2: Player 1 spins the spinner and places a counter on that number on the number line. He/She then choose a card from his/her hand. Step 3: Player 1 then hops to ten, before hopping the remainder of the number to his/her new home. Player 1 records the hops on the recording sheet. Player 1 colours the number on the Bunny in the hole track board that matches the sum. If the sum is already taken, Player 1 misses a turn. Step 4: Player 2 then has his/her turn. Players alternate turns.

10 + 3 = 13

Use a pencil and a paperclip to make a spinner.

r o e t s Bo r e p ok 9 u S Spinner

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Teac he r

-A-BR I ILD U

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Bunnies in the hole

GAME

3. 4. 5. 6P 7u 8b 9i 10 11t 12 13n 14 ©2R I C l ca i o s15 16 17 18 19 20 orr evi ewHops pu p oseson l y• Starting •f leftr Hops to 10 Stop at 10 Bunny hole Number sentence 0 1

over

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+ +

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+ +

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number

+o c . ch10e + e = + r o t r s s r u e p + = 10 +

= = =

Bunnies in the hole

11 Factmaster BB2

StrADDegy

R.I.C. Publications® www.ricgroup.com.au

WARM

-A-BR I ILD U

GE D

Blockers - lesson plan

8 + 5 = 13

UP:

• Place seven 10c coins on a ten frame on an OHP. Ask: How many more 10c coins do you need to make a dollar? Three. • Place another ten frame with five coins on the OHP. Borrow three coins from the second frame to fill the first. Ask: How many coins left over? Two. How many coins in all? 12. Interesting, 7 + 5 is the same as 10 + 2.

10 + 3 = 13

GROUPING: Pairs

M r o e t s Bo r e p ok u S

ATERIALS LIST:

Start with 7 + 5

Move the coins from the second frame to the first to make 10. 10 + 2 = 12

WORK

OUT:

Hand out one copy of Factmaster BB3 and two paperclips to each pair of children. Model the game Blockers. HOW TO PLAY

BLOCKERS

 Player 1 places one paperclip on a number in Grid 1 and another paper clip on a number in Grid 2.  Player 1 adds the two numbers and colours the matching sum on the Blockers gameboard. Note: Only one sum can be covered each turn.  Player 2 must move one, and only one, paperclip; either the paperclip on grid 1 or the paperclip on grid 2. Player 2 adds the two numbers and colours a corresponding sum on the Blockers gameboard.  Play continues with players alternating turns until one player colours three squares in a row horizontally, vertically or diagonally.

• Factmaster BB3 (page 62) • Overhead projector ten frames (Mathmaster 6, p. 78) for teacher demonstrations • Paperclips • Overhead projector 10c coins • Overhead projector • Two different-coloured markers

ew i ev Pr

Teac he r

• We call this strategy Build-a-bridge Build-a-bridge. • Repeat this activity, adding different numbers to 7 each time.

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12 13

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o c . che e r o t r s super 15 11 13

Player 1 places a paperclip on the 8 on Grid 1 and a 5 on Grid 2 and colours a 13 on the Blockers gameboard.

Grid 1

Grid 2 2

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StrADDegy

GE D

-A-BR I ILD U

Blockers continued …

8 + 5 = 13

COOL

• What can you do when you see an addition fact with a seven, eight or nine? Think Build-a-bridge. • Put a blank addition chart on the OHP (Mathmaster 1, p. 72). Ask students to volunteer to fill in all the facts that can be solved using the Build-a-bridge strategy.

r o e t s Bo r e p ok u S +

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Teac he r

10 + 3 = 13

DOWN:

6 6 8 9 10 11 12 13 14 © R. I . C. P7ub l i c at i ons 7 7 8 9 10 11 12 13 14 15 •f orr evi e w p ur posesonl y• 8 8 9 10 11 12 13 14 15 16 10

• Make an enlarged copy of the Build-a-bridge icon (page 79) and place it above a chart with all the Build-abridge facts. • Have children discuss the turnarounds.

o c . che e r o t r s super

StrADDegy

m . u

-A-BR I ILD U

GE D

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. te

8 + 5 = 13

10 + 3 = 13

7s 7 + 4 = 11 7 + 5 = 12 7 + 6 = 13 7 + 7 = 14 7 + 8 = 15 7 + 9 = 16

8s 8 + 3 = 11 8 + 4 = 12 8 + 5 = 13 8 + 6 = 14 8 + 7 = 15 8 + 8 = 16 8 + 9 = 17

R.I.C. Publications® www.ricgroup.com.au

9s 9 + 2 = 11 9 + 3 = 12 9 + 4 = 13 9 + 5 = 14 9 + 6 = 15 9 + 7 = 16 9 + 8 = 17 9 + 9 = 18

HOW

TO PLAY

-A-BR I ILD U

GE D

Blockers

GAME

8 + 5 = 13

Objective: To be the first player to colour three squares in a row, horizontally, vertically or 10 + 3 = 13 diagonally. Start: Player 1 is the person with the shortest name. Step 1: Player 1 places one paperclip on a number in Grid 1 and another paperclip on a number in Grid 2. Step 2: Player 1 adds the two numbers and colours the matching sum on the Blockers gameboard. Step 3: Player 2 must move only one paperclip (either on Grid 1 or Grid 2). Player 2 adds the two numbers and colours the matching sum on the Blockers gameboard. Step 4: Keep alternating turns.

Teac he r 12

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r o e t s Bo r e p ok u 11S 16 13 12 15 11 16 15 11

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Grid 2 2 62

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StrADDegy

9 Factmaster BB3

Three in a row - lesson plan

REVIEW

WARM

GROUPING: Pairs

MATERIALS

• Say: We have worked with a number of different strategies to learn our addition facts. Fantastic work. Many of the addition facts can be answered using a variety of different strategies. Does anyone have an example of such a strategy? Answers will vary. • Ask: Amazingly, with all these different strategies, there is still one fact that has never been reviewed. Anyone know which one it is? 6 + 3. • Ask children to develop a personal strategy to remember this fact. The act of giving the fact such prominence helps children internalise it. Possible strategies: write a poem for the fact; count-on by three, think of the fact as three 3s, think 6 + 4 =10, less 1 equals 9; 7 + 3 =10 less one equals 9 etc.

• Factmaster R1 (page 64) • Paperclips

ORK OUT

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r o e t s Bo r e p ok u S W :

LIST:

Teac he r

UP:

Hand out one copy of Factmaster R1 and two paperclips to each pair of children. Model the game Three in a row. HOW TO PLAY

THREE

IN A ROW

The object of the game is to be the first player to colour three squares in a row, horizontally, vertically or diagonally.  Player 1 places two paperclips 4 19 6 1 12 15 18 14 on any numbers below the 17 9 20 16 4 15 8 7 Three in a row gameboard 8 13 4 2 9 0 12 11 (both paperclips can be placed on the same number to create 11 5 14 12 5 6 17 13 a double). 4 8 0 9 16 11 14 8  Player 1 adds the two numbers 15 10 18 7 4 10 19 5 and colours the matching 16 7 10 6 20 12 13 10 sum on the gameboard. Note: Only one sum can be coloured 1 14 11 2 13 7 6 9 each turn.  Player 2 must move one, but 0 1 2 3 4 5 6 7 8 9 10 only one, paperclip to a new Player 1 covers a 3 and a 5 with paper clips number. Player 2 adds the and colours an 8 on the game board. two numbers and colours a corresponding sum on the gameboard.  Play continues with players alternating turns until one player colours three squares in a row horizontally, vertically or diagonally.

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o c . che e r o t r s super COOL

DOWN:

• Ask: What strategies did you use to help you get three in a row? StrADDegy

R.I.C. Publications® www.ricgroup.com.au

Three in a row

GAME

HOW

REVIEW

TO PLAY

Objective: To be the first player to colour three squares in a row, horizontally, vertically or diagonally. Player 1 is the student with the shortest hair.

Step 1:

Player 1 places two paperclips on any numbers on the number line below the Three in a row gameboard.

Step 2:

Player 1 adds the two numbers and colours the matching sum on the Three in a row gameboard.

Step 3:

Player 2 must move only one paper clip to a new number. Player 2 adds the two numbers and colours the matching sum on the Three in a row gameboard.

Step 4:

Keep alternating turns.

r o e t s Bo r e p ok u S

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Teac he r

Start:

5 o c . c e 10 her r 10 6 20 12 13 o st super

R.I.C. Publications® www.ricgroup.com.au

StrADDegy

Factmaster R1

Hex - lesson plan

REVIEW

WARM

• Say: We have spent a number of days learning our facts. Write an explanation for some of the strategies you have learned in your maths journal. Make sure you identify when it makes sense to use each strategy.

GROUPING: Pairs

WORK

OUT:

Hand out one copy of Factmaster R2 and two paperclips to each pair of children. Model the game Hex.

r o e t s Bo H r e p ok u S

LIST:

HOW TO PLAY

The object of the game is to be the first player to colour a clear pathway from one side of the Hex gameboard to the other.

 Player 1 places two paperclips on any numbers below the Hex gameboard (both paperclips can be placed on the same number to create a double).  Player 1 adds the two numbers and colours a matching sum on the Hex gameboard. Note: Only one sum can be covered each turn.  Player 2 must move one, but only one paperclip to a new number. Player 2 adds the two numbers and colours a corresponding sum on the gameboard.  Play continues with players alternating turns until one player has completed a path from one side of the Hex gameboard to the other. Note: Player 1 attempts to build a path running button/top while Player 2 builds a path running top/bottom.

ew i ev Pr

• Factmaster R2 (page 66) • Paperclips

Teac he r

MATERIALS

UP:

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o c . che e r o t r s super

0 1 2 3 4 5 6 7 8 9 10

Player 1 places the paperclips onto the 2 and the 6 to create the sum 8. Player 1 colours the 8 on the north end of the board to complete a winning path.

COOL

DOWN:

• Ask: What strategies did you use to help you find your winning path? StrADDegy

R.I.C. Publications® www.ricgroup.com.au

REVIEW

. te

R.I.C. Publications® www.ricgroup.com.au

StrADDegy

o c . che e r o t r s super

m . u 4 5 6

Teac he r

Hex

ew i ev Pr

w ww

TO PLAY

GAME

Objective: To be the first player to create a clear pathway from one side of the Hex gameboard to the other.

HOW

Player 1 is the person with the least number of buttons on their shirt.

Player 1 places two paperclips on any numbers on the number line below the Hex gameboard (both paperclips can be placed on the same number to create a double). Player 1 adds the two numbers and colours the matching sum on the Hex gameboard. Player 2 must move only one paperclip to a new number. Player 2 adds the two numbers and colours the matching sum on the Hex gameboard. Keep alternating turns. Player 1 attempts to build a path running bottom/top while Player 2 builds a path running top/bottom.

Start:

Step 1:

Step 2:

Step 3:

Step 4:

r o e t s Bo r e p ok u S

Factmaster R2

Bingo - lesson plan

IE REV W

WARM

• Spend a minute writing in your journal the maths facts that you would like to be able to answer faster and more accurately.

GROUPING: Pairs

MATERIALS

UP:

WORK

Hand out one copy of Factmaster R3 to each child along with coloured counters and a deck of number cards (Mathmaster 2). Explain the game Bingo.

r o e t s Bo B r e p ok u S

LIST:

HOW TO PLAY

INGO

The object of the game is to be the first player to cover five numbers in a row, horizontally, vertically or diagonally.

ew i ev Pr

• Factmaster R3 (page 68) • A deck of 22 number cards (two each of 0–10) (Mathmaster 2, pp. 73–74) • Coloured counters as Bingo chips

Teac he r

OUT:

 Fill your bingo card with numbers from 0 to 20 (children choose any numbers they like and can repeat numbers as often as they wish).  Turn the number cards face down in a pile.  Turn over two cards, add them to find a sum.  If the sum matches a number on your card, cover it with a counter (only one number can be covered each turn).  Place those cards in a discard pile and turn over two new cards from the playing deck. When the deck is gone, shuffle the discarded cards and start again.  The first player to cover a row of five numbers horizontally, vertically or diagonally wins.

w ww

. te

DOWN:

• Depending on the group of children, you may wish to explore the likelihood of each sum. The 10 is most likely, while there is only one combination of digits that creates the 0 and the 20.

+ 0 1 2 3 4 5 6 7 8 9 10

0 0 1 2 3 4 5 6 7 8 9 10

1 1 2 3 4 5 6 7 8 9 10 11

2 2 3 4 5 6 7 8 9 10 11 12

3 3 4 5 6 7 8 9 10 11 12 13

o c . che e r o t r s super

0 1 2 3 4

StrADDegy

5 6

4 4 5 6 7 8 9 10 11 12 13 14

5 5 6 7 8 9 10 11 12 13 14 15

6 6 7 8 9 10 11 12 13 14 15 16

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COOL

7 7 8 9 10 11 12 13 14 15 16 17

8 8 9 10 11 12 13 14 15 16 17 18

9 9 10 11 12 13 14 15 16 17 18 19

10 10 11 12 13 14 15 16 17 18 19 20

7 8 9 10 11 12 13 14 15 16 17 18 19 20 R.I.C. Publications® www.ricgroup.com.au

Bingo

GAME

HOW

IE REV W

TO PLAY

Objective: To be the first player to cover five numbers in a row, horizontally, vertically or diagonally.

Step 1:

Fill your Bingo card with numbers from 0 to 20 (you can even repeat numbers if you like).

Step 2:

Turn the number cards face down in a pile.

Step 3:

Turn over two cards, add them to find a sum. If the sum matches a number on your card, cover it with a counter.

Step 4:

Place those cards in the discard pile and turn over two new cards from the playing deck. When the deck is gone, shuffle the discarded cards and start again.

ew i ev Pr

Teac he r

r o e t s Bo r e p ok u N G O SI

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Free

o c . che e r o t r s super

R.I.C. Publications® www.ricgroup.com.au

StrADDegy

Factmaster R3

Domino compare - lesson plan

REVIEW

WARM

• Provide children with time to explore and share their past experiences with dominoes. • Explain that the dots on the dominoes are called ‘pips’. • Hold up a domino and ask children to quickly tell you how many pips are on the domino altogether.

GROUPING: • Three or four players

r o e t s Bo r e p ok : D u S WORK

MATERIALS

OUT:

Hand out a set of double-nine dominoes to each group of children. Model the game Domino compare.

LIST

HOW TO PLAY

OMINO COMPARE

The object of the game is to collect all 55 dominoes.  Place the dominoes face down on the playing surface.  Players each turn over a domino and find the sum of the pips.  The player with the greatest sum wins all of the dominoes from the round.  In the case of a tie, the players who have tied turn over one more domino. The player with the greater number wins all the dominoes in the round.  Continue play until one player has all 55 dominoes, or until a predetermined time limit expires (15 minutes). At the end of the time interval, the player with the greatest number of dominoes wins.

ew i ev Pr

• A set of double-nine dominoes (Mathmaster 8, pp. 81–82) for each group of children

Teac he r

UP:

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Player 2

Player 3

Player 4

m . u

Player 1

Player 3 has the greatest sum and captures all four dominoes.

COOL

DOWN:

o c . che e r o t r s super

• Ask: Which dominoes were hard to add quickly? Answers will vary.

StrADDegy

R.I.C. Publications® www.ricgroup.com.au

Problem bank These problems can be presented on the OHP or used as activities. Wherever children encounter an open box, they turn over a number card or number tile (Mathmaster 2 or 3, pp. 73–75) to find the quantities to be used in the problem.

JOIN

PROBLEMS: RESULT UNKNOWN

 Terry has

gold coins in his coat pocket. He finds

gold coins in his sock. How many

r o e t s Bo r e p ok u S

gold coins does Terry have in total?

more. How many biscuits does Billy have now?

 At the start of the hockey game there were eight players.

more joined the game. How many

ew i ev Pr

Teac he r

 Billy had six biscuits. George gave him

players are there now?

 Marina collects rare coins. She had

coins. Her sister gave her eight more. How many coins

does Marina have now?

JOIN

PROBLEMS: CHANGE UNKNOWN

10c coins. When he gets ten 10c coins, he can change them for a dollar. How many

 Michael wants a pencil that costs 15c. He has

. te :

m . u

w ww

more 10c coins does he need?

cents. How many more cents does he need?

o c . c e  Irfan had some paperclips. Heh found more in the drawer. Irfano nowr has 12 paperclips. How e t r s uper many paperclips did Irfan begin with? s JOIN

PROBLEMS START UNKNOWN

 Kira had some lovely seashells. Terrence gave her

more. Kira now has 16 shells in her

collection. How many did she start with?

R.I.C. Publications® www.ricgroup.com.au

StrADDegy

Problem bank PART-PART-WHOLE 

PROBLEMS: UNKNOWN

Tate loves animals. She has

dogs and

cats. How many animals does Tate have

altogether? 

Jamie has

hardcover books and seven softcover books. How many books does he have in total?



Jack and Jill ran up the hill. Jack fell down

r o e t s Bo r e p ok u S times. Jill fell down

times. How many times



Frankie juggles fruit. He has eight apples and

PART-PART-WHOLE

  

oranges. How many pieces of fruit can he juggle?

ew i ev Pr

Teac he r

did they fall down altogether?

PROBLEMS: PART UNKNOWN

Holly has twelve bunnies.

of her bunnies are girls. How many are boys?

© R. I . C Pu b l i c at i o ns are. coloured, the rest are white. How many are white? • f orr evi ew pur posesonl y • Roberto has twenty marbles. Some are a solid colour, some are striped. If are solid, how many Anna has ten T-shirts.

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COMPARE

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m . u

are striped? PROBLEMS



Nishaant has

stuffed animals. Thomas has six more stuffed animals than Nishaant. How many



o c . There are eight hot When all the hot dogs are placed into buns,e there are cdogs. h r er o How many buns are there? st super



There are seven pictures. When all the pictures are framed, there are

stuffed animals does Thomas have?

buns leftover.

frames left over. How many

frames are there? 

Bryanne has

10c coins and some $1 coins. She has

more $1 coins than 10c coins. How

many $1 coins does she have?

StrADDegy

R.I.C. Publications® www.ricgroup.com.au

r o e t s Bo r e p ok u S

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Teac he r

M TH AS

Blank addition chart

8 9 10

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R.I.C. Publications® www.ricgroup.com.au

StrADDegy

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

M TH AS

Number cards

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StrADDegy

R.I.C. Publications® www.ricgroup.com.au

r o e t s Bo r e p ok u S

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m . u

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Teac he r

M TH AS

Number cards

o c . che e r o t r s super 9

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StrADDegy

Teac he r

r o e t s Bo r e p ok u S

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M TH AS

Number tiles

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Place value cards

0 re.co

er o st super

0 StrADDegy

R.I.C. Publications® www.ricgroup.com.au

0 1

M TH AS

Near-doubles dominoes

4 5

5 6

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1 2 upe2rsto3reBoo3k 4 6 7

0 0

1 1.

2 2

3 3

5 5

6 6

8 8

9 9

4 4 7 7 76

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StrADDegy

9 10 11 12 13 14 15 16 17 18 19 20

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7 8

4 5

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0 1

M TH AS

StrADDegy

R.I.C. Publications® www.ricgroup.com.au

r o e t s Bo r e p ok u S

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Teac he r

M TH AS

Ten frames

o c . che e r o t r s super

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StrADDegy

Teac he r

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E ME TE V I G

r o e t s Bo r e p ok u S 10

6 4

NG TE N HA

M TH AS

StrADDegy icons

10 = 17

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NG DOUB I E

8 + 5 = 13 2 2 . t e o c . c e r 10 + 3 = h 13e o t r s super 2

GE D

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-A-BR I ILD U

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r o e t s Bo r e p ok u S

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r o e t s Bo r e p ok u S

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r o e t s Bo r e p ok u S

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