Count on, Build to 10 when adding Level 3 Module 1 Addition Number Facts: +1, +2, +3 “Count on” & “Build to 10” Strategies

© Professor Pete's Classroom. All rights reserved. Index Think Bubble Mathematics: Level 3 Module 1 © Professor Pete's Classroom. All rights reserved.

Think Bubble Math: Level 3 Overview Module 1: 242731_TBM301_Addition _facts_Strategies_I.pptx Module 2: 242735_TBM302_Addition _facts_Strategies_II.pptx Module 3: 242741_TBM303_Addition _facts_Strategies_III.pptx Module 4: 240501_TBM304_Hundreds _Tens_Ones_regrouping.pptx Module 5: 241610_TBM305_Fractions _written_fold_shapes_NL.pptx © Professor Pete's Classroom. All rights reserved.

Level 3 Modules & Practice Sets Counting on Build to 10 Lessons 1-4 Practice Set 1 Subsets A-E Module 2: Doubles special cases Practice Set 2 Subsets F-J Module 3: Near 10 facts remaining facts Practice Set 3 Subsets K-O THIS MODULE © Professor Pete's Classroom. All rights reserved.

Think Bubble Math Worksheets: Many lessons are supported by corresponding worksheets Purchasers: Included in zip file for download Members: Access via profpete.com in TBM section Some lessons recommend that students use hands-on materials 243504_TBM102_WS_Counting_on_back_1_2_3 © Professor Pete's Classroom. All rights reserved.

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Addition Facts I Strategies ACMNA055 Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation (c) Professor Pete's Classroom, 2017. All rights reserved.

Weeks 1, 2 & 3 Addition Number Facts: Overview Weeks 1-3 (lessons): The addition number facts are taught over the first 3 weeks of this Level 3 Think Bubble series Week 1 Lesson 1: +1 and +2 Lesson 2: +3 Lesson 3: Rainbow facts/Build to 10 facts Lesson 4: Revise facts so far Week 2 Lesson 1: Doubles Lesson 2: Doubles+1 Lesson 3: +0, +10 as Special Cases Week 3 Lesson 1: +9 Near 10 Lesson 2: +8 Near 10 Lesson 3: +9, +8 turnarounds Lesson 4: Remaining facts 7+5, 7+4 Daily Practice Sets: Practice Sets 1, 2 & 3 complement the Daily Lessons Each Practice Set has 5 Modules, containing 20 slides each: For each day of lessons there is a matching Module with animations to support students’ memorization of those number facts Week 1/2/3: 4 Lessons with 5 Practice Sets Lesson 1 has a matching Practice Set A Lesson 2 has a matching Practice Set B Lesson 3 has a matching Practice Set C Lesson 4 Practice Set D has revision questions Set E has revision questions only (no lesson plan attached) (c) Professor Pete's Classroom, 2017. All rights reserved.

© Professor Pete's Classroom. All rights reserved. Recommendations Weeks 1-3: Use daily lessons 1-4 on four days per week to develop students’ visualization of addition strategies Each day Monday to Thursday Teach the lesson with the strategy for that day Followed by a Practice Set for that day Practice Set Module 1 follows Lesson 1 Practice Set Module 2 follows Lesson 2 Practice Set Module 3 follows Lesson 3 Practice Set Module 4 follows Lesson 4 Friday has no new strategy so is a revision day Practice Set Module 5 is for revision (no lesson) All the addition strategies are covered in the 3 week block © Professor Pete's Classroom. All rights reserved.

Assumed Prior Knowledge Students should already be able to: Subitize ten frames of numbers to 20 using rows and pairs layouts Read and write and understand the “+” symbol Count on from any starting number Add using a number line (c) Professor Pete's Classroom, 2017. All rights reserved.

© Professor Pete's Classroom. All rights reserved. The Count On Strategy Counting is an obvious strategy for figuring out addition and subtraction facts However, it is slow and cumbersome for addends above 3 Therefore, “counting on” is recommended only for +1, +2 and +3 facts Similarly for subtraction, we recommend counting back for -1, -2 and -3 facts Encourage students to count silently, “in their heads” at first When they are ready, encourage them to simply recall the facts Start with counting on and back by 1, referring to the “number after” and the “number before” For +2, +3, -2 and -3 facts, encourage students to whisper the intermediate numbers, and say only the final number out loud © Professor Pete's Classroom. All rights reserved.

Counting on 1, 2, and 3 on a Number Line Number lines are useful for addition when counting on 1, 2 or 3 Finger counting may become a habit that is extremely difficult to break It is much better to develop thinking skills for students to visualize numbers and their relationships Counting on by starting back at one is the most inefficient method of all To break this habit, cover the beginning of the number line, encouraging students to count on from the starting number Number lines show students numbers in relation to each other 5 + 3 = 8 “six” “seven” “eight”

Counting on 1, 2, and 3 on a Number Line Play games such as “I am thinking of a number that is 1, 2 or 3 after…” With add 3, have the students start saying the number straight after the initial number, then encourage students to whisper the first two numbers and say the last one louder If the first number is repeated before starting counting on, it is difficult for students to know how many have been counted Use turnarounds for 1, 2 or 3 added to larger numbers See the example below: 2 + 9 = 11 “ten” “eleven”

© Professor Pete's Classroom. All rights reserved. Building to ten Knowing the pairs whose sum is ten is very useful These facts can easily be seen using a single ten frame Use of double ten frames allows for the extension of number facts bridging over ten in more complex examples © Professor Pete's Classroom. All rights reserved.

Building to Ten with Ten Frames 11 Ten frames are an extremely efficient way for students to visualize two numbers added They do require students to be able to subitize (recognize instantly) numbers to 10 and then to 20, in the both rows and pairs layouts The vertical position of the ten frames is preferable as it allows for students to see a full ten as 1 ten in a teen number When adding a larger number to 1, 2 or 3, use the turnaround fact by always starting with the larger and adding 3 to it When finding answers, do not allow students to count the counters encourage them to picture the new number or count on in their head. 8 + 3 = Click Shift-F5 to animate the counters © Professor Pete's Classroom. All rights reserved.

Ten Frames: Rows or Pairs? Which layout is best: rows or pairs? Both layouts are important as they display different aspects of the same number sentence The layouts of the pairs (red and cyan) is easier to see as 4 + 3 than the rows (purple and cyan) In the second example of 5 + 2, the rows layout is easier to visualize than the pairs The rows layout is not used for this addition example 4 + 3 = 7 The pairs layout is not used for this addition example 5 + 2 = 7 © Professor Pete's Classroom. All rights reserved.

Ten Frames: Rows or Pairs? We have designed slides to show only the clearest layout for each number fact In general the pairs layout is used for +1, 2, 3, near ten addition and for building to ten facts (rainbow facts) Rows layout is used for +5 and where the numbers add to 5 Being able to subitize with both layouts is important for the “doubles” and “doubles plus one” strategies 8 + 8 = 16 8 + 9 = 17 © Professor Pete's Classroom. All rights reserved.

Supporting Resources: Resources at profpete.com Gadgets Interactive Software Addition Number Facts: Teaching Strategies Introductory Addition: Count On 1 Introductory Addition: Count On 2 Introductory Addition: Count On 3 Introductory Addition: Rainbow Facts Addition Flash Cards to 20: Count on 1, 2 & 3 Number Lines to 20 Addition Flash Cards to 20: Rainbow Facts Gadgets Number Facts: Template Fact Families Addition & Subtraction Addition Facts I Daily Practice Set [PowerPoint TBM301P] Count On and Back 1, 2, 3 [PowerPoint TBM102] Ten Frame Gadget Number Facts Gadget (c) Professor Pete's Classroom, 2017. All rights reserved.

Addition Facts with Ten Frames Gadget For extended use with all variations of addition ten frames, go to Ten Frames Gadget This gadget allows you to randomly select a set of number facts, with any layout The Gadget is fully customizable for a variety of early number topics Customizable Rows/pairs Vertical/horizontal Single/ double Addition/subtraction Number facts sets Random number generator Key in own number sentences © Professor Pete's Classroom. All rights reserved.

(c) Professor Pete's Classroom, 2017. All rights reserved. Lesson 1: Counting on +1, +2 ACMNA055 Recall addition facts for single-digit numbers… to develop increasingly efficient mental strategies for computation (c) Professor Pete's Classroom, 2017. All rights reserved.

Counting helps us learn plus one, two and three facts Add One, Count on One To add 1 we count on the number that comes next Think: count on one. Don’t use your fingers! Counting helps us learn plus one, two and three facts 9 8 + 1 = “nine” Have students say the number after 8 Discourage counting on fingers; encourage thinking Have students write just the answers or write the whole number sentence as you go

Add Two, Count on Two To add 2 we count on the two numbers that come next Whisper the first number then say the second number louder Think: Count on two. Don’t use your fingers! 8 6 + 2 = “seven” Have students say the two next numbers Encourage students to initially whisper the first number and say the second one louder As students become more confident, have students mouth, and later, think the first number, then say the second number “eight”

12 Add Two, Count on Two 2 + 10 = Use the turnaround When adding a larger number to a smaller number, start at the larger number and count on the smaller 12 2 + 10 = When adding a larger number to 1, 2 or 3, always use the turnaround. It is quicker. Remember to say the next number softly and then say the answer

© Professor Pete's Classroom. All rights reserved. Add One or Two Picture one more with the 8 The counter is just added to the 8 already there Can you picture it? 8 + 1 = 9 Encourage students to picture in their minds the original number and the two added There is never any need to count the first counters (the larger number). Students should be able to subitize the number already. © Professor Pete's Classroom. All rights reserved.

© Professor Pete's Classroom. All rights reserved. Add One or Two Picture the 2 and add 1 2 + 1 = 3 This easy number fact should never need counting © Professor Pete's Classroom. All rights reserved.

© Professor Pete's Classroom. All rights reserved. Add One or Two Picture the 6 and add 2 6 + 2 = 8 Encourage students to picture in their minds the original number and the two added Count only if absolutely necessary © Professor Pete's Classroom. All rights reserved.

Add One or Two Turnarounds We start with the larger number, 7 Picture the extra one being added 1 + 7 = 8 © Professor Pete's Classroom. All rights reserved.

© Professor Pete's Classroom. All rights reserved. Add One or Two Picture the 4 and another 2 The counters are just added to the 4 already there 4 + 2 = 6 © Professor Pete's Classroom. All rights reserved.

Add One or Two Turnarounds 5 Always start with the larger number and add the smaller Picture the 3 and another 2 2 + 3 = Encourage students to picture in their minds the original number and the two added © Professor Pete's Classroom. All rights reserved.

Add One or Two Turnarounds Picture the 5 and another 2 The counters are just added to the 5 already there 2 + 5 = 7 Tell students that it is easier to count on 2 than add five So the number fact can be turned around The ten frame is the same as the counters don’t show order © Professor Pete's Classroom. All rights reserved.

(c) Professor Pete's Classroom, 2017. All rights reserved. Lesson 2: Counting on 3 ACMNA055 Recall addition facts for single-digit numbers… to develop increasingly efficient mental strategies for computation (c) Professor Pete's Classroom, 2017. All rights reserved.

Add Three, Count on Three To add 3 we count on the three numbers that come after the starting number Whisper the first two numbers then say the third number louder Think: Count on three. Don’t use your fingers! Counting on three facts are the last “counting facts” 8 5 + 3 = “six” Have students say the next three numbers Discourage counting on fingers; encourage thinking Encourage students to initially whisper the first two numbers and say the last one louder As students become more confident, have students mouth, and later, think the two intermediate numbers, then say the last number “seven” “eight”

9 Add Three Turnarounds 3 + 6 = Use the turnaround When adding a larger number to a smaller number, start at the larger number and count on the smaller Whisper the first two numbers then say the third number louder Think: count on three. Don’t use your fingers! 9 3 + 6 = “seven” When adding a larger number to 1, 2 or 3, always use the turnaround. It is quicker. Remember to say the next two numbers softly and then say the answer “eight” “nine”

© Professor Pete's Classroom. All rights reserved. Add Three Picture the 5 and another 3 Adding 3 counters is easy since the first 5 fills the first column 5 + 3 = 8 Allow students to picture the counters on the ten frames Discuss what is happening with the animation Have students write the number sentence © Professor Pete's Classroom. All rights reserved.

© Professor Pete's Classroom. All rights reserved. Add Three This question shows two sets of three matching each other to make 3 pairs, or 6 3 + 3 = 6 Encourage students to picture in their minds the original number and the two added Both pairs and rows layouts are used here and illustrate the double clearly © Professor Pete's Classroom. All rights reserved.

© Professor Pete's Classroom. All rights reserved. Adding 1, 2, 3 with Ten Frames Picture the 4 and add 3 Adding 3 counters here is easy 4 + 3 = 7 Allow students to picture the extra counters on the ten frames Discuss what is happening with the animation Have students write the number sentence or the answer © Professor Pete's Classroom. All rights reserved.

© Professor Pete's Classroom. All rights reserved. Add Three Turnarounds Picture the 9 and another 3 One counter will need to move to the first ten frame to fill it, then we have a ten and 2 ones 3 + 9 = 12 Discuss the idea that we form tens whenever possible to figure out the number Ask students to visualize the counter moving before watching the animation © Professor Pete's Classroom. All rights reserved.

© Professor Pete's Classroom. All rights reserved. Add Three Picture the 8 and add 3 Two counters will need to move to the first ten frame to fill it, then you have a ten and a one 8 + 3 = 11 Allow students to picture the counters on the ten frames before watching the animation Discuss what is happening with the animation Have students write the number sentence or the answer © Professor Pete's Classroom. All rights reserved.

© Professor Pete's Classroom. All rights reserved. Add Three Picture the 6 and another 3 Adding 3 counters here is easy to picture 3 + 6 = 9 Allow students to picture the counters on the ten frames Discuss what is happening with the animation Have students write the number sentence or the answer © Professor Pete's Classroom. All rights reserved.

Lesson 3: Adding build to 10 facts ACMNA055 Recall addition facts for single-digit numbers… to develop increasingly efficient mental strategies for computation (c) Professor Pete's Classroom, 2017. All rights reserved.

9 + 1 = 10 1 + 9 = 10 Rainbow Facts, Build to 10 Look at the two colours which fill the ten frame Which pair of numbers that build to 10 can you see? Rainbow facts will fill a ten frame 9 + 1 = 10 1 + 9 = 10 Discuss “rainbow facts”: pairs whose sum is 10. These facts build to ten. Talk about the turnaround facts on each slide © Professor Pete's Classroom. All rights reserved.

© Professor Pete's Classroom. All rights reserved. Rainbow Facts, Build to 10 Which pair of numbers that build to 10 can you see? 8 + 2 = 10 2 + 8 = 10 There is no need to write all these examples; just flick through the slides having the students notice the patterns © Professor Pete's Classroom. All rights reserved.

© Professor Pete's Classroom. All rights reserved. Rainbow Facts, Build to 10 Which pair of numbers that build to 10 can you see? 7 + 3 = 10 3 + 7 = 10 © Professor Pete's Classroom. All rights reserved.

© Professor Pete's Classroom. All rights reserved. Rainbow Facts, Build to 10 Which pair of numbers that build to 10 can you see? 6 + 4 = 10 4 + 6 = 10 © Professor Pete's Classroom. All rights reserved.

© Professor Pete's Classroom. All rights reserved. Rainbow Facts, Build to 10 Here is the last one! There are no turnarounds for this one: Why not? 5 + 5 = 10 Discuss the fact that doubles facts don’t have turnaround facts to remember © Professor Pete's Classroom. All rights reserved.

Missing Numbers with Build to Ten Facts 1 Say the missing number needed to fill the ten frame 9 + = 10 Have students write or say each missing number or number sentence as you progress through the slides © Professor Pete's Classroom. All rights reserved.

Missing Numbers with Build to Ten Facts 2 Say the missing number needed to fill the ten frame 8 + = 10 © Professor Pete's Classroom. All rights reserved.

Missing Numbers with Build to Ten Facts 3 Say the missing number needed to fill the ten frame 7 + = 10 © Professor Pete's Classroom. All rights reserved.

Missing Numbers with Build to Ten Facts 4 Say the missing number needed to fill the ten frame 6 + = 10 © Professor Pete's Classroom. All rights reserved.

Missing Numbers with Build to Ten Facts 5 Say the missing number needed to fill the ten frame What do you notice this time? 5 + = 10 Again, this double fact stands out from the other rainbow facts because there is no turnaround fact © Professor Pete's Classroom. All rights reserved.

© Professor Pete's Classroom. All rights reserved. The Build to Ten Facts: Write the rainbow facts Can you remember them all? __+ __= 10 9 + 1 = 10 8 + 2 = 10 7 + 3 = 10 6 + 4 = 10 5 + 5 = 10 Have students write all the rainbow facts they can remember Ask students to include turnarounds if you would like © Professor Pete's Classroom. All rights reserved.

Missing Numbers with Rainbow Facts Say the missing number needed to fill the ten frame 1 + = 10 9 Have students say the missing number as you progress through the slides Discuss the fact that the largest number is added to the ten frame at the bottom, as that is the number to start from © Professor Pete's Classroom. All rights reserved.

Missing Numbers with Rainbow Facts Say the missing number needed to fill the ten frame 2 + = 10 8 © Professor Pete's Classroom. All rights reserved.

Missing Numbers with Rainbow Facts Say the missing number needed to fill the ten frame 3 + = 10 7 © Professor Pete's Classroom. All rights reserved.

Missing Numbers with Rainbow Facts Say the missing number needed to fill the ten frame 4 + = 10 6 © Professor Pete's Classroom. All rights reserved.

Lesson 4: Revise count on 1, 2, 3 Build to 10 ACMNA055 Recall addition facts for single-digit numbers… to develop increasingly efficient mental strategies for computation (c) Professor Pete's Classroom, 2017. All rights reserved.

Add Three, Count on Three Think: count on three. Don’t use your fingers! Practise your addition facts to remember them faster 13 3 + 10 = This lesson contains revision questions like those in the previous three lessons Encourage students to visualize the numbers and to aim for speed of recall

© Professor Pete's Classroom. All rights reserved. Add One or Two Picture the 5 and another 2 5 + 2 = 7 We always start with the larger number Have students write the number sentence © Professor Pete's Classroom. All rights reserved.

Add Two, Count on Two Use the turnaround fact (start with 7) 2 + 7 = 9

© Professor Pete's Classroom. All rights reserved. Add One or Two Picture the 6 and another 2 6 + 2 = 8 © Professor Pete's Classroom. All rights reserved.

© Professor Pete's Classroom. All rights reserved. Add One or Two 6 Picture the 4 and another 2 4 + 2 = © Professor Pete's Classroom. All rights reserved.

© Professor Pete's Classroom. All rights reserved. Add Three Adding 3 and 3 shows three pairs 3 + 3 = 6 © Professor Pete's Classroom. All rights reserved.

Add Three, Count on Three 4 3 + 1 =

Missing Numbers with Rainbow Facts Say the missing number 5 + = 10 5 © Professor Pete's Classroom. All rights reserved.

© Professor Pete's Classroom. All rights reserved. Add Three Picture the 8 and another 3 8 + 3 = 11 © Professor Pete's Classroom. All rights reserved.

Missing Numbers with Rainbow Facts 6 Say the missing number 4 + = 10 © Professor Pete's Classroom. All rights reserved.

© Professor Pete's Classroom. All rights reserved. Add Three 9 6 + 3 = © Professor Pete's Classroom. All rights reserved.

Missing Numbers with Rainbow Facts 8 2 + = 10 © Professor Pete's Classroom. All rights reserved.