1. Teaching addition
plus

2. Before we can start to teach children how to calculate we teach them about the concept of more and less. As well as have we the same?

3. Addition happens when we gain more.
The key factor to finding an answer is can your child count reliably ?
We teach 1:1 correspondence and a concrete understanding of number before we start addition.

4. So once children understand that 5 means 5 things and they count reliably saying the numbers in order they start to understand the number line.
As we go up we get more! So we teach 1 more then 2 more so they understand the answer is a larger number.

5. When children have the basic mental understanding of number and remember the number line they are ready to add.
We teach lots
of vocabulary
they need to
know .

6. We start practically to check children understand the vocabulary, use it correctly and most importantly remember the key factor of counting reliably!!
But children quickly start to see that we make numbers up by combining other numbers if we use other manipulatives such as numicon. These are number bonds.

7. Plus + Equals = Let’s not forget the power of our fingers.
-> Show me 6!
As we move onto the recording of sums we let children show us with pictures first. Jottings become so important as they move through school.
The children do not need to learn a formal method yet.
Recording in number sentences brings new vocabulary again.
Plus +
Equals =

8. As children understand they combine 2 sets to add they also need to understand they count on to add. This can then extend them to higher numbers.

9. If we recall bonds of numbers we can then recall pairs of numbers as we add to make it simpler.= = =
= 12
This splitting numbers is called PARTITIONING.
The key bonds to start learning are doubles and the number bonds to 10.

10. Using known facts and place value to calculate addition.
We try to simplify calculations we do mentally so…
14 + 4=
Take off the 10 first and calculate
4 + 4 = 8
Then add in the 10
so = 18

11. What do we mean by place value
What do we mean by place value? Tens and Ones The digit 5 occurs in each of these numbers: It has a a different value in each case because of its position. In 15 the 5 stands for 5 ones. In 56 the 5 stands for 5 tens. In 75 the 5 stands for 5 ones.

12. Partitioning using place value into tens and ones.
= ?
It does help to see it visually so children still work practically but also need to remember to make jottings even with larger 2 digit additions.

13. So we continue to use number lines to develop their understanding.
How to count on in tens and ones = =
= 35

14. Partitioning and bridging through 10
The steps in addition often bridge through a multiple of 10
e.g. Children should be able to partition the 7 to relate adding the 2 and then the 5.
8 + 7 = 15

15. Adding 9 or 11 by adding 10 and adjusting by 1
e.g. Add 9 by adding 10 and adjusting by 1
= 44

16. Using the inverse relationship
If you draw a long rectangular box and then label it with the total number.
Underneath it you can then have another box with the number bonds to make that number.
This is called the Singapore bar method because children in Singapore are taught from a very early age to solve problems using the bars.
To find out more go to 15 15

17. 1 2 3 4 5 6 7 8 9 10 Please don’t show you are scared of maths!
HELPING AT HOME
Please don’t show you are scared of maths!
Make a simple peg abacus to hang up.
Play more board games eg. monopoly.
Use 2 dice in every game.
Play number pairs- who can be closest to 10, 20, 100 depending on ability.
Add in strategy by playing games rather than straight recall or rote learning.
-> We need mathematical thinkers !!! 1 2 3 4 5 6 7 8 9 10