1. Connecting Academics & Parents
Academic seminars to sharpen skills and build understanding in
Basic Fact Strategies:
Counting on and Making a Ten
Step by step directions:
Introduce yourself
Share with parents that these workshops, CAP (Connecting Academics and Parents), were created based on feedback from parents wanting to learn more about the math concepts and how to help their children at home.

2. Step by step directions:
Share comic with parents.
Highlight that although this is funny…would Calvin feel more successful if he had strategies to use?

3. Mathematics Florida Standards Focus
Grade 1
MAFS.1.OA.3.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., = = = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent = = 13).
Step by step directions:
Read standard aloud
Highlight that the 2 strategies we will focus on during this workshop are: counting on and make a ten
Note to trainer – if you are offering the other CAP sessions – let parents know that the other strategies will be discussed during another workshop.

4. Warm-Up
For a family trip, we are traveling to Macon, Georgia. We have driven 436 miles. The rest stop is 8 miles away. How many total miles will we have driven when we get to the rest stop?
Step by step directions:
Ask parents to read the problem and solve using mental math.
Choose several parents to share aloud how they solved the problem.
Highlight strategies from the standard: counting on and making a ten. These strategies will increase children's ability to do mental math.
If the traditional algorithm is shared (regrouping in the air/head)…Discuss how mentally solving using the traditional algorithm can be difficult for students especially when dealing with greater numbers.
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5. Continuum of Fact Strategies1 2 3 4 5 6 7 4 5 6 7
Step by step directions:
Share with parents the continuum of fact strategies. Students will begin by counting all and then move to counting on.
Ask parents: Why would we want our children to move beyond counting all?
Possible responses: amount of time (efficiency), accuracy, less work, not useful with greater numbers
Highlight that moving students along the continuum will help to build efficiency and accuracy when adding and subtracting basic facts and later with greater numbers.

6. Counting on vs. Counting all…1 2 3 4 5 6 7
Counting ALL
Counting On
Step by step directions:
Click the animation to show parents the difference between a student that is counting all vs. counting on
Ask parents: Which strategy do you use as an adult? Discuss situations where either strategy might occur.
Counting All: group of items, people
Counting On: roll dice, packs of items
Summarize that when simply adding numbers like 5 + 2…which strategy would be most efficient?

7. Why might a child say…11 - 2 = 10?
Counting Back
11 – 2
11, 10 , 9 1 2 3 4 5 6 7 8 9 10 11 12
Step by step directions:
Click to show animation of problem and counting back by writing numbers.
Ask parents to reflect on their own child’s counting. Do they hear more mistakes when counting forward or backward?
Highlight that counting back is more difficult for students. Children might need additional practice simply counting back from a given number before they are ready to subtract.
Click to show number line animation.
Highlight that number lines can be used to show children’s thinking when solving problems. Show parents how they can use the number lines in their packet to reinforce this concept.
Click to show question: Why might a child say… = 10? and have parents discuss with a partner
Highlight misconceptions:
instead of counting jumps the student counts the original number (11, 10 – student is counting 2 numbers rather than 2 jumps)
children that try to incorrectly use the commutative property with subtraction
Why might a child say… = 10?

8. 6 8 7 9 Counting On and Back… Rules:
Decide whether you are going to add or subtract.
Each partner takes turns flipping over a digit card and rolling the die/spin the spinner.
Solve the problem.
Share the strategy you used with your partner. 7 9
Did you think that counting on/back was the best
strategy for all these numbers? Discuss!
Step by step directions:
Materials: Number cards (6-9), die or spinner with 1-6
Share the Rules of Game:
Decide whether you are going to add or subtract.
Each partner takes turns flipping over a digit card and rolling the die/spin the spinner.
Solve the problem.
Share the strategy you used with your partner.
Give the parents about 5 minutes to play the game.
After playing the game, bring parents back together and click to show the question: Did you think that counting on/back was the best strategy for all these numbers? What numbers did this work best with and why?
Possible responses: easier with 1-2-3; took longer with 4-5-6
Highlight that the strategy counting on and back is best used with
If parents are using this game at home share that some students might not be ready to count on at this point in 1st grade. They should provide some sort of counting tool (beans, pennies, etc.) for their child to use and count all.
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9. Which would be more efficient?
9 + 1 = 10 (Show 1 more) 1 2 3 4 5 6 7 8 9 10 11 12
vs = 10 (Show 9 more)
Step by step directions:
Click on the animation to show the movement for both equations.
Ask the parents: Which would be more efficient and why?
Highlight: This slide shows the importance of beginning with the greatest number when using the counting on strategy. Many children at this point might not start with the greatest number, but rather the first number in the equation. Through experiences children will grasp that it is more efficient to count on from the greater number.
Ask parents to look at packet and share number lines to 20 as a tool to reinforce this concept. 1 2 3 4 5 6 7 8 9 10 11 12

10. Apply It  5 + 1 8 - 2 How can you use that same strategy to solve…
Step by step directions:
Click to animate the first two expressions. Ask the parents to mentally solve and share what strategy was used.
Click to animate next phrase. Explain to parents that you are going to show them two more problems and you want them to think about how the strategies that they just shared would help solve the new problems.
Click to show the last two problems. Ask the parents to use the previous strategy to solve the new problems.
Have parents share how the previous strategies helped them with the greater numbers.
Highlight that understanding this strategy will help children develop basic facts as well as increase their ability to do mental math with greater numbers.
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11. Addition Table + 1 2 3 4 5 6 7 8 9 0+0 0+1 0+2 0+3 0+4 0+5 0+6 0+7 0+81 2 3 4 5 6 7 8 9
0+0
0+1
0+2
0+3
0+4
0+5
0+6
0+7
0+8
0+9
1+0
1+1
1+2
1+3
1+4
1+5
1+6
1+7
1+8
1+9
2+0
2+1
2+2
2+3
2+4
2+5
2+6
2+7
2+8
2+9
3+0
3+1
3+2
3+3
3+4
3+5
3+6
3+7
3+8
3+9
4+0
4+1
4+2
4+3
4+4
4+5
4+6
4+7
4+8
4+9
5+0
5+1
5+2
5+3
5+4
5+5
5+6
5+7
5+8
5+9
6+0
6+1
6+2
6+3
6+4
6+5
6+6
6+7
6+8
6+9
7+0
7+1
7+2
7+3
7+4
7+5
7+6
7+7
7+8
7+9
8+0
8+1
8+2
8+3
8+4
8+5
8+6
8+7
8+8
8+9
9+0
9+1
9+2
9+3
9+4
9+5
9+6
9+7
9+8
9+9
Step by step directions:
Click to animate Addition Table.
Share with parents that once students understand and apply counting on, ways to make ten, and using a ten to add, they will start to become more fluent with these facts

12. Ways to Make Ten Game How many more to make a ten?
How many less than ten?
Step by step directions:
Share with parents that building an understanding of what makes ten and decomposing (breaking apart) numbers is necessary before students are able to move on to other strategies.
Explain to parents that one game that can be used to reinforce 10 is showing their child a partially filled ten frame and asking, “How many more to make 10? How many less than 10?”
Direct parents to look at the ten-frames in their packet that can used to reinforce this concept.
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13. Ways to Make Ten Game Rules: Create a 3x3 array of cards.
Choose 2 cards that make a ten.
If the cards make a ten, then keep the pair and use cards from the stack to replace the missing cards.
The game is over when no more tens can be made.
Count the number of “tens” you made.
Step by step directions:
Materials: deck of cards or digit cards
Share the rules of the game:
Create a 3x3 array of cards.
Choose 2 cards that make a ten.
If the cards make a ten, then keep the pair and use cards from the stack to replace the missing cards.
The game is over when no more tens can be made.
Count the number of “tens” you made.
Give parents about 5 minutes to play the game.
After the game bring the parents back together and ask them to think about instances that they have used mental math? How does breaking-apart (decomposing) numbers help you solve?
Share with parents that this game builds on previous ten frame activity. If their child has difficulty with the Make a ten card game suggest using the ten frame game instead. Another variation of the game could be to create other sums.
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14. 9 + 4 (9 + 1) + 3 = 13 Make a Ten Strategy Step by step directions:
Click to show the movement of the counters to demonstrate making a ten.
Share the steps aloud as you click…I take one from the 4 (break apart the 4 into 3 and 1). Then add 1 to the 9 to make a ten. Finally I will add 10 and 3 to make 13.
Share with parents that using a concrete model (tens frame) will help students build a deeper, conceptual understanding of how to use the make a ten strategy.
Direct parents to their packets to show them the double tens frames that can be used at home. Explain that they can use any tool such as beans, pennies, etc to represent the problems they are solving. It is important for children to verbalize what they are doing when using the double ten frames to solve.
Click to show equation and share with parents that even though this seems like more work than just counting on children are learning strategies using smaller numbers so that we can apply them to greater numbers and increase mental math ability.

15. 9 + 4 = ? 9 + 4 1 3 10 + 3 = 13
Could we have decomposed the number 4 into to make a ten?
Step by step directions:
Click animation to show number bond. Share and explain each step to the parents.
I break apart the 4 into 1 and 3
Use the 1 and the 9 to make a ten
Add to make 13
Ask parents: How is this similar to what was represented on the ten frame?
Highlight connection to breaking apart numbers and grouping to make a ten.
Click to show question: Could we have decomposed the number 4 into to make a ten?
Highlight that even though 4 can be decomposed into 2 and 2…when using make a ten strategy you need to determine how to make a ten with the other addend. For example, 9 + ? = 10
Ask parents: Why is being able to decompose any number important? Share responses aloud.
Highlight the importance of being able to decompose numbers in order to use this strategy effectively. For example, 8 +7….I need to know how many more to ten and how to decompose the 7.
Using the previous card game with different target numbers could help if students are having trouble decomposing numbers.
Children need many experiences with concrete tens frame and ways to make ten in order to successfully apply this strategy and bridge the gap to using mental math.

16. Make a Ten to Subtract 17 – 8 = ?
I have 17. I break apart the 8 into 7 and 1. First I subtract 7 to get to 10. Then I subtract 1 more from the 10. I have 9.
17 – 7 = 10
10 – 1 = 9
Step by step directions:
Click to animate and explain each step to the parents:
Decompose the 8 into 7 and 1
I take away 7 from 17 to make a ten.
Subtract the 1 from 10 to get 9
17 – 8 = 9
Highlight: The break apart strategy (Associative Property of Addition) has students break apart the smaller number into one part that will make the other number 10. Then subtract the other part.

17. Apply It 
– 6 How can you use those strategies to solve…
Step by step directions:
Click to animate the first two expressions. Ask the parents to mentally solve and share what strategy was used.
Click to animate next phrase. Explain to parents that you are going to show them two more problems and you want them to think about how the strategies that they just shared would help solve the new problems.
Click to show the last two problems. Ask the parents to use the previous strategy to solve the new problems.
Have parents share how the previous strategies helped them with the greater numbers.
Highlight that understanding this strategy will help children develop basic facts as well as increase their ability to do mental math with greater numbers.
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18. Addition Table + 1 2 3 4 5 6 7 8 9 0+0 0+1 0+2 0+3 0+4 0+5 0+6 0+7 0+81 2 3 4 5 6 7 8 9
0+0
0+1
0+2
0+3
0+4
0+5
0+6
0+7
0+8
0+9
1+0
1+1
1+2
1+3
1+4
1+5
1+6
1+7
1+8
1+9
2+0
2+1
2+2
2+3
2+4
2+5
2+6
2+7
2+8
2+9
3+0
3+1
3+2
3+3
3+4
3+5
3+6
3+7
3+8
3+9
4+0
4+1
4+2
4+3
4+4
4+5
4+6
4+7
4+8
4+9
5+0
5+1
5+2
5+3
5+4
5+5
5+6
5+7
5+8
5+9
6+0
6+1
6+2
6+3
6+4
6+5
6+6
6+7
6+8
6+9
7+0
7+1
7+2
7+3
7+4
7+5
7+6
7+7
7+8
7+9
8+0
8+1
8+2
8+3
8+4
8+5
8+6
8+7
8+8
8+9
9+0
9+1
9+2
9+3
9+4
9+5
9+6
9+7
9+8
9+9
Step by step directions:
Click to animate Addition Table.
Share with parents that once students understand and apply counting on, ways to make ten, and using a ten to add, they will start to become more fluent with these facts

19. Addition/Subtraction Strategies
Learning Progression:
Addition/Subtraction Strategies
Step by step directions:
Read each standard summary.
Discuss how counting on and making a ten are used throughout this trajectory.
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20. Take it Home and Try It! TRY THIS AT HOME!
Warning: Implementing these engaging activities will result in an increase in motivation and long-lasting learning.
Making Ten
Counting On/Back:
Tug of War
Strategy Selection:
Strategy War
Step by step directions:
Share with parents that 2 additional game ideas and a website are included in their packet to help strengthen the use of strategies and mental math that were discussed during this workshop.
Have parents read the directions for Tug of War and Strategy War. Answer any questions.
If time allows, have parents play one or both of the games.
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21. Possible Delivery Models for CAP Sessions:
School Parent night K-5
Teacher’s or grade level’s own workshop
School invites parents to a curriculum night
Break-out sessions offered by grade level and content area
Teachers who attended TTT or watched voiceover TTT video deliver sessions
Teachers who attended TTT or watched voiceover TTT video deliver sessions to their own class of parents
Grade level can organize a workshop on needed content and have own parent night
Only shared at Train the Trainer session for delivery model options.

22. Tips for Success in Organizing CAP sessions:
Find a team of people to help with organizing the event
Send home bright colored half-sheet flyers and use parent link calls to notify parents
Have parents rsvp
Look for sponsorships from business partners/PTA to have snacks or a full meal for the parents
Consider baby-sitting options on-site
Consider time frames that meet the needs of your parents.
Morning session, at dismissal, evenings
Only shared at Train the Trainer session for delivery model options.