New Jersey Center for Teaching and Learning

New Jersey Center for Teaching and Learning
Progressive Mathematics Initiative This material is made freely available at and is intended for the non-commercial use of students and teachers. These materials may not be used for any commercial purpose without the written permission of the owners. NJCTL maintains its website for the convenience of teachers who wish to make their work available to other teachers, participate in a virtual professional learning community, and/or provide access to course materials to parents, students and others. Click to go to website:

1st Grade Addition to 20

Setting the PowerPoint View
Use Normal View for the Interactive Elements To use the interactive elements in this presentation, do not select the Slide Show view. Instead, select Normal view and follow these steps to set the view as large as possible: On the View menu, select Normal. Close the Slides tab on the left. In the upper right corner next to the Help button, click the ^ to minimize the ribbon at the top of the screen. On the View menu, confirm that Ruler is deselected. On the View tab, click Fit to Window. Use Slide Show View to Administer Assessment Items To administer the numbered assessment items in this presentation, use the Slide Show view. (See Slide 14 for an example.)

Table of Contents - Real World Addition with Counters
click on the topic to go to that section - Addition Models with Cubes - Addition Sentences - Number Stories - Addition on a Number Line - Addition on a Number Grid - Adding Zero - Adding One - Adding Ten on a Number Line - Patterns when Adding 10 - Doubles - Doubles Plus One - Turn Around Facts - Making Ten with Frames - Making Ten with Hands - Missing Addend - Missing Addend with a Number Grid - Three Addends

Real World Addition with Counters
Click to return to Table of Contents Teacher Instructions: During this first lesson, the goal is to have students solve real life number stories. By doing this, kids will make real life connections to addition. Before beginning the actual lesson, have the student act out addition stories. Ex: Joe puts three crayons on the table. Sue puts two more. How many crayons are on the table? Have them act out at least 4 stories.

Then two yellow leaves fell.
Three red leaves fell. Then two yellow leaves fell. How many leaves fell in all? Teacher Instructions: Leaves can be pulled out of tree.

Bob put 5 red apples in the wheelbarrow.
Then he put 2 green apples in the wheelbarrow. How many apples does he have in all? Teacher Instructions: Apples are infinitely cloned. Have students come to board and put them in the wheelbarrow.

We can use counters to help us solve addition problems.
Teacher Instructions: Pull down the red and green counters to represent the apples. Continue using the counters on the new few pages. Also have students use real counters at their desks. 5 red apples 2 green apples ______ apples in all

Let's Practice 6 rakes 2 shovels ______ tools in all

Let's Practice 3 pumpkins 3 gourds ______ in all

Let's Practice 4 and 1 more _____ in all

Let's Practice 3 and 5 more _____ in all

Let's Practice _____ in all 2 and 1 more

1 Does 5 and 3 more equal 6? Yes No

3 girls and 2 more boys equals?
4 B 2 C 5

7 and 1 more equals? 3

4 and equals ______

5 1 and 9 more equals? A 19 B 8 C 10

Addition Models with Cubes
Click to return to Table of Contents Teacher Instructions: Before introducing adding with cubes, have students act out more stories. This time have them act out fantasy stories. Ex: Joe, Tom & Beth are dogs at a park. Alex and Leah are dogs that just came to the park. How many dogs are at the park? Have students act out at least 5 stories.

How many green gourds? How many orange gourds? How many gourds in all?

Let's show it with counters
and ________ green gourds orange gourds gourds in all

We can also use connecting cubes to help us add
We can also use connecting cubes to help us add. The orange cubes represent the orange gourds and the green cubes represent the green gourds. Teacher Instructions: Pull down linking cubes to represent gourds. Line up the cubes so that they look like they are connected. Have students use cubes at their desks. and ______ green orange gourds gourds gourds in all

Use connecting cubes to help you solve these problems.
6 apples, 2 more apples. How many apples in all? Teacher Instructions: The black and white connecting cube can be pulled down 7 leaves, 1 more leaf. How many leaves in all? 4 pumpkins, 3 more pumpkins. How many pumpkins in all?

We can draw squares to represent connecting cubes as well.
4 crows and crows _______ crows in all

5 apples and 3 more apples _____ apples in all
7 rakes and 2 more rakes _______rakes in all

4 turkeys and 1 more turkey _____ turkeys in all
8 leaves and 4 more leaves ______ leaves in all

7 dogs and 3 more dogs. 10 dogs in all.
6 7 dogs and 3 more dogs. 10 dogs in all. Yes No

3 cats and 3 more cats. _____ in all
7 3 cats and 3 more cats. _____ in all A 5 B 6 C 33

8 3 pumpkins and 2 more pumpkins. ____ pumpkins in all

4 rakes and 2 more rakes. _____ rakes in all
9 4 rakes and 2 more rakes. _____ rakes in all A 6 B 7 C 8

10 8 hats and 4 more hats. _____ hats in all

Addition Sentences Click to return to Table of Contents

3 +2 = 5 Teacher Instructions: Read the following story to the students and have students act it out (change names for your students): Joe, Cole, and Drew are on the hay ride. How many students are on the hay ride? (When the students say "3", click on the first gray box to reveal the number 3.) Grace and Steve got on the hay ride too. How many new kids got on? (When the students say "2", click on the second box to reveal + 2). How many children are on the hay ride in all? (Click on the last box to show = 5). Then explain that this is one way to write about the story we just acted out. It says "3 + 2 = 5". Three children and two children are five children altogether. Continue to work through the examples on the next few pages.

4 + 5 9 Teacher Instructions: Four black birds are sitting on a fence. Five more birds come and sit on the fence. How many birds are on the fence? Remember to allow students that are not acting out the story to use cubes or counters to represent the birds. Also, remember to read the addition sentence back to the students as "4 black birds plus 5 black birds equals 9 black birds." This will help them connect the symbol to real objects. Also read the sentence as "4+5=9"

6 +1 = 7 Teacher Instructions: 6 pumpkins rolled off the truck. 1 more pumpkin rolled off the truck. How many pumpkins rolled off the truck? Remember to allow students that are not acting out the story to use cubes or counters to represent the pumpkins. Also, remember to read the addition sentence back to the students as "6 pumpkins plus 1 pumpkin equals 7 pumpkins in all." This will help them connect the symbol to real objects. Also read the sentence as "6+1=7"

2 + 2 4 Teacher Instructions: 2 scarecrows are in the field. The farmer puts 2 more scarecrows in the field. How many scarecrows are in the field? Remember to allow students that are not acting out the story to use cubes or counters to represent the scarecrows. Also, remember to read the addition sentence back to the students as "2 scarecrows plus 2 scarecrows equals 4 scarecrows." This will help them connect the symbol to real objects. Also read the sentence as "2 + 2 = 4"

3 +5 = 8 Teacher Instructions: 3 leaves fell off the tree. 5 more leaves fell off the tree. How many leaves fell to the ground? Remember to allow students that are not acting out the story to use cubes or counters to represent the leaves. Also, remember to read the addition sentence back to the students as "3 leaves plus 5 leaves equals 8 leaves in all." This will help them connect the symbol to real objects. Also, read the sentence as "3 + 5 = 8"

5 + 2 7 Teacher Instructions: 5 corn stalks grew tall. 2 more corn stalks grew tall? How many corn stalks grew tall? Remember to allow students that are not acting out the story to use cubes or counters to represent the corn stalks. Also, remember to read the addition sentence back to the students as "5 corn stalks plus 2 corn stalks equals 7 corn stalks" This will help them connect the symbol to real objects. Also read the sentence as "5+2=7"

Teacher Instructions: Allow students to make up their own stories and share them as a class. As one student tells a story, have another student write the addition sentence on the board. Then allow another student to read the sentence at the end. Continue making up stories until you feel that students have a good understanding.

Which addition sentence matches this story:
11 Which addition sentence matches this story: Two chickens are at the farm. Seven more chickens come. How many chickens are at the farm? A 2 + 7 = 10 B 2 + 7 = 9 C 2 + 7 = 8

12 Which addition sentence matches this story: Six kids are playing in the leaves. Two more kids come play with them. Now there are eight kids in the leaves. A 6 + 6 = 8 B 8 + 2 = 6 C 6 + 2 = 8

13 Which addition sentence matches this story: Five pumpkins are on the table. The farmer puts two more pumpkins on the table. There are seven pumpkins on the table. A 5 + 3 = 7 B 5 + 2 = 7 C 5 + 5 = 10

14 Which addition sentence matches this story: One crow is on the fence. Four more crows sit on the fence. How many crows are on the fence? A 1 + 4 = 5 B = 14 C = 14

15 Which addition sentence matches this story: Three sunflowers are yellow. Three more sunflowers are red. How many sunflowers in all? A 3 + 3 = 6 B 3 + 0 = 3 C 0 + 3 = 6

Number Stories Click to return to Table of Contents
Teacher Instructions: This next lesson is to help students make connections to number sentences. Throughout the next few slides, have students work in small groups to make up their own story to match the number sentence. Pick one group for each number sentence to come to the front and act out their story.

8 + 3 =

6 + 4 =

3 + 2 =

1 + 1 =

16 7 + 0 = 70 Yes No

17 4 + 2 = ___ A 5 B 6 C 1

18 8 + 5 = ____

19 2 + 1 = ___ A 1 B 21 C 3

20 7 + 5 = ____

Addition on a Number Line
Click to return to Table of Contents Teacher Instructions: Before starting this lesson be sure that each student has a number line on his/her desk. If needed, do a quick review about the number line and how to use it.

We can use a number line to add.
Number of jumps Starting number 5 + 3 = _____ Where did you end? The larger number in the addition sentence tell us where to start. The smaller number tells us how many jumps to take. The sum of the two numbers is where we end.

Don't forget to start counting after you jump!!
Sometimes it helps to circle the larger number to help us remember where to start. = _____ Don't forget to start counting after you jump!!

How many jumps will we take?
Sometimes the larger number may be second. It does not matter if it is first or last. We always start with the larger number. Larger number Smaller number 4 + 8 = _____ Where should we start? How many jumps will we take? Where did we land?

What number should we circle? How many jumps will we take?
2 + 1 = _____ What number should we circle? How many jumps will we take? Where did we land?

What number should we circle? How many jumps will we take?
3 + 8 = _____ What number should we circle? How many jumps will we take? Where did we land?

Click on the tree to see number line addition

21 3 + 2 = 5 Yes No

22 1 + 6 = 8 Yes No

23 3 + 3 = ____ A 5 B 6 C 8

24 6 + 7 =

25 7 + 2 = _____

Addition on a Number Grid
Click to return to Table of Contents Teacher Instructions: Before starting this lesson be sure that each student has a number grid on his/her desk. If needed, do a quick review about the number grid and how to use it.

We can use a number grid to help us add larger numbers

= ____ The larger number in the addition sentence tell us where to start. The smaller number tells us how many jumps to take. The sum of the two numbers is where we end.

9 + 7 = ____ 1 2 When you get to the end of one row,
9 + 7 = ____ When you get to the end of one row, remember to move down and all the way back to the left.

9 + 8 = ____ Look at the addition sentence.
Find the larger number and circle it. Where will we start? How many jumps will we take? ** Just like on a number line, don't count until you jump **

Why do you think we should we start at the larger number?
= ____ Why do you think we should we start at the larger number?

= ____

6 + 7 = ____

26 5 + 6 = 11 True False

27 6 + 4 = A 11 B 2 C 10

28 8 + 9 =

29 7 + 7 = A B 14 C 77

30 = A 6 B 16 C 15

31 6 + 8 = 13 True False

Adding Zero Click to return to Table of Contents

How many acorns do they have in all?
Ben has 7 acorns. Ashley has 0 acorns. How many acorns do they have in all?

What do we need to find out? What information do we know?
Let's work through it! What do we need to find out? What information do we know? How can we show this problem with cubes? Teacher Instructions: Use the bottom of this page to work through the problem. Discuss what 0 means.

Any time we add zero to a number, the sum is the same number.
8 + 0 = 8 = 12

How would we show adding zero with counter?
0 + 6 =

How would we show adding zero with cubes?
8 + 0 =

Remember since we are not adding any more cubes or counters, the sum is the same number as the other addend. 3 + 0 = 3 It can help us to circle the other number.

Circle the other number and then find the sum.
0 + 9 = ______ 7 + 0 = ______ 2 + 0 = ______ 0 + 8 = ______

32 = 19 True False

33 4 + 0 = ______ A 40 B 4 C

34 6 + 0 = ____

35 = _____

36 0 + 1 = _____

Adding One Click to return to Table of Contents

When we add one more, just count up one number.
5 + 1 = 6 Six is the next number after 5.

Try to picture a number line in your head.
Five is one more than four 4 + 1 = 5

Try to picture a number line in your head.
1 + 7 = __ What number will you start at?

Let's Practice 5 + 1 = ___ 1 + 2 = ___

3 + 1 = We can use cubes to help us add one.
Each time we add one cube the sum goes up by one. 3 + 1 =

Adding One Song Click for link

37 1 + 5 =

38 7 + 1 =

Adding Ten on a Number Line
Click to return to Table of Contents

Adding 10 is very easy when using a number grid.
Find the number being added to 10 on the number grid and move down one box.

= 14 Teacher Instructions: Discuss why 4 is circled. Allow students to count the boxes one jump at a time to confirm that one jump down is the same as ten jumps.

Let's Practice Finding the Sum
=

Let's Practice Finding the Sum
= What number would you circle?

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

42 Does = 51 ? Yes No

43 = 19 True False

44 = A 18 B 81 C 8

Patterns when Adding Ten
Click to return to Table of Contents Teacher Instructions: The objective of this lesson is to help the students notice that when 10 is added to a single digit number the ones place is one and the tens place is the same as the single digit number. Some students may struggle with this but it is just an introduction.

6 + 10 16 When adding 10 to a single digit number,
the tens place is always one and the ones place stays the same. 6 + 10 16

2 + 10 12 10 + 4 14 Teacher Instructions: Discuss the patterns seen in the sums and addends. You may wish to have the students chant the ten facts is 12, is 13, is 14, etc. This will also help them identify the pattern. 10 + 9 19 7 + 10 17

10 + 6 = _____ 5 + 10 = _____ 8 + 10 = _____ 10 + 1 = _____
Let's Practice = _____ = _____ = _____ = _____

47 = 14 Yes No

48 = ____ A 6 B 16 C 61

49 = 110 True False

50 = ____

51 = ____

Doubles Click to return to Table of Contents
Teacher Instructions: Before beginning this lesson, discuss what the word double means. Ask students to identify body parts that are doubles, objects in the room that have doubles, or words that have double consonants. This will help them understand double facts.

A double fact is an addition sentence with two addends that are the same.
6 + 6 = 12 6 + 6 = 12 8 + 8 = 16 8 + 8 = 16

Circle all of the doubles facts.
4 + 2 = = = 6 6 + 6 = = = 11 2 + 2 = = = 18 7 + 7 = = = 7 6 + 2 = = = 9

When adding doubles, put the same number in your head and on your hand.
4 4 + 4 = 8 4 Touch your head and say the number and then keep counting up as you count your fingers 4 4 7 6 8 5

6 + 6 = ______ 3 + 3 = ______

8 + 8 = ______ 0 + 0 = ______

Sometimes it helps to think of an object to remember addition facts
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 = 20

Let's Practice 3 + 3 = _______ 8 + 8 = _______ 5 + 5 = _______
7 + 7 = _______ 9 + 9 = _______ 2 + 2 = _______ 8 + 8 = _______ 4 + 4 = _______ 6 + 6 = _______ 1 + 1 = _______ = _____

Pick the doubles addition problem.
52 Pick the doubles addition problem. A = B = C =

53 _____ 4 + 4 =

54 _____ 7 + 7 =

55 3 + 3 = _____

Doubles Plus One Click to return to Table of Contents

A double plus one is a fact where one added is one more than the other
5 + 6 = 11 To find the sum of a double plus one, you should double the smaller number and add one. 5 + 5 = 10 and one more is 11

What number should we double? Why? What do we do after we double?
_____ 3 + 2 = What number should we double? Why? 2 + 2 = ____ What do we do after we double? 4 + 1 = _____

_____ 6 + 7 = What number should we double? Why? 6 + 6 = ____ What do we do after we double? = _____

_____ 5 + 4 = What number should we double? Why? 4 + 4 = ____ What do we do after we double? 8 + 1 = _____

_____ 9 + 8 = What number should we double? Why? 8 + 8 = ____ What do we do after we double? 16+ 1 = _____

Write the breakdown (doubles fact) for each fact.
9 + 8 = and 1 more 4 + 3 = 4 + 5 = 2 + 3 = = 6 + 5 = 8 + 7 = 6 + 7 =

56 3 + 4 = Yes No

57 2 + 3 = ____ A 5 B 6 C 1

58 6 + 5 = A 10 B 11 C 12

59 7 + 8 = ____

60 9 + 8 = ______

Turn Around Facts Click to return to Table of Contents

When adding two numbers, it does not matter what order the numbers are in. The sum is always the same. 3 + 5 = 8 so... 5 + 3 = 8 Since both addition sentences have the same two addends, the sum is also the same.

6 + 4 = 10 6 4 The two addends can switch places but remember that the sum does not change. Teacher Instructions: Pull down the 6 and the 4 and switch places. Then add the + and = and ask students what the sum would be. You may wish to have students act out a number story to match the addition sentence. For example: 6 cats are on the couch. 4 cats are on the chair. There are 10 cats in all. Then have them switch the cats on the couch with the cats on the chair. Did we change the number of cats? Really focus on the sum not changing.

Can you write the turn around fact?
6 + 2 = 8 _____ + _____ = ______

5 + 7 = 12 _____ + _____ = ______

2 + 9 = 11 _____ + _____ = ______

_____ + _____ = ______ _____ + _____ = ______
Teacher Instructions: Discuss how a domino can represent two addends and a sum. Model how to write an addition sentence based on the domino and then have students identify the turn around fact. The domino is cloned to pull another one down and rotate it. On the next few pages have students identify both facts. _____ + _____ = ______

_____ + _____ = ______ _____ + _____ = ______

Turn Around Fact Game Pick one domino from the pile
Find the matching addition fact on the table and write in the correct sum - Then find the turn around fact and write in the sum (you can turn the domino around to help you) - Continue to take turns picking dominoes 1 + 1 = ___ 1 + 2 = ___ 1 + 3 = ___ 1 + 4 = ___ 1 + 5 = ___ 1 + 6 = ___ 1 + 7 = ___ 1 + 8 = ___ 1 + 9 = ___ 2 + 1 = ___ 2 + 2 = ___ 2 + 3 = ___ 2 + 4 = ___ 2 + 5 = ___ 2 + 6 = ___ 2 + 7 = ___ 2 + 8 = ___ 2 + 9 = ___ 3 + 1 = ___ 3 + 2 = ___ 3 + 3 = ___ 3 + 4 = ___ 3 + 5 = ___ 3 + 6 = ___ 3 + 7 = ___ 3 + 8 = ___ 3 + 9 = ___ 4 + 1 = ___ 4 + 2 = ___ 4 + 3 = ___ 4 + 4 = ___ 4 + 5 = ___ 4 + 6 = ___ 4 + 7 = ___ 4 + 8 = ___ 4 + 9 = ___

Which is a turn around fact for 3 + 7 ?
61 Which is a turn around fact for ? A 3 + 7 B 7 + 3 C 10

62 Which is a turn around fact for ? A 8 + 5 B 5 + 8 C

63 Which is a turn around fact for ? A 12 B 3 + 9 C 9 + 3

Making Ten with Frames Click to return to Table of Contents

Here is a parking lot with 10 parking spaces.
Let's write addition sentences about the parking lot! How many cars are in the lot? How many spots are open? ________ + ________ = ________

Let's write addition sentences about the parking lot!
How many cars are in the lot? How many spots are open? ________ + ________ = ________

Go Fish to Make Ten Player One Player Two
Deck Teacher Instructions: To play this game have each player pick 6 cards from the deck. Have them place the cards next to player one or two in a row. Since this is an example game, they will be able to see each other's cards but when they play on their own they will not. Each player takes a turn and looks to see if they have two cards that equal 10. If they have two cards they place them together in the play area. If not, they ask another player for the card they need and if that player does not have it they say go fish and the student has to pick another card from the deck. The game is over when a player has no more cards. Have the students break into groups of two or three and play this on their own. Player Two

64 5 + 5 = 10 True False

65 2 + 7 = 10 True False

66 6 + ____ = 10

67 7 + ____ = 10

9 + ____ = 10 68

Making Ten with Hands Click to return to Table of Contents

Can you think of a body part that makes 10?
Click to Reveal We have 10 fingers!!!!

10 + 0 = 10 0 + 10 = 10 We can use our fingers to make 10
Put up 10 fingers Let's write addition sentences about our hands! How many fingers are up? How many fingers are down? How many fingers in all? = 10 = 10

_____ + _____ = _____ Put up 4 fingers
Let's write addition sentences about our hands! How many fingers are up? How many fingers are down? How many fingers in all? _____ + _____ = _____

_____ + _____ = _____ Put up 9 fingers

_____ + _____ = _____ Put up 2 fingers

Let's Make Ten _____ + _____ = 10 _____ + _____ = 10 1. Roll the die
Click for virtual dice. 1. Roll the die 2. Put up that many fingers 3. Write an addition sentence to make ten 4. Write the turn around fact 5. Roll again and make 10 facts _____ + _____ = 10 _____ + _____ = 10

69 9 + 2 = 10 Yes No

70 _____ + 3 = 10 A 8 B 6 C 7

71 2 + ____ = 10

72 4 + ____ = 10

Missing Addend Click to return to Table of Contents

There are times when an addition sentence will be missing an addend.
6 + ___ = 8 Remember that the numbers on each side of the = must equal the same amount. So since 8 is on the right we need to find out what we can add to 6 on the left to get to eight.

6 + ___ = 8 To find the missing number put the given number in your head and count up on your fingers to the sum. 6 7 8 Stop at 8 since the sum of the sentence is 8 Since we put up two fingers to get to 8, the missing addend is 2 6 + ___ = 8 2

What number should we put in our head?
8 + ___ = 12 Click to Reveal 8 What number should we put in our head?

___ + 2 = 8 Click to Reveal 2 What number should we put in our head?

7 + ___ = 12 8 + ___ = 9 2 + ___ = 11 6 + ___ = 12 10 + ___ = 13
Let's Practice 7 + ___ = 12 8 + ___ = 9 2 + ___ = 11 6 + ___ = 12 10 + ___ = 13

73 8 + _____ = 10 A 2 B 10 C 3

74 ____ + 3 = 9 A 2 B 5 C 6

75 12 + ___ = 17

76 7 + ____ = 14

77 8 + ___ = 8

Missing Addend With a Number Grid
Click to return to Table of Contents Teacher Instructions: During this lesson, the children will use their number grid to find the missing addend that is more than 10. This lesson was developed to have students count up in order to minimize confusion with counting up or back. If you feel your students are ready you may want to introduce starting at the sum and counting back.

What if we do not have enough fingers to count up to find the missing number?
2 + ____ = 20 When there is a large difference between the given addend and the sum, it is best to use a number grid for help.

2 + ____ = 20 Start by finding the addend on the grid.
Next count your jumps to the sum. Since we took 18 jumps, the missing addend is 18.

Since we took 12 jumps, the missing addend is 12.
6 + ____ = 18 Where should we start? Since we took 12 jumps, the missing addend is 12.

Since we took 10 jumps, the missing addend is 10.
7 + ____ = 17 Where should we start? Since we took 10 jumps, the missing addend is 10.

Use your number grid to solve these problems
1 + ____ = 12 ____ + 6 = 19 ____ + 3 = 18 4 + ____ = 18

5 + ____ = 10 Missing Number Game Deck
Teacher Instructions: Each student starts with 6 cards (Numbered between the 0-9). Write a missing addend problem on the board. If a student has the missing number he/she should place it face down on their desk. When you say go have all students with cards face down flip them over. If they are right, take the card from the student. If they are wrong, they place it back with their other cards. The first player with 0 cards wins. 5 + ____ = 10

________ + _________ = ________
Missing Number Game ________ + _________ = ________ Teacher Instructions: Use this page to write missing addend sentences during the game.

78 6 + ____ = 20 A 14 B 13 C 15

79 _____ + 3 = 17 A 14 B 12 C 20

80 5 + ____ = 16

81 7 + _____ = 19

82 10 + _____ = 20

Three Addends Click to return to Table of Contents

______ + ______ + ______ = _______
How many leaves in all? ______ + ______ + ______ = _______ When adding three different objects, you still write an addition sentence with the addends on one side and the sum on the other. Can you fill in the addends? Remember each numeral represents a number of objects

2 3 2 ____ + ____ + ____ = ____ How many leaves in all?
____ ____ ____ = ____ When trying to find the sum of three addends, first add two of the addends and then the third. Look for the two easiest addends to add first. 2 + 2 = 4 Then add = 7 There are seven leaves in all!

4 + 6 + 2 = ____ Which two addends are the easiest to add?
= ____ Which two addends are the easiest to add? _______ + _______ = _______ Take the sum of those two numbers and add the third

Player 1 Player 2 Player 3 ___ + ___ + ____ = ____
Teacher Instructions: Split the children into groups of three. Each team member picks a card. The students work together to write an addition sentence and find the sum (have students use the Three Addend Game Sheet) Deck Name: ____________________________ Card Card 2 Card 3 ___ + ___ + ____ = ____ Card Card 2 Card 3 ___ + ___ + ____ = ____ Card Card 2 Card 3 ___ + ___ + ____ = ____ Card Card 2 Card 3 ___ + ___ + ____ = ____

84 = ____

85 = ____

86 = _____

87 = _____

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