1. PLC by Denise Crutchfield Wonderful link for this book!!! Mastering the Basic Math Facts in Addition and Subtraction /Howard CountyMastering the Basic Math Facts in Addition and Subtraction /Howard County

2.  Fluency Expectations Fluency Multi-DigitSingle Digit

3.   We are going to explore numerous strategies and activities that support all students in understanding basic addition and subtraction math facts and committing those facts to memory Mastering Basic Addition & Subtraction Facts

4.   What are basic facts ?  What constitutes mastery ?  Why do we need to KNOW basic facts?  Why is it important to UNDERSTAND basic facts? sat chair red girl a in little the  How can we help our students master basic facts ? Mastering Basic Addition & Subtraction Facts

5.  Mastering Basic Math Facts in Addition and Subtraction Helpful Resources for Teacher Learning Pages xiii - xiv  Forward – This provides a great justification for why this book is helpful in teaching the basic facts. Pages 1 - 13  Introduction – This introduction is VERY helpful in explaining how the Common Core expects students to learn these facts and how the book is sequenced to meet those needs.  It is imperative to read this section to prepare for teaching standard 1.OA.6 (First Grade) and /or 2.OA.2 (2 nd grade) Pages 15-19  Chapter 1 – Understanding Addition and Subtractions  Many of the Common Core Standards are addressed in this chapter which help us understand the BIG difference between how we learned the basic facts (“drill & kill”) to how we are expected to teach them (building on understanding of operations, properties, patterns, and number concepts).  It is imperative to read this section to prepare for teaching teaching standard 1.OA.6 (First Grade) and /or 2.OA.2 (2 nd grade) Pages 143 – 1144  Conclusion – This provides a very nice overview/summary (depending on when you read it) of the principles necessary for teaching the basic facts. Reading the conclusion before beginning the unit will be helpful.

6.   BIG idea: connects the new fact set to previous experiences and forms the foundation for development of math fact strategies  Developing Understanding: develops conceptual understanding. Linked to literature.  Building Automaticity: GAMES! Targeted practice!  Connecting to Subtraction: quickest way to solve subtraction is with a related addition fact How the Lessons are Organized

7.  Mastering Basic Addition & Subtraction Facts Foundation Facts  Plus 1 / Plus 2  Adding 0  Adding 10  Doubles  Making 10 Building on the Foundation  Using Tens  Using Doubles

8.  Mastering Basic Addition and Subtraction Facts Sequence for Teaching Literature Connections Foundation Facts ChapterPage NumbersLiteratureStandards Addressed Understanding Addition and Subtraction Representation One15-30Rooster’s Off to See the World Animals on Board Elevator Magic 1.OA.1 1.OA.2 1.OA.3 1.OA.4 1.OA.5 1.OA.6 1.OA.7 fluency 1.OA.8 1.NBT.4* 2.OA.1 2.OA.2 fluency 2.NBT.5* 2.NBT.7* 2.NBT.9* * The activities in this book support the work students do with higher numbers, as addressed in the NBT standards, through strategies based on the properties of operations and the relationship between addition and subtraction +1/+2Two31 - 50Mouse Count Counting Crocodiles + 0Three 51 – 62 Gray Rabbit’s 1,2,3 +10Four63 – 76If You Give a Mouse a Cookie Don’t Eat the Teacher DoublesFive77 – 92Double the Ducks Martha Blah Blah Making 10Six93 – 110Ten Apples Up on Top Using 10sSeven111 – 126Diary of a Worm Using DoublesEight127 - 142Fish Eyes

9.  Chapter 1 Understanding Addition and Subtraction Exploring Big Ideas to Develop Math Fact Strategies p15-29 BIG IDEAS:  Our number system is a system of patterns  The order of the factors does not change the sum (the commutative property)  Addition and Subtraction are inverse operations  Numbers are flexible. They can be broken apart to more easily perform an operation  Using models (# line, manipulatives w/mats, 10 frames, and # charts) You tube read aloud http://www.youtube.com/watch? v=HTrmtZ-YrzQ You Tube read aloud http://www.youtube.com /watch?v=LARplfRnkIo

10.  Chapter 2 Plus 1 / Plus 2 Students build on their understanding of counting by exploring 1 or 2 more & 1 or 2 less. BIG IDEAS:  The sum when 1 is added is the next counting number.  Our number system is a system of patterns.  Addition is a joining or combining process  Subtraction is a separation or comparison process.  The order of the addends does not change the sum.  Addition & subtraction are inverse processes. You tube read aloud http://www.youtube.com/watch?v=7 zVGy0AiyzI

11. Mice in a Jar In bag _____, there were ______ mice. I added 1 mouse, so there were _________. I added 2 mice, and there were __________. Draw a picture and write a number sentence to show how many mice there were when you added 1 mouse to the bag. Draw a picture and write a number sentence to show how many mice there were when you added 2 mice to the bag.

12.  Number of Mice in a Bag Plus 1 MousePlus 2 Mice 11 + 1 = 21 + 2 = 3 22 + 1 = 32 + 2 = 4 33 + 1 = 43 + 2 = 5 44 + 1 = 54 + 2 = 6 55 + 1 = 65 + 2 = 7 6 7 8 9 10 Mice in a Bag

13.  Chapter 2 Mouse Count Counting Crocodiles Plus 1 / Plus 2  Plus 1 and Plus 2- lessons with literature link. P.34- 40 Pushing big ideas during the lesson  Plus 1 and Plus 2- building automaticity p.41-45  Connect to subtraction p.46-49  Monitoring Progress with fluency checks fluency checks located on the C.D.

14.  Chapter 3 Adding 0 Using their knowledge of the concept of addition, students explore what happens when they add or subtract nothing from a quantity. BIG IDEAS:  The zero property of addition tells us that 0 added to any number results in a sum that is the original number.  The order of the addends does not change the sum.  Addition is a joining or part- part-whole process.  Subtraction is a separate or compare process.

15.  Gray Rabbit made animal friends from clay. How Many Animals? AnimalsHow Many?What if he added 0 more? worm11 + 0 = 1 toucans22 + 0 = 2 bears33 + 0 = 3 dogs44 + 0 = 4 frogs55 + 0 = 5

16.  Chapter 3 Gray Rabbit 1,2,3 Adding 0  Adding 0 - lessons with literature link. P. 53-57  Pushing big ideas during the lesson  Adding 0 -building automaticity p.58-60  Connect to subtraction p.60-61  Monitoring Progress with fluency checks fluency checks located on the C.D.

17.  http://www.youtube.co m/watch?v=GXjMvQ0 HPFU Chapter 4 Adding 10 Adding 10 to a single-digit number results in a 2-digit sum. Students explore adding 10 in order to build understanding & automaticity that will be needed later when exploring using the using-10 strategy. BIG IDEAS:  Numbers can represent separate objects or groups of 10 objects.  Adding 10 to a single-digit number will add on more place value.  The order of the addends does not change the sum.  http://www.youtube.com/watch?v=GXjMvQ0 HPFU

18.  Draw a picture of your cookie. Tell how many chips are in your cookie. Write a number sentence to tell how many chips there would be if you added 10 more to your cookie. My cookie has ____ chips. How many chips would your cookie have if you added 10? Ten More Chocolate Chips 1 + 10 = 11 2 + 10 = 12 3 + 10 = 13 4 + 10 = 14 5 + 10 = 15

19.  Don’t Eat the Teacher There were 20 fish in Sammy’s class. He accidentally ate 10 fish on the playground. How many fish are still in Sammy’s class? There were 17 crayons in the box. Sammy ate 10 of them. How many crayons are left in the box? Sammy ate 10 pieces of chalk. There were 12 pieces of chalk. How many pieces of chalk are left? There were 14 pencil cases. Sammy ate 10. How many are left? Chapter 4 Connect to Subtraction

20.  Chapter 4 Adding 10  Adding 10- lessons with literature link. P.65-70 Pushing big ideas during the lesson  Adding 10- building automaticity p.70-72  Connect to subtraction p.72  Monitoring Progress with fluency checks fluency checks located on the C.D.

21.  Chapter 5 Doubles Students explore the concept of doubling & what it means to add 2 groups of equal size.  BIG IDEAS:  Doubling is the process of joining 2 groups of the same quantity.  Halving is the opposite of doubling.  Addition & subtraction are inverse operations. http://www.youtube.c om/watch?v=3n- vLjJJfXQ

22.  Letters in Our Soup Connecting to Subtraction Letters in our BowlHow many would be left if we took half away? Number Sentence 14714 – 7 = 7 10510 – 5 = 5 16816 – 8 = 8

23.  Chapter 5 Doubles  Doubles - lessons with literature link. P.78-84 Pushing big ideas during the lesson  Doubles -building automaticity p.85-87  Connect to subtraction p.88  Monitoring Progress with fluency checks fluency checks located on the C.D.

24.  Chapter 6 Making 10 Because 10 is foundational in our number system, students explore the different ways in which 2 addends result in a sum of 10. This knowledge becomes critical as they later explore using 10 to find unknown facts.  BIG IDEAS:  Our number system is a system of 10.  The order of the addend does not change the sum.  Addition & subtraction are inverse operations. http://www.youtube.com/wat ch?v=vrfHXQ31HcI

25.  There are 10 apples. Write a number sentence to show how many could be red and yellow. You can draw a picture or use tools to help you. List some numbers that can be added together to make 10. Apples Up On Top Red ApplesYellow ApplesNumber Sentence 828 + 2 = 10 555 + 5 = 10 646 + 4 = 10

26.  Apples Up On Top Dropping Apples There were 10 apples on the tiger’s head. What if some dropped? Write a number sentence to show how many are left. You can draw a picture to help you. Connecting to Subtraction Apples on his head DroppedHow many are left? 10310 – 3 = 7 10210 – 2 = 8 10510 – 5 = 5 10410 – 4 = 6

27.  Chapter 6 Making 10  Making 10 -lessons with literature link. P.95-100 Pushing big ideas during the lesson  Making 10 -building automaticity p.101-106  Connect to subtraction p.107  Monitoring Progress with fluency checks fluency checks located on the C.D.

28.  Chapter 7 Using 10 Now students know combinations of addends that have a sum of 10, they use their understanding of the flexibility of numbers to find ways to break apart addends to create simpler facts by using 10s (9+7 = 10+6)  BIG IDEAS :  Working with tens simplifies computations.  Numbers are flexible. They can be broken apart to more easily perform calculations. http://www.youtube.com/watch?v=r d-jAKTOpqc

29.  Chapter 7 Using 10’s  Using 10 -lessons with literature link. P.114-120 Pushing big ideas during the lesson  Using 10 -building automaticity p.121-123  Connect to subtraction p.124  Monitoring Progress with fluency checks fluency checks located on the C.D.

30.  Chapter 8 Using Doubles Students’ knowledge of doubles facts is now put to use to find unknown facts that are near-doubles (4+5 = 4+4+1)  BIG IDEAS:  Doubling is the process of joining two groups of the same quantity.  Halving is the opposite of doubling.  There are many strategies to simplify math facts.

31.  Chapter 8 Using Doubles  Using Doubles-lessons with literature link. P.129-133 Pushing big ideas during the lesson  Using Doubles-building automaticity p.134-136  Connect to subtraction p.137  Monitoring Progress with fluency checks fluency checks located on the C.D.

32. Mastering the Basic Math Facts in Addition and Subtraction Susan O’Connell & John SanGiovanni