Addition 3
Strand: Number
Strand unit: Operations Addition
Explore, develop and apply the associative property of addition.
Develop and/or recall mental strategies for addition facts within 20.
Solve problems involving addition within 20.
Construct number sentences and number stories.
This is a new topic to 1st class.
Apply concepts and processes in a variety of contexts,
recognise solutions to problems.
Communicate and express ideas through group work/pair
work and on an individual basis in both oral and written format.
Make connections with mathematics itself, through other
subjects, and in the applications of mathematical tasks, and practically in everyday contexts.
Make sensible judgements while estimating; reason problems using various
techniques and strategies.
Implement what has been learned into discussions, activities and written
work.
Understanding the reasoning behind learned concepts; recall
facts in order to support understanding and the process of problem solving.
Bean bags, 100 squares
Make, count, altogether, add, plus, equals, more, less, sign, sum, pattern, total, How many?
General lesson suggestions
All the children stand in a long line. The teacher decides on a number, e.g.5. In turn, every child
counts a number. For a number in the 5 pattern (5, 10, 15) child substitutes the word ‘buzz’.
Child 1: ‘one’
Child 5: ‘buzz’
Child 9: ‘nine’
Child 2: ‘two’
Child 6: ‘six’
Child 10: ‘buzz’
Child 3: ‘three’
Child 7: ‘seven’
Child 4: ‘four’
Child 8: ‘eight’
Count in 2s on the 100 square; colour each number you stop at. Construct sets that increment in
2s, starting with 0 and then starting with 1. Discuss and then record the answers pictorially. Extend
activities to skip counting with 5s and 10s. Notice pattern that make up 10. Notice effect of adding
10 to a number.
Explain to the children that you will call out some numbers. They need to listen to the numbers
and identify the missing number. Ask them to fill in the missing numbers into the boxes.
2, 4, ___, 8, 10
5, ___, 15, 20, 25
___, 20, 30, 40, 50
___, 4, 6, 8, 10
30, 40, ___, 60, 70
Lesson suggestions
Split class into pairs or small groups.
Children practise their counting skills by counting forwards and backwards in 2s, 5s and
10s while passing the bean bag to one another.
Give each child a 100 square and crayons.
Ask them to count up to 100 in 2s, 5s and 10s.
Circle the 2s blue, the 5s green and the 10s red.
See separate activity page.
I. There are 3 cows in a field. How many legs
do they have altogether?
2. There are 4 children in the playground.
How many hands do they have altogether?
3. There are 5 dogs at the vet.
How many dogs’ legs altogether?
4. There are 7 chairs in the doctor’s surgery.
How many chair legs altogether?
5. There are 2 cats, 2 dogs and 3 birds all in the waiting
room at the vet. How many legs altogether?
6. There are 5 birds on a branch. How many legs in
total are on the branch?
7. In school, the teacher asks a question. 5 children put
up their hand to answer the question. How many fingers
and thumbs are up in the air altogether?
8. There are 4 men sitting on chairs at the dentist. How many legs
(both chair legs and men’s legs) altogether?
9. Whilst at the zoo, I count 40 giraffe legs in an
enclosure. How many giraffes were there?
10. There are 5 sheep in a field. 2 sheep lie down and
fall asleep. How many legs are still standing?
12. At the zoo I take photos of some of the animals. 2 parrots,
3 tigers, 1 giraffe and 3 lions. I count all the animal legs in all
the photos. How many legs should there be altogether?
Name: _______________________________________
Date: ___________________
© Folens Photocopiables
11. There are 4 children. How many fingers, thumbs and
toes have all 4 children got when added together?
216
Linkage
Counting and numeration
Money (using 2c, 5c and 10c coins)
Extending patterns
Exploring patterns
Bean bag games, throwing
Parents can encourage their children to be aware of patterns in numbers. They can help their
children to establish patterns by counting the items in a set, counting in jumps of 2, 5 and 10, etc.
Notes
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________