Addition
Number
Operations Addition
Develop an understanding of addition by combining or partitioning sets.
Explore, develop and apply the commutative, associative and zero properties of addition.
1. Develop an understanding of addition by combining or partitioning sets, use
concrete materials 0–20.
2. Find all the addition combinations to make up a given number:
11 + 1 = 12, 2 + 6 + 4 = 12.
3. Record addition: orally, pictorially, in number sentences, in jumps on the number line.
4. Explore, develop and apply the commutative, associative and zero properties of addition.
5. Commutative property: 6 + 2 = 8, 2 + 6 = 8.
6. Associative property: (2 + 3) + 5 =10, 2 + (3 + 5) =10.
7. Zero property: 7 + 0 = 7.
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1.
2.
3.
4.
5.
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Page 13
Communicating and expressing: Are there other ways to solve this problem?
Implementing: Applying what you know.
Integrating and connecting: Interpret what it means if 2 sums give the same answer.
Reasoning: Predicting how many dots and then observing.
Understanding and recalling: Number facts.
Counters, beads, loop cards, decks of cards, any materials that can be separated
into 2 piles
Listen, estimate, amount, same, and, altogether, plus, equals, set, number, sentence, separate
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General lesson suggestions
1. Bean bag game
The teacher and children form a circle. The teacher begins by giving a simple sum (adding 2
numbers both of which are below 10) and throwing a bean bag to a random child. The child must
give the answer and then say their own sum and throw the bean bag to somebody else.
Instead of giving a sum, the teacher can also give an answer below 20 and the person who catches
the bean bag must give the sum.
2. Loop cards
Give each child a laminated number from 0–20 with a number bond on the back. Child A begins
by saying, ‘I have 20.’ Child B, who has a number bond that matches 20, e.g. 15 + 5, says, ‘I have
15 + 5.’ Then, Child B says what number they have on the back of their card.
3. Sorting
With the children in pairs, give each pair a set of 20 materials (cubes, beads or counters). Ask the
children to separate the materials into 2 piles and to write the number sentence on the board.
Challenge them to find as many different ways to make 20 as possible.
4. Partitioning
With a deck of cards for each pair, challenge the children to find 3 cards that add up to a certain
number, e.g. 24 = 9 + 9 + 6.
5. Roll the ball
a. The teacher and children form a circle. The teacher calls out the number, e.g. 20, then rolls the
ball to a child who gives the number below 20 add 1, i.e. 19 + 1 = 20. That child then rolls
the ball to another child. The next child says the number before 19 and 2, i.e. 18 + 2 = 20.
The game continues until 0 + 20 is reached. The teacher then starts with another number.
b. In a circle, the teacher calls out a number fact, e.g. 3 + 2 + 1, and rolls the ball to a child. The
child must then say the sum in a different way and roll the ball to someone else who says it a
3rd way before rolling the ball back to the teacher. When the teacher rolls the ball to the 4th
child, that child gives the answer and rolls it to a 5th child who comes up with a new sum.
6. Jeopardy
The teacher and children stand in a line one behind the other. The teacher begins by giving an
answer, e.g. 20 and passes the ball over his/her head to the child standing behind, who then says
the question, e.g. ‘What is 10 + 10?’ This child then chooses another answer and passes the ball
under their legs to the next child who answers this question.
7. Number bingo
Give each child a bingo card with number bonds on it. The teacher calls out a number, e.g. 10 and
if a child has 6 + 4 they cover it with a counter.
8. Pairs
The children play this game using 10 cards (5 pairs) with number bonds shown as commutative
sums on each card. The children turn over 2 cards at a time. If the cards match, the child keeps the
cards. The winner of the game is the child with the most pairs at the end of the game.
9. Beat the clock
Give the children a number to work with. Time them for a minute to come up with as many
different facts about that number as possible.
Activity A
Ask the children to identify number bonds
1. Put a red counter on the bonds that make 10.
2. Put a blue counter on the bonds that make 6.
3. Put a yellow counter on the bonds that make 5.
4. Put a green counter on the bonds that make 8.
5. Circle around all the other bonds.
Lesson suggestions
Page 10
1. The teacher calls out a number, e.g. 3, and then says, ‘Add 4.’ The children respond by saying,
‘7.’ The teacher then says, ‘Add 2’, and the children respond by saying, ‘9’, and so forth.
2. Give each pair of children a bowl of beads or counters. Call out some number bonds and ask
the children to count out the corresponding beads or counters. Then ask them to add them all
together and record the sum in their copy.
Page 11
The teacher calls out a number and the children must quickly give a number bond to make that
number. Ask the children to record pictorially a number bond that you have written on the board.
Page 12
1. Explain to the children the theory of commutative property, using beads or counters:
11 + 1 = 1 + 11, etc.
2. Ask the children to take 11 beads and 1 bead, and ask them how many beads they have
altogether. Next, take 1 bead and 11 beads and count.
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1. Teach the theory of associative property using beads or counters: (2 + 3) + 5 = 10 is the same
as (5 + 2) + 3 = 10, etc.
2. Ask the children to take 2 counters, 3 counters and 5 counters and combine them in as many
different ways as possible, e.g. 2 + 3 = 5, ... + 5 or 5 + 2 = 7... + 3.
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Differentiation
Lower attainers:
1. Differentiate the questioning in oral maths to numbers that would have fewer bonds,
e.g. 3 (3 + 0, 1 + 2).
2. Concentrate on the theories of partitioning and combining.
Higher attainers:
1. Differentiate the questioning in oral maths to numbers that would have numerous bonds and
suggest 3 numbers added together, e.g. 12 = 11 + 1, 10 + 2, 9 + 2 + 1.
2. Introduce another number into the bond: 9 + 1 + 1 = 2 + 9 (or 1 + 1 + 9).
A. Make 4 sums from the following numbers.
A. Add each set of ladybird spots.
1
2 + 4
=
1 + 5
=
8 + 0
=
3 + 1
=
= 12
+
= 10
+
= 11
+
= 9
B.
1 +
2 = 2 +
+ 0 = 0 + 10
5
15
20
17
2
1
23
1.
1.
2.
2.
2.
3.
3.
3.
4.
4.
16
+
9
1.
4
4
8
10
9
4
16
28
2
5.
10 40
25
10
5
1.
1.
1.
2.
2.
2.
3.
3.
3.
4.
4.
4.
B. Add.
+ 7 = 7 +
3
1
1 1
6
1 4
2 = 2 +
+ 4 = 4 +
4
+
9
+ 4
+ 1 2
+ 3
6 +
3 = 3 +
+ 9 = 9 +
2
5 +
= 2 +
5
1
+ 2 + 3 = 3
+ 2
1 2
1 8
1
1 4
+ 4
+ 0
+ 1 9
+ 2
4 +
= 1 +
4
4
+ 6 + 0 =
+ 0 +
6
6 +
= 3 +
6
5
+ 2 + 1 = 2
+
+
1
0
5
1 6
3
2 +
= 5 +
2
+ 3 + 9 = 9
+ 5
+
3
+ 2 0
+ 1 5
+ 4
+ 1 7
Name: _______________________________________
+
Date: ___________________
149
Name: _______________________________________
Date: ___________________
Folens Photocopiables © Michelle Hande, Veronica Ward
0 = 0 +
7 +
Folens Photocopiables © Michelle Hande, Veronica Ward
4 +
0
150
Linkage
Number: Counting and numeration
Integration
PE: Co-ordination – Throwing, catching and rolling
SPHE: All activities (relating to other people, interpersonal skills)
Parents can ask their children to show them 3 biscuits and 2 biscuits and then 4 and 1 and then
ask, ‘Which group would you rather eat?’
Notes
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