Addition Strategy Notebook
1st Grade
MCC1.OA.5, MCC1.OA.6, MCC1.NBT.2,
and MCC1.NBT.4
This strategy notebook is designed to be a reference for
teachers when they are teaching the strategy standards in
whole group. STUDENTS DO NOT HAVE TO MASTER
ALL THESE STRATEGIES. THESE ARE JUST
EXAMPLES OF WAYS FOR STUDENTS TO BUILD
NUMBER SENSE. THE STRATEGIES THAT SAY
“IMPORTANT” ARE THE ONES THAT STUDENTS
NEED TO UNDERSTAND.
1
Counting All / Counting On (Important)
(Standard: 1.OA.5, 1.OA.6)
Students who use the counting all strategy are not yet able to count on from
a number. Instead, they must mentally construct each number. In the
counting on strategy, students start with one number and count on from that
number.
Counting All / Counting On (concrete/representaional):
Using Dot Images
Directions: Show students a sequence of 4 dot images, dot cards, or dot plates. As
each problem is shown, ask students, “How many dots do you see? How do you see
them?” Call on four or five students to share their answers. Record their thinking
using a number sentence.
Using Rekenreks
Directions: Students set up their rekenrek following the directions given. Ask
students, “How many beads do you see? How do you see them?”
5 on top
4 on bottom
6 on top
3 on bottom
7 on top
2 on bottom
8 on top
1 on bottom
Using Double Ten-Frames
Directions: As each problem is shown, ask students, “How many dots do you see?
How do you see them?”
Double ten-frames can be used to help students mentally find 10 more than a given
number. Show a partially filled ten-frame and then show a completely filled tenframe. Practice with different combinations until students are able to mentally add
10 more without having to count.
You can also help students mentally find 10 less by showing a double ten-frame with
the top frame completely filled and the bottom frame partially filled. When
students recognize the number, remove the completely filled frame. Practice with
different combinations until students are able to mentally find 10 less than a
number.
2
Counting All / Counting On (Important)
(Standard: 1.OA.5, 1.OA.6)
In the Counting All strategy, students count every number. Students count
out separately each of the two addends. Students who use this strategy are
not yet able to count on from one of the addends.
With practice students begin to use the Counting On strategy. The student
starts with one of the addends and counts on from that point. As students
become more efficient, they begin counting on from the larger addend.
6+9
Counting All
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12,
13, 14, 15
Counting On
6 … 7, 8, 9, 10, 11, 12, 13, 14, 15
9 …10, 11, 12, 13, 14, 15
The student started with 1 and counted up to 15
using every number.
The student started with the first addend and then
counted on.
This student started with the larger addend and then
counted on 6 more.
Examples of Counting All:
3 + 5
Strategy: Student counts each number – 1, 2, 3, 4, 5, 6, 7, 8
6 + 12
Strategy: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18
Student counts each number.
Examples of Counting On from either number:
3 + 5
Strategy: Student starts with 3 and counts on – 4, 5, 6, 7, 8
6 + 12
Strategy: Student starts with 6 and counts on – 7, 8, 9, 10, 11, 12, 13,
14, 15, 16, 17, 18
Examples of Counting On from the larger number:
3 + 5
Strategy: Student starts with 5 and counts on – 6, 7, 8
6 + 12
Strategy: Student starts with 12 and counts on – 13, 14, 15, 16, 17, 18
3
Doubles / Near-Doubles (Important)
(Standard: 1.OA.6)
When using the doubles / near-doubles strategy, students adjust one or
both of the numbers to create a double or near double combination.
Doubles / Near-Doubles (concrete/representaional):
Using Rekenreks
Directions: Students set up their rekenrek following the directions given. Ask
students, “How many beads do you see? How do you see them?”
6 on top
6 on bottom
7 on top
6 on bottom
6 on top
5 on bottom
Using Double Ten-Frames
Directions: As each problem is shown, ask students, “How many dots do you see?
How do you see them?”
4
Doubles / Near Doubles continued…..
(Standard: 1.OA.6)
First grade students can recall the sums for many doubles. In the near
doubles strategy, students adjust one or both of the numbers to create a
double or near double combination.
6+9
6 + (6 +3)
(6 + 6) + 3
12 + 3 = 15
6 + 9
+3
9 + 9 = 18
-3
15
6+6
Using this double requires the student to decompose 9 into 6 + 3.
9+9
Using this double requires the student to add an extra 3 and then
subtract it from the total.
Doubles using basic facts:
1+1
2+2
3+3
4+4
5+5
6+6
7+7
8 + 8 9 + 9 10 + 10
If students are having trouble recalling these basic facts, help them make
connections with things that occur everywhere in life. For example:
 Eyes 1 + 1
 Legs on a chair 2 + 2
 Ladybug legs 3 + 3
 Spider legs 4 + 4
 Two hands 5 + 5
 Egg carton 6 + 6
 Two weeks 7 + 7
 16 pack of crayons 8 + 8
 18 wheel truck 9 + 9
Near doubles using basic facts:
3 + 4
Strategy:
6 + 7
Strategy 1:
Strategy 2:
12 + 8
Strategy:
3 + (3 + 1)
6+1=7
This student used double 3s.
6 + (6 + 1)
12 + 1 = 13
(6 + 1) + 7
7 + 7 = 14
14 – 1 = 13
This student used double 6s.
12 + 8
(10 + 2) + 8
10 + 10 = 20
This student made double 10s.
This student made double 7s by
adding 1 and the subtracting it
at the end.
5
Making Tens (Important)
(Standard: 1.OA.6, 1.NBT.2, 1.NBT.4)
When using the making tens strategy, students try to break a number apart
to make a group of ten.
Making Tens (concrete/representaional):
Using Rekenreks
Directions: Rekenrek number talks should consist of 3 to 5 problems used in a single
session. Students set up their rekenrek following the directions given. Ask
students, “How many beads do you see? How do you see them?”
7 on top
2 on bottom
7 on top
3 on bottom
7 on top
4 on bottom
7 on top
5 on bottom
Double Ten-Frames
Directions: Double ten-frame talks should consist of 3 to 5 problems used in a
single session. As each problem is shown, ask students, “How many dots do you see?
How do you see them?”
6
Making Tens continued….
(Standard: 1.OA.6, 1.NBT.4)
In this strategy, students try to change the order of the numbers or break
a number apart to make a group of ten which will make adding more
efficient.
6+9
(5 + 1) + 9
5 + (1 + 9)
5 + 10 = 15
By changing the 6 to 5 + 1, the student can restructure the
problem to create a combination of 10 with 1 + 9.
6+9
6 + (4 + 5)
(6 + 4) + 5
10 + 5 = 15
The student could also choose to make a 10 by breaking
apart the 9 into 4 + 5 and combining the 4 with the 6 to
create 10.
Students find combinations that allow them to quickly make a ten.
9 + 4 + 1
Strategy: 9 + 1 + 4
This student was able to quickly make 10
10 + 4 = 14
by adding 9 + 1.
Students group pairs of numbers that quickly make a ten.
5 + 1 + 5 + 9
Strategy:
5 + 5 + 1 + 9 This student quickly made groups of ten by
10 + 10 = 20 changing the order of the numbers.
Students break apart a number to make a ten.
5 + 6
Strategy:
5 + (5 + 1)
(5 + 5) + 1
10 + 1 = 11
This student broke the 6 apart to make
a combination of 10.
35 + 8
Strategy:
(33+ 2) + 8 This student broke the 35 apart to make
33 + (2 +8)
a combination of 10.
33 + 10 = 43
7
Landmark / Friendly Numbers
(Standard: 1.OA.6, 1.NBT.4)
Landmark and friendly numbers are simply numbers that are easy to work
with.
 Friendly numbers are numbers that end in 0. They are called friendly
because once the rule for adding a single digit to 0 is understood, that
understanding can be extended to larger numbers that end in 0.
 Landmark numbers are similar to friendly numbers. Some examples are
25, 50, 75, 100.
6 + 9
+1
6 + 10 = 16
- 1
15
The student adjusted the 9 to make 10, a friendly number.
The extra 1 that was added on must be subtracted.
Examples of using landmark / friendly numbers:
9 + 12
Strategy:
9 + (1 + 11)
(9 + 1) + 11
10 + 11 = 21
The student decomposed the 12
to make the friendly number 10.
18 + 3 + 2
Strategy:
18 + 2 + 3
20 + 3 = 23
The student changed the order
of the numbers to make the
friendly number 20.
14 + 7
Strategy 1:
14 + (6 + 1)
(14 + 6) + 1
20 + 1 = 21
The student made the friendly
number 20 by decomposing the 7.
Strategy 2:
(11 + 3) + 7
11 + (3 + 7)
11 + 10 = 21
The student made the friendly
number 10 by decomposing the 14.
Strategy:
(25 + 1) + 9
25 + 10 = 35
The student adjusted 26 to
make the landmark number 25.
26 + 9
8
Breaking Each Number into its Place Value
(Important)
(Standard: 1.OA.6, 1.NBT.4, 1.NBT.6)
In this strategy the addends are broken into expanded form and then place
value amounts are added.
10 + 11
(10 + 0) + (10 + 1)
Each addend is broken into its place value.
10 + 10 = 20
0+1=1
The tens are combined.
The ones are combined.
20 + 1 = 21
The totals are added.
Examples of breaking each number into its place value:
20 + 17
24 + 40
20 + 35
Strategy:
(20 + 0) + (10 + 7)
20 + 10 = 30
0+7=7
30 + 7 = 37
Strategy:
(20 + 4) + (40 + 0)
20 + 40 = 60
4+0=4
60 + 4 = 64
(20 + 0) + (30 + 5)
20 + 30 = 50
0+5=5
50 + 5 = 55
Strategy:
The tens are combined.
The ones are combined.
The totals are added.
The tens are combined.
The ones are combined.
The totals are added.
The tens are combined.
The ones are combined.
The totals are added.
9
Sketching (Important)
This is a great strategy to begin with. It allows students to have a visual of
base ten blocks right there on the paper with them during a test situation!
Example: 34 + 20
1. First I draw 34. (three tens and four ones)
2. Then I draw 20.
3. When I add them together I get 5 tens and 4 ones.
4. Five tens and four ones make 54!
10