## Adding & Subtracting Ten(s)–1st Grade Skill or Intervention?

There are certain skills that if not learned early in math will be a detriment throughout a student’s entire math career. Learning to add ten or subtract ten is one of these skills. In later elementary grades, if the simplistic skill of adding and subtracting ten is not learned students will struggle with other math concepts.

For these reasons, I believe that is why this product is one of the best sellers in my shop. The skill of adding or subtracting ten is visually taught through patterns on the hundreds chart. I have newly revised this product to include answer keys, new borders, and new fonts. If you are looking for a product to teach your students to add or subtract ten— a skill they will need for their entire school career, look no further.

A Discovering Patterns worksheet with the hundreds chart and Mental Math Fluency Check are included in this packet for each of the following:

*Adding 10 to a One-Digit Number

*Adding 10 to Multiples of 10

*Subtracting 10 from Multiples of 10

*Adding 10 within 100

*Subtracting 10 within 100

*Adding Multiples of 10 within 100

*Subtracting Multiples of 10 within 100

Answer keys are also included.

## Are You Using Addition Flashcards Effectively?

I recently created a video showing you how to use Addition Flashcards effectively. There are many ways to do this effectively using patterns. In the video I show you two of these patterns you can use to teach addition math facts. This video is a result of a parent teacher conference of which I was a part. During the conference the classroom teacher told the parent to use flashcards by having the child make a stack of the ones she knew and the ones she didn’t know. Because of this, I realize many people aren’t aware of how flashcards can be used with patterns to alleviate the rote memorization. Using patterns allows students a way to relate their learning to prior knowledge. Therefore student learning becomes more than just memorizing facts. To learn more watch below…

The flashcards in this video came from this math packet below:

## How Can You Make the Most of Addition Flashcards?

STOP IT! JUST STOP IT! If you want to bore kids out of their minds and keep them from wanting to learn their addition facts, give them a box of flash cards and say, “Here, practice these.”

- Kids are overwhelmed with the whole stack.
- Kids are bored and most likely off task shortly after you have given them the stack of cards.
- They have no way to help make connections with the patterns if the cards are disorganized.

For these reasons and probably a few more, using flashcards cause little impact upon learning.

SO….Do this!

Have students sort their cards by helping strategy. For example, have students pull out all of the doubles facts and stack them. Then have them pull out all of the doubles + 1 facts and stack them. Haves students layer the cards so that the doubles sit on top of the doubles + 1 facts. That way they look at one that is familiar and then progress to one that isn’t as familiar. For example, place 5 + 5 on top of 5 + 6. If 5+5=10, 5+6 must be one more–11.

The easy doubles facts helps students know that the doubles +1 facts are just one more in their answer. Not only this, but you are teaching properties of operations when students layer their flashcards. Furthermore, layering the cards by helping strategy helps them make a matching game of sorts out of their flashcards.

You can also layer sums of ten on top of sums of ten + 1 for the same effect etc. Always have students layer their math fact cards to help them learn patterns. When they learn facts with patterns, they have something to “hang” or attach their learning to which produces a higher impact than handing them the whole box.

For a printable version of these flashcards complete with printable backs, you can go here.

All sums to 19 are included. These cards ARE separated by helping strategy complete with teacher notes so that you can print them in color and arrange them more easily by their helping strategy.

## How to Intervene with Children Who Don’t Know Their Addition Facts

I have worked with children from 2nd grade on up to help them learn their addition facts. One common denominator exists among all of these students. That is THEY DON”T SEE PATTERNS! I remember having a difficult time learning my 9’s facts when I was growing up. To help myself, I just took one off of the number I was adding to 9 in the ones place. I noticed this pattern. No one taught me this. When I was growing up, learning facts was like, “Ok, Class, let’s learn all our 8s facts, let’s learn all our 6s facts and so on.” This is not effective for students who don’t recognize patterns on their own. Now with the common core mathematical practices, we should be teaching children to explore patterns through thoughtful placement of number facts to help them recognize these patterns. Giving students opportunities to see the patterns will result in more students who are fluent in their facts. I have shown examples of this before such as in this post about using 10s to help with adding 9s.

But now I have actually put all of my work with struggling learners into a packet which could be used whole group for grades 1 or 2. At the 3-5 level this could be used for students in intervention or as part of the RTI process. Here is a look at the packet that I have put together to help students become fluent with all of their addition math facts. It is on TPT !

You can also try out a little sample of this product for FREE here.

## Are Your Students Adding and Subtracting 10?

Are you teaching your firsties to add ten, subtract ten, add 1 and subtract 1? The week before Christmas we added this game to one of the selections in the students’ math stations. This game is called “Bubble Gum Pop”. The kids absolutely LOVE it!!!

Students move “bubble gum balls” (bingo chips) up and down the 100’s chart mat according to the spinner. The game is differentiated for students who need more of a challenge so that they can use a mat that counts to numbers past 100 or they can use a bubble gum spinner that allows them to even add or subtract multiples of up to 20.

In this photo above, students are tied with both having an equal number of chips on the board. The one who knocks the other student’s chips off the board first is the winner. What makes this game fun is that there is an element of chance when students land on the pictures, their chips are out. Also, the game requires children to know which direction to move on the board to add or subtract 10s and 1’s so they are learning at the same time.

The game is also available in color. I copied it in second grade however on colored paper, but ended up liking the black and white better because I felt the students could see the chips and numbers better on the board. The color definitely did make the game happier though.

## What do you see? A Freebie?

I have been missing in action from my blog lately. Hopefully this will make it up to all of you faithful followers 🙂 ! I have been working on this packet of addition fact lessons that I used with intervention groups all last year with much success. The lower students really seemed to enjoy the thinking aspect of these lessons. I have been working on putting this into a format that is cute enough to post. Because I have been working on the whole packet for months, I thought I would give you a free preview sample in the meantime. I will be posting the whole packet soon for sale. Without further adieu, here is the Freebie! I hope you enjoy using it!

Thanks to Winchester Lambourne for the spooky eyes clip art!

## This Helped a SPED Kid Learn Addition Regrouping!

After you sit a while with a child who is obviously trying to figure something out and having little success, you try other strategies. I was sitting with a sweet little 3rd grader who has had a difficult life. She has eyes full of hope, and I know her eyes well because last year that is all I knew…she had to wear a face mask all year. A liver transplant had required her to wear a mask to prevent infections. She is such a hard worker and that makes me really want to do so much for her.

Ok, so back to the math strategies! When I would work with this child, she would have a hard time keeping track of which number to put in her head and which number to count on her fingers. She would forget when to stop counting on her fingers. This was a lot for her to manage. Finally, I thought about having her draw to represent her head and fingers so she could keep track of it. I know this doesn’t look like rocket science and there is probably already something similar out there, but this worked for her (and me). I told her that she was to look at the two numbers in the column and choose the larger one. Then I asked her to circle that number. I told her the circle represents the number that you keep in your head. After that, I instructed her to draw dots beside the smaller number to be pictures of her fingertips that she would count up on. She did this successfully and remembered this the next day. This will even work with more digits. Next week I plan on trying a similar strategy for subtraction. I hope maybe this can help some of your SPED kids out there who you just aren’t sure what to do with :).

## Your Kids Aren’t Learning Their Addition Facts?…Try This (Part 7)

After using doubles and tens facts to learn one more and two more than all of those sums, that only leaves students with two facts to learn!!!

I allow students to tell me ways that these two facts can be easy to learn for them. Most students say that 3+6 is 9 so it is close to a ten fact. Some may be more comfortable with 3 +5, but after spending time talking about patterns with students, they will easily be able to discuss a way to get to this fact using a known fact. The thing that is uncomfortable about using 6+4 is that students have to go backwards and it is uncomfortable for them to go backwards in counting. Students favor going forward…cause more is better (like the commercial! :)) Also, 8+5 to me is an oddball. I can think of no easy way to get to this fact, but most students will say that 8 + 5 is close to 8+4 which is 12 so they know that 8+5 makes 13. Other students will say they know 8+2 is 10 so they can count up 3 more. I really don’t like that they have to count up 3 more, but at least it is better than counting up 5 from eight.

I will have to say that after working with intervention groups with all of these fact strategies, their answers aren’t as immediate as I would like, and at times they still use their fingers. I believe they still use their fingers because it is comfortable to them—more comfortable than thinking. After a strategy is learned it is imperative that they still practice with flash cards so that the facts remain fresh in their minds. I don’t work with a student population that readily has parents practicing with them at home on flashcards so the only extra practice they get is with me.

I plan on posting some of the materials I used to practice facts with the kids soon.

You may also like:

## Your Kids Aren’t Learning Their Addition Facts? Try This…Part 6

If you have been following the previous posts, then you will see the progression of teaching number facts strategies. Nearly the last part of teaching addition facts focuses around doubles and doubles plus 2. I think this is one of the hardest strategies because kids may not readily see the double when it is two numbers away. With a little thinking and prodding, however, they will see the fact without using their fingers. Line the numbers up side by side so that students can see examples of both sets of numbers–the helping fact and the double plus 2.

Again, when having students recognize patterns and see relationships, I like to write them out of order so that students don’t say that the numbers are counting by 2’s etc. If students struggle to see the patterns, underline numbers to help them focus on what you want them to see such as underlining the second addends on both sets of equations. Then underline the sums on both sets of equations. Step back for a few moments and let the prolonged silence aid students in thinking about the relationships in the two sets of numbers. Give students time enough to generalize about how doubles can be a helping fact. * Note that students have already learned sums of 10 and 10s plus 2 more so they have strategies for 5+7, 4+6, and 6+8.

After this, students only have a few more facts to learn!!

You may also like:

Thank you Erin Cobb! Frames Courtesy of Lovin Lit.