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Mathseeds Lesson sequence

TEACHContent and skills

PRACTICEChildren will:

APPLY

Animated Lesson:Count on to add

Use counting on from the biggest number to add numbers totalling between 10 and 20. Song: The Number Line Sum

count on from the biggest number to find a total up to 20. Count on using a number line.

Worksheet 1Count on

Addition strategies:Counting by 2s, Number Line Sums, Broken Calculator

Count by twos to add. Add two numbers using a number line. Break a number into smaller parts to add to another number.

count pairs of items to find the total. Count on along a number line to add. Add two numbers on a calculator without using certain numerals.

Worksheet 2Number lines

Addition fluency:Add Three, Inchworm, Sound Sums

Add three numbers in an equation. Answer an addition equation. Use mental strategies to add two numbers.

add three numbers to find the total. Select the answer to a given sum. Listen to a sum and find the answer.

Worksheet 3Fluent addition

Number:Animal Legs, Number Grid, Make the Number

Count out the appropriate number of legs. Recognize the numeral 29. Identify how many tens and ones are in a number.

give each animal the right number of legs. Find the numeral 29. Select the correct number of tens and ones blocks.

Worksheet 4 Check

Read:Book

Read aloud book. listen, follow the reading and read along.

Mathseeds book 65: Zoo Trip

Learning objectivesChildren will:

• count on from the largest number to add.

• count on using objects and a number line.

• add to 20.

Common Core State StandardsOperations & Algebraic Thinking

Represent and solve problems involving addition and subtraction.

1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20.

Add and subtract within 20.

1.OA.C.5 Relate counting to addition and subtraction, e.g., by counting on 2 to add 2.

1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on and creating equivalent but easier or known sums .

Key vocabularyadd, count on, numerals 1–30, number line, +, =, total, sum, calculator

Extra AssistanceCounting on can be a helpful strategy when students begin to add as they can count on from the larger number rather than counting out both numbers. Allow students to draw the items, to use manipulatives such as counters, or give them a laminated number line. They should start with the larger number and then count on to add the smaller number.

Classroom activitiesJump to it!

Draw a number line on the playground from 1 to 20. Ask a student to stand on a given number. Give that student a second number and ask them to count on that many places by jumping along the number line. They should then be able to tell you the total of the two numbers – the number they are standing on!

Count ‘em!

Give students a set of 10 items – counters or counting bears for example. Write an addition sum on the board where one number is 8–15 and the other number is 1–7. The total must be under 20. Ask students to use their items to find the answer. They can’t make both groups so they must make one number and count on from the other. Discuss how counting the smaller number is more efficient.

Lesson 65 • Add to 20

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Related Mathseeds Activities, Interactives, Apps, and Books

Mathseeds Poster (for printout or IWB)

Mathseeds Library Big Books (for IWB) Targeting Math Literacy book – Add to Ten

Tahiti the toucan

Lesson 65

Math Apps

Eggy Add to 20

Mathseeds 1

Targeting Math Lower PrimaryAddition (Unit 2)

Remember

*

Before starting each student needs:

• sharp pencils.

• free access to concrete materials

Lower Primary

Addition

12Targeting Maths © Blake Publishing 2012.

UNIT 2DoublingNumber linesMake tensAdd tens and onesAddition patterns

CONTENT DESCRIPTIONSNumber and place value: ACMNA015Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts.

Number and place value: ACMNA030Solve simple addition and subtraction problems using a range of efficient mental and written strategies.

© Australian Curriculum, Assessment and Reporting Authority 2012.

PROFICIENCY STRANDSUnderstanding:

• The concept of adding on.

Fluency:

• Count forward to 20.

• Represent and use addition facts to 20.

• Add combination of one-digit and two-digit numbers to 20.

• Group totals of ten to assist in adding to 20.

• Write complete number sentences using the + and = signs.

• Use the written algorithm method to add.

Problem solving:

• Use doubling as an addition strategy.

• Look for patterns in addition.

• Use the number line to model and work addition.

LANGUAGEnumeral, number line, double, number sentence, sum, add, Base 10 materials, algorithm, tens, ones

MATERIALSsharp 2B pencils, coloured pencils, counters, unifix cubes, Base 10 materials

BLM CONTENT • materials needed for each BLM

2.1 Counting – copy numerals along number lines; count objects; work out addition equations.

2.2 Double trouble – draw an equal set of dots; double numerals; find the missing numeral.

2.3 Addition on the number line – use number lines to model and work additions up to 20.

2.4 Make tens and add – add using a group of ten first.

2.5 Add tens and ones – use the written algorithm and add ones and tens.• Base 10 materials

2.6 Addition patterns – see patterns in addition facts and recognise subtraction facts with addition facts. • counters

2.7 Assessment

13Targeting Maths © Blake Publishing 2012.

ADDITIONAL ACTIVITIES• Continue the dragon game from page 3 with

counters to 20. Add another dragon (hoop).

Record equations, eg 6 + 4 + 7 = 17

• Toss sticks – an ancient Egyptian game.

Take four paddle-pop sticks. Colour one side of each black. Throw them gently in the air. Look at them on the ground and score accordingly.

One white/three black = 1 point

Two white/two black = 2 points

Three white/one black = 3 points

Four white = 4 points

Four black = 6 points

You may decide to increase the points.

• Team games using mental arithmetic or flash cards.

• Counting on games, eg ‘I start on 5 and jump forward 9’.

• Chalk a number line to 20 on the ground and give students an equation to jump.

ANSWERSBLM 2.11 Teacher check2 12, 14, 11, 14, 17, 193 a 0 b 3, 2, 1, 0 c 4, 3, 2, 1 d 5, 4, 3, 2, 1 e 6, 5, 4, 3, 2, 1

BLM 2.21 a 7+7=14 b 8+8=16 c 6+6=12 d 10+10=20 e 9+9=18 f 5+5=102 a 10 b 7 c 6 d 9 e 8 f 103 a 8 b 6 c 10 d 4 e 12 f 2 g 16 h 14

BLM 2.31 Teacher check2 a 16 b 16 c 17 d 18 e 16 f 18

g 20 h 20 i 193 a 18 b 18 c 20 d 16 e 20 f 16 g 13 h 19 i 18

BLM 2.41 a 4 b 5 c 7 d 9 e 3 f 1 g 8 h 2 i 62 a 16 b 14 c 19 d 18 e 13 f 17 g 16 h 17 i 233 a 15 b 15 c 12 d 15 e 19 f 18 g 17 h 16 i 174 a 6 b 3 c 20 d 12 e 11 f 55 a 27 b 26 c 22 d 26 e 23 f 296 Teacher check

BLM 2.5 1 a 18 b 18 c 19 d 14 e 25 f 292 a 19 b 19 c 19 d 28 e 28 f 173 There are 12 geese in a pond and 7 more fly in.

BLM 2.61 19, 29, 52 18, 28, 483 8, 18, 28, 364 17, 27, 47, 715 17, 27, 57, 826 17, 27, 37, 447 a 12, 12, 5 b 19, 13, 6 c 9, 7, 9 d 19, 8, 8, 8 e 20, 6, 14, 14, 148 Teacher check

BLM 2.71 Teacher check 2 a 13 b 14 c 12 d 15 e 17 f 183 a 9 b 15 c 8 d 6 e 13 f 164 a 12 b 18 c 165 a 13 b 10 c 19 d 176 Teacher check

Addition Unit 2

Map 13: Rainforest

Mathseeds 1 Toolkit

Mathseeds 1 Toolkit