### Addition

 Learning Focus/Learning Objectives Counting Strategies. (See Mathematics Developmental Continuum Addition and Subtraction Progression Points) Vocabulary: Adding, Addition, Counting on, counting up, 100’s chart, open number line, more, less, same, total, sum, Warm Up Game Whole Class Introduction Student Activity Share/Reflection 5 mins 10 mins 25 - 35 Monday Roll to 100 (100’s Chart) Check counting on and knowledge of numbers. Record student understandings. I went fishing on the weekend with my Mum. I caught 3 and she caught 5. How many did we catch? Model on 100’s chart, Open # line and # sentence. You went fishing. How many did each person catch and how many fish did you end up with?  Pictures/Numbers/Words (P/N/W) or Thinkboard Discuss strategies. How did they use the 100’s chart, Open # line and # sentence. Tuesday 10 rolls. Highest total wins. Write # sentence. 2+4+1+5......=27 Mum gave me \$8 and Dad gave me \$5. How much money did I have? My family and friends each gave me some money for my birthday. How much money did I end up with?  P/N/W Discuss strategies. How did they use the 100’s chart, Open # line and # sentence. Wednesday Roll to 50 and back again. First back to zero wins. I played one game last night for 12 minutes, then another for 8 minutes. How long did I play for? I went to my friends and we played heaps of games. How long did we play for.  P/N/W (List the games and how long we played each.) Discuss strategies. How did they use the 100’s chart, Open # line and # sentence. Thursday Skip Counting. Around the World. Discuss counting by 4’s. (4,8,2,6,0) Play  counting by 4’s until you get around the whole class twice. What colours are in smarties? I counted my box of smarties and had 12 smarties. How many of each colour could there be? Model a table with students suggestions You had a big bag of smarties and there was 100. How many of each colour were there? Draw in a table. Write the number sentence. Share. What if there were 1000? Friday Roll to 100. I went to the zoo on the weekend. I saw 4 Giraffes, 3 Elephants and 2 Gorillas. How many animals did I see? I went to the zoo and counted all the animals. How many of each type were there. How many animals altogether?  P/N/W Share solutions. Discuss words associated with counting on. Create word bank for addition.

 Dimension level Progression Point Number 1.0 Standard … They use materials to model addition and subtraction of subtraction by the aggregation (grouping together) and disaggregation (moving apart) of objects. They add and subtract by counting forward and backward using the numbers from 0 to 20. 1.25 counting forwards and backwards by 1 from starting points between 1 and 100calculation of the next number when asked to add 1 or 2 to any natural number from 0 to 10drawing of diagrams to show subtraction activities 1.5 addition and subtraction of two-digit multiples of ten by counting on and counting backcounting on from the larger of two collections to find their totaluse of the number properties (commutative and associative) of addition in mental computation, and recognition of complements to ten; for example, 3 + 4 + 7 + 6 = 3 + 7 + 4 + 6 = 10 + 10 = 20 2.0 Standard … They add and subtract one- and two-digit numbers by counting on and counting back. They mentally compute simple addition and subtraction calculations involving one- or two-digit natural numbers, using number facts such as complement to 10, doubles and near doubles. They use commutative and associative properties of addition and multiplication in mental computation (for example, 3 + 4 = 4 + 3 and 3 + 4 + 5 can be done as 7 + 5 or 3 + 9). 2.5 addition and subtraction of amounts of money including calculation of change from \$10use of strategies such as ‘near doubles’, ‘adding 9’ and ‘build to next 10’ to solve addition and subtraction problemsuse of written methods for whole number problems of addition and subtraction involving numbers up to 99 3.0 Standard … They estimate the results of computations and recognise whether these are likely to be over-estimates or under-estimates. They compute with numbers up to 30 using all four operations. They devise and use written methods for: whole number problems of addition and subtraction involving numbers up to 999 They devise and use algorithms for the addition and subtraction of numbers to two decimal places, including situations involving money. They add and subtract simple common fractions with the assistance of physical models. 4.0 Standard Students explain and use mental and written algorithms for the addition, subtraction, multiplication and division of natural numbers (positive whole numbers). Structure 2.5 o        variation of order and grouping of addition (commutative and associative property) to facilitate computations; for example, 3 + 5 + 7 + 5 = 3 + 7 + 5 + 5 = 10 +10 = 20 3.0 They use number properties in combination to facilitate computations (for example, 7 + 10 + 13 = 10 + 7 + 13 = 10 + 20). 4.0 Students recognise that addition and subtraction…are inverse operations.

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