B2.2 Recall and demonstrate addition facts for numbers up to 10, and related subtraction facts.
Activity 1: Staircase Dominoes (1 More and 2 More, or 1 Less and 2 Less)
Materials
- a set of dominoes (approximately 15 dominoes per student participating in the game)
- a strategy index card
The strategy card that students will use is pre-selected for this activity. Students can play in groups of two or four. All dominoes are placed upside down, and each student picks seven. One domino is turned over and placed in the center of the playing area. Students take turns using the strategy on the clue card to pick a domino from their pile and place it next to the flipped domino. In subsequent rounds, the dominoes can be matched to the different dominoes turned over. If the strategy shown is "1 more" and the flipped domino has a 2 and a 5, the student must have a domino with a 3 or a 6 to match it. If the student does not have any dominoes to match, they must choose another domino from the supply and try to make a pair according to the clue. If this is not possible, the student's turn is over and it is the next student's turn to play. The game continues until one player has placed all their dominoes.
Variant
Give two strategy cards at a time (any combination of 1 more, 2 more, 1 less, 2 less), so that students can use either strategy to match dominoes.
Source : Guide d’enseignement efficace des mathématiques de la maternelle à la 6e année, p. 71.
Activity 2: Roly-Poly (1 More and 2 More, or 1 Less and 2 Less, and Basic Math Facts Related to 0)
Materials
- Roly-Poly grids, one per student
- a ten-sided numbered die or a spinner numbered 0 to 9
- number cubes with +1 and +2 indices (or a spinner)
- tokens
Students can play in teams of two, four, or six. Each student is given a Roly-Poly grid and writes a number in each box. Students can use numbers from 1 to 11 and repeat any number they like. All the Roly-Poly grids will have different combinations of numbers from 1 to 11. The student who plays first throws the ten-sided die (or uses the spinner numbered 0 to 9) and throws the cube with the indices +1 or +2 (or uses the spinner with the indices +0, +1, +2). The student says the number sentence that the dice or wheels, (for example, 4 + 1) give, and announces the result of the Roly-Poly. Students who have this number on their grid place a token on a square. The game ends when a student has covered all the squares in a row of their grid.
Variant
Give students a polyhedral cube (12 or 20 faces, or a spinner with higher numbers).
Students could use cubes with more clues, i.e. +1, +2, -1, -2 or a spinner with clues +0, +1, +2, -1, -2.
Source : Guide d’enseignement efficace des mathématiques de la maternelle à la 6e année, p. 71-72.
Activity 3: Let's Go Shopping! (1 More and 2 More, and Basic Math Facts Related to 0)
Materials
- a game sheet Let's Go to the Races!
- 4 tokens of one colour and 4 tokens of a different colour
- a number cube with the indices +0, +1 and +2(or a spinner)
- a numbered six-sided die
Students play in pairs. Each student uses a different coloured token. Students take turns choosing four different numbers on the game sheet and placing the four chips with their colour on them (for example, Student #1 chooses the numbers 2, 5, 7 and 8 on the game sheet and places red chips on them and Student #2 chooses the numbers 1, 3, 4 and 6 and places blue chips on them). Student #1 then rolls the two numbered cubes (or rolls the numbered cube and spins the wheel). He or she combines the two results to determine which chip will be moved one space to the finish line.
For example, if the number 5 comes up with the clue +2, the token placed on the 7 is moved one space to the right. Students take turns throwing the cubes (or spinning the wheel). The game continues until a student crosses the finish line with a token.
Enriched Variant
Alternatively, play can be done until all four of one player's tokens have reached the finish line, instead of just one token. Students can also use numbered cubes with larger numbers on them.
Source : Guide d’enseignement efficace des mathématiques de la maternelle à la 6e année, p. 73.
Activity 4: Find the Doubles
Materials
- Find the Doubles cards, 1 or 2 sets per pair
For this game, students play individually or in pairs. Students lay out all the cards upside down on the desk or floor. The student turns two cards at a time. The goal is to turn a pair consisting of the doubles equation (for example, 2 + 2) and calculate the corresponding sum (for example, 4). Students playing individually can use a small hourglass or stopwatch to see how many pairs they can find before the time runs out. If students are playing in pairs, the student who collects the most pairs wins.
Source : Guide d’enseignement efficace des mathématiques de la maternelle à la 6e année, p. 74.
Activity 5: The Magic of Doubles
Materials
- paint
- a brush or sponge
- the Magic of Doubles game sheets, preferably enlarged on large sheets of paper
Each student prepares their own worksheet by cutting out the dotted line. With paint and a small brush, students "magically" double their numbers. Students are asked to start at the top of the sheet and put 0 dabs of paint on the left side of the paper, then fold the paper tab over the fold line to see how many magically appear. Students go to the next line, put 1 dab of paint in the appropriate box, fold back the tab and see how many magically appear in that section. Students continue this until the end of the page or until all the doubles have been painted. Once the paint is dry, students write the number sentence at the bottom of each section (0 + 0 = 0, 1 + 1 = 2).
Variant
Students could cut out the strips individually once they are dry and staple them together to create their own Doubles Magic book.
Source : Guide d’enseignement efficace des mathématiques de la maternelle à la 6e année, p. 74-75.
Activity 6: Fingers Up
Materials
- number cards from 0 to 9, enough to distribute 3 per student
This activity is done with the whole class. Each student is given 3 number cards. Teachers hold up a number of fingers for students to count. Students look at their cards to find the number card that, when added to the number of fingers raised, adds up to 10. Students who have that card show it. For example, if the teacher holds up 4 fingers, students who have it should show the 6 card. If the teacher does not hold up any fingers (0), then the students should hold up their 10 fingers.
Enriched Variant
Teachers can hold up fingers on the left and right hand to represent a number in different combinations so that students become accustomed to different possibilities for the same number. For example, the number 5 can be represented by 5 fingers on one hand and 0 on the other, or 4 and 1, or 3 and 2.
Source : Guide d’enseignement efficace des mathématiques de la maternelle à la 6e année, p. 77.
Activity 7: Piles of Dots (1 Less, 2 Less, 1 More and 2 More, and Basic Math Facts Related to 0)
Materials
- number cards from 0 to 9, enough to distribute 3 per student
- a set of dot plates (cardboard plates decorated with dots placed in various configurations representing numbers from 1 to 10
This activity is done with the whole class. Each student is given 3 number cards. Teachers tell students the strategy they will be working with, for example, "1 less," and show them a dot plate. Students look at their cards to see if they have the card that is "1 less" than the number on the dot plate. Students who have this card raise it to show the teacher. For example, if the plate has 6 dots and the strategy is "1 less," students who have card 5 hold it up to show it.
Variant
The strategy can be changed during the game so that students become familiar with different strategies. Alternatively, two plates can be shown at a time to have students add up the dots before applying the strategy.
Source : Guide d’enseignement efficace des mathématiques de la maternelle à la 6e année, p. 79.
Activity 8: Decomposition and Grouping
Prepare a set of laminated cards using the templates in Appendix 1Rel.6 (A) through 6 (f).
Place the cards and a set of manipulatives including interlocking cubes and two-coloured tokens at the students' disposal.
Invite students to take a card and determine which number represents the sum and which numbers represent the terms.
Ask them to represent their solution using the manipulatives.
Example
Source : Guide d’enseignement efficace des mathématiques de la 1re à la 3e année, p. 115-116.