La vue d'ensemble

At a Glance...

The Guides for Effective Instruction in Mathematics Revised

FrançaisEnglish

B2.2 Recall and demonstrate addition facts for numbers up to 20, and related subtraction facts.

Activity 1: Roll-O ("One-More-Than" and "Two-More-Than" and Facts With Zero)

Materials

Students can play in teams of two, four or six. Each student receives the FR2 appendix and writes a number in each box. Students can use numbers from 1 to 11 and repeat any number they like. All the Roll-O 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 0-9) and throws the cube labelled +1 or +2 (or uses the spinner with the subscripts +0, +1, +2). The student states the number sentence that was made from the rolls or spins (for example, 4 + 1), and announces the Roll-O number. Students who have that number on their grid place a counter over it. The game ends when one student has covered all the squares in a straight row on their grid.

Variations

Give students a polyhedral cube (12 or 20 faces, or a spinner with higher numbers).

Students could use numbered cubes with more subscripts, namely, +1, +2, -1, -2 (or a spinner labelled with +0, +1, +2, -0, -1, -2)

Source: translated from Guide d’enseignement efficace des mathématiques de la maternelle à la 6e année, Fascicule 5, p. 71-72.

Activity 2: Elevator Ride ("One-More-Than" and "Two-More-Than" or "One-Less-Than" and "Two-Less-Than" and Facts With 0)

Materials

  • Appendix FR4 (game Elevator Ride)
  • Appendix FR3 (spinner) or a numbered cube labelled with +0, +1 and +2
  • one counter per student (each student should have a different coloured counter)

Students play in teams of two and start on the first floor of the apartment building. The student who plays first throws the numbered cube (or spins the spinner) and moves their counter, if any, up to the top floors of the building according to the subscript that is drawn (+0, +1 and +2). Students take turns tossing the cube and their counter "takes the elevator". The first one to reach the top of the building wins the game. On the 19th floor, to win, you need to get "+1".

Variation

Students can also use numbered cubes labelled with -0, -1, and -2, start at the top of the building and gradually work their way down using the elevator. Alternatively, they can start with the numbered cube labelled with +0, +1, and +2 to go up. Once on the 20th floor, students switch to the cube labelled with -0, -1, and -2 to get back down to the first floor. The student who reaches the bottom first wins the game. You still have to get the exact number to get to 1.

Source: translated from Guide d’enseignement efficace des mathématiques de la maternelle à la 6e année, Fascicule 5, p. 72.

Activity 3: Over-Easy Doubles

Materials

  • Appendix FR9 (game Over-Easy Doubles)
  • one counter (one per student playing)
  • craft sticks with a number from 0 to 10 written on one end
  • a cup

For this game, students play in teams of two or four and place their counter on the starting square of the game sheet. The student who plays first pulls a stick out of the cup and looks at the first egg to see if twice the number written on the stick is on it. If it is, the student places a counter on the egg. If not, the student must wait until the next round to try again. The drawn stick is put back into the cup. The next student takes the cup and draws a stick. The game continues in this manner, with students always trying to move on to the next egg, until one student reaches the last egg.

Variation

Once students have mastered the concept of doubles, they can proceed in the same way, but this time double the number on the drawn stick and add 1.

This variation prepares students for the doubles plus or minus one number strategy.

Source: translated from Guide d’enseignement efficace des mathématiques de la maternelle à la 6e année, Fascicule 5, p. 75.

Activity 4: Find a Friendly Neighbour (Doubles Plus One)

Materials

Students work in teams of two. Each student receives five cards. The remaining cards are placed face down in a pile on the table. The object of the game is to create as many pairs of near-doubles as possible.

Players take turns. On your turn, you can call out any two consecutive cards (e.g., 7 and 8, 2 and 3, 4 and 5) and state their sum.

If the two cards you call out have a sum that’s close to being a double (like 7 and 8), place them face up on the table as a near-double pair.

If you don’t have a near-double pair in your hand, you can ask your teammate for a card that would help you create a near-double. For example, if you have a 7, you might ask for a 6.

If your teammate has the requested card, they must give it to you. You’ll then place the pair of cards on the table and announce the sum. If they don’t have the card, they’ll respond with “Ask the neighbour.” The asking student must then take a card from the face-down pile.

The game continues until one player can no longer form a pair. The student with the most near-double pairs wins!

Source: translated from Guide d’enseignement efficace des mathématiques de la maternelle à la 6e année, Fascicule 5, p. 76.

Activity 5: Who Wins? Whichever Way Wins ("One-More-Than", "Two-More-Than", "One-Less-Than", "Two-Less-Than" and Facts With 0)

Materials

  • Appendix FR3  (spinner) or a numbered cube labelled with +0, +1, +2, -0, -1 and -2
  • Appendix FR19 (number strip graduated from 0 to 20)
  • two counters of a different colour (one for each student)

Students work in pairs. Each student begins by placing their counter on the number 10 on the number strip. The student who starts the game throws the numbered cube (or spins the spinner) and moves their counter according to the clue on the cube (or spinner). The game continues until a student reaches one end of the number strip and wins the game.

Source: translated from Guide d’enseignement efficace des mathématiques de la maternelle à la 6e année, Fascicule 5, p. 79.

Activity 6: The Big Race (+1, +2, +0, -0, Doubles, Near-Doubles, Combining by Tens)

Materials

  • Appendix FR22 (game The Big Race) (one per student)
  • pencils
  • counters

The Big Race can be used to familiarize students with all the strategies relating to addition and multiplication in the form of a paper and pencil exercise. Each student needs a copy of the game sheet. The students write in the central box the strategy to be used to fill the game sheet, then move around the circuit applying the strategy indicated in the centre to each of the numbers laid out around the track. They write their answer in the outer space of the game sheet (counters should be available for students to use).

This game is ideal for practicing strategies as they are being taught as well as reviewing previously learned strategies.

Source: translated from Guide d’enseignement efficace des mathématiques de la maternelle à la 6e année, Fascicule 5, p. 80.