## The following resource is great for beginning addition and subtraction. I love the progression and explanations! It is most appropriate for first grade (maybe late Kindergarten), but I can see it being valuable for reteaching in many grades. The file to download is below.

addition_and_suctraction_strategies.pdf | |

File Size: | 1654 kb |

File Type: |

## Fun with Doubles Videos

This is a great game for practicing doubles and doubles plus 1. Instead of using a bingo dauber, I would use counters. Download and print below.

dauberdotmathsample.pdf | |

File Size: | 775 kb |

File Type: |

## Below you can download an addition and subtraction strategies poster for your classroom. Great ANCHOR chart....

addition_strategies_3.pdf | |

File Size: | 44 kb |

File Type: |

subtraction_strategies.pdf | |

File Size: | 71 kb |

File Type: |

## Missing Addend Download

Click below to download and print

missing_addend.pdf | |

File Size: | 47 kb |

File Type: |

## Adding with 10.

Click below to download

friendsoftenfreebie.pdf | |

File Size: | 742 kb |

File Type: |

## Nice resources link below

## Ten More Dice Game

To play this game:

Roll a dice and add 10 more. Place a counter on the sum. Person to get the board filled first wins. Download for the game board below.

Roll a dice and add 10 more. Place a counter on the sum. Person to get the board filled first wins. Download for the game board below.

addmorebingo.pdf | |

File Size: | 538 kb |

File Type: |

## Subtraction Strategy Posters

subtractionmathstrategiesposters.pdf | |

File Size: | 470 kb |

File Type: |

knockitoffsubtraction.pdf | |

File Size: | 4045 kb |

File Type: |

## Kaboom Regrouping (adding) Game- Download Below

kaboomdoubledigitaddition.pdf | |

File Size: | 1605 kb |

File Type: |

## Dice Games Download below!

dicegames.pdf | |

File Size: | 788 kb |

File Type: |

## Dice Games to Practice Adding and Subtracting

Let the Games Begin!

per pair of students, a piece of paper per student, pencil for each player,

timer

Set the timer for a random time. A player rolls the dice, adds the numbers on

the dice mentally then writes it on the paper. The other player repeats the

process on his/her own paper. The next turn the player adds the two dice

together and then adds it to the number on the paper. Play continues as each

number adds on the sum of their dice to get a larger number. When the timer

rings, whoever has the higher score wins. **A variation would be to have one

player roll the dice and the other player add it mentally and write it down.

***Depending on the skill level of the students and the numbers on the dice, you

can do this with just one die. Roll the die and add it to the number on the

paper. Continue to add on until the timer rings.

Write a TARGET number on the board for all to see. Each player takes turns

rolling the die and adding on to the sum on the paper until one player reaches

the TARGET number exactly. It

may take several rolls for a player to get to the target number without going

over it! That makes it exciting. **A variation would be for subtraction. Start

at the TARGET number and see who can roll and subtract until they reach zero

exactly.

Divide class into two teams. Have them sit across from each other on the

floor with space in the middle. Each side has one die. First player in each line

rolls the die when the teacher says "go!" The player who rolled the die from

each team needs to add or subtract (whichever is the designated skill) and say

it first to win a point for their team. Next player from each team repeats the

activity until each player has had a turn. Team with the highest number of

points wins. *Can be used for multiplication.

On a Roll!

One player rolls the dice, mentally adds them, and writes down the sum. The

same player rolls the dice again and adds it to the number on the paper. The

other player checks the sum with the calculator. Switch roles. No time limit. No

winner. This reinforces use of calculator and reinforces addition skills using

regrouping.

Write 10 different numbers on the board. Each number must be a sum possible

by the kind of dice you are using. For example, if you are using dice with only

numbers one through six then the highest sum you can have is twelve. Therefore,

your numbers on the board should not be higher than twelve.

Students write the numbers on the top of their papers. Each player in the

pair takes turns rolling the dice and mentally adding the two numbers. If the

sum is one of the numbers on the top of the paper, the number gets crossed out.

The player who crosses out all of their numbers first wins.

Math concepts: This game for two or more players gives students practice with mental addition and

experience with thinking strategically.

The object: to be the first to score 100 points or more.

How to play: Players take

turns rolling two dice and following these rules:

1. On a turn, a player may roll the dice as many times as he or she wants, mentally keeping a running

total of the sums that come up. When the player stops rolling, he or she

records the total and adds it to the scores from previous rounds.

2. But, if a 1 comes up on one of the dice before the player decides to stop rolling, the player scores 0

for that round and it's the next player's turn.

3. Even worse, if a 1 comes up on both dice, not only does the turn end, but the player's entire

accumulated total returns to 0.

After students have had the chance to play the game for several days, have a class discussion about the

strategies they used. You may want to list their ideas and have them test different strategies against each other to try and determine the best way to play.

**Game 1**: Supplies: Two diceper pair of students, a piece of paper per student, pencil for each player,

timer

Set the timer for a random time. A player rolls the dice, adds the numbers on

the dice mentally then writes it on the paper. The other player repeats the

process on his/her own paper. The next turn the player adds the two dice

together and then adds it to the number on the paper. Play continues as each

number adds on the sum of their dice to get a larger number. When the timer

rings, whoever has the higher score wins. **A variation would be to have one

player roll the dice and the other player add it mentally and write it down.

***Depending on the skill level of the students and the numbers on the dice, you

can do this with just one die. Roll the die and add it to the number on the

paper. Continue to add on until the timer rings.

**Game 2**: Supplies: One die per pair of students, paper, and pencilsWrite a TARGET number on the board for all to see. Each player takes turns

rolling the die and adding on to the sum on the paper until one player reaches

the TARGET number exactly. It

may take several rolls for a player to get to the target number without going

over it! That makes it exciting. **A variation would be for subtraction. Start

at the TARGET number and see who can roll and subtract until they reach zero

exactly.

**Game 3**: Supplies: Large foam diceDivide class into two teams. Have them sit across from each other on the

floor with space in the middle. Each side has one die. First player in each line

rolls the die when the teacher says "go!" The player who rolled the die from

each team needs to add or subtract (whichever is the designated skill) and say

it first to win a point for their team. Next player from each team repeats the

activity until each player has had a turn. Team with the highest number of

points wins. *Can be used for multiplication.

On a Roll!

**Game 4:**Supplies: Two dice per pair of students, calculator, paper, pencilOne player rolls the dice, mentally adds them, and writes down the sum. The

same player rolls the dice again and adds it to the number on the paper. The

other player checks the sum with the calculator. Switch roles. No time limit. No

winner. This reinforces use of calculator and reinforces addition skills using

regrouping.

**Game 5:**Supplies: Two dice per pair of students, paper, pencilWrite 10 different numbers on the board. Each number must be a sum possible

by the kind of dice you are using. For example, if you are using dice with only

numbers one through six then the highest sum you can have is twelve. Therefore,

your numbers on the board should not be higher than twelve.

Students write the numbers on the top of their papers. Each player in the

pair takes turns rolling the dice and mentally adding the two numbers. If the

sum is one of the numbers on the top of the paper, the number gets crossed out.

The player who crosses out all of their numbers first wins.

**The Game of Pig**(Grades 3–8)Math concepts: This game for two or more players gives students practice with mental addition and

experience with thinking strategically.

The object: to be the first to score 100 points or more.

How to play: Players take

turns rolling two dice and following these rules:

1. On a turn, a player may roll the dice as many times as he or she wants, mentally keeping a running

total of the sums that come up. When the player stops rolling, he or she

records the total and adds it to the scores from previous rounds.

2. But, if a 1 comes up on one of the dice before the player decides to stop rolling, the player scores 0

for that round and it's the next player's turn.

3. Even worse, if a 1 comes up on both dice, not only does the turn end, but the player's entire

accumulated total returns to 0.

After students have had the chance to play the game for several days, have a class discussion about the

strategies they used. You may want to list their ideas and have them test different strategies against each other to try and determine the best way to play.

## Roll a Rule Download

roll_a_rules.pdf | |

File Size: | 104 kb |

File Type: |

## Add It Up! Fluency Practice

__Materials__- 1 deck of cards

**Vocabulary****: addition, add, addends, sum**,

**total**, (compute)

__Directions to set-up the game.__- From a deck of cards you will need all the cards numbered from 2-10. (4 of each)
- Use the Aces as ones.
- Use the Jacks, Queens, or Kings as zeros.

**- 2**

__Players__

__Directions to Play__- Shuffle the cards.
- Place the deck of cards on a flat surface number-side down.
- Each player takes 2 cards.
- Players turn over their 2 cards
**(the addends)**and adds them together to**compute**the answer**(the sum/total)**. - The player with the larger sum takes all the 4 cards from that round.
- In case of a tie, each player takes 2 more cards and the player with the larger sum takes all 8 of the cards.
- The game ends when all the cards in the deck have been used.
- The player with the most cards wins.

**Play with 3 or 4 players.**

__Variation__:## Fluency Practice: MAKE IT FUN NOT DRILL AND KILL

SPLAT: Write an adding problem on the board. Call out a sum and students splat the answer. First to splat gets the point.

## Ten More Ten Less: Roll it! Game Download Below

10_more_and_less_roll.pdf | |

File Size: | 479 kb |

File Type: |

## I could not get this as a download, however it's not too hard to make if you like it. Students roll and then answer a problem in that column. Not really a game, but kids don't realize it- SUCKERS HAHA!

## Great strategies at this link for Grades 1-2. Click the button to visit the website!

## 2nd Grade Strategies Letter to Parents

2nd_grade_math_strategies.pdf | |

File Size: | 94 kb |

File Type: |

## Fluency Practice is FUN!- REALLY!!!

## Eggs-Act Sums

**Grade Level:** K-1

**Skill:** Addition facts through 6 + 6

**Number of players:** 2 to 4

**Object of the game:** Be the first player to fill each section of the egg carton

**Supplies:**- One clean, empty egg carton for each player
- A bag of jelly beans (or cotton balls)
- A pair of standard dice

**Preparation:**- Give each player an egg carton, and ask her to label each section. Write a * in one section. In the others, write each of the numbers from 2 to 12.
- Give each player 12 jellybeans (or cotton balls).

**To Play:**

- Roll a die to see who goes first. The player with the lowest number begins.

- For each turn, the player rolls the dice and adds the two numbers on the top of the dice.

- She finds the section of her egg carton with that number and puts a jellybean in it. The * may be used for any number. For example, if a player rolls a 3 + 5, but already has a jellybean in the 8 space, she may put one in the * space.

- The next player rolls the dice, and does the same.

- Play continues until someone has a jellybean in every section of her egg carton. The first person to get a jellybean in each section wins the round.

*Have Fun!!!*

## Fishin' for Addition Fluency Practice

Fishin' for Addition

**Grade Level:**1 - 2**Skill:**Addition facts through 9 + 9**Number of players:**2 to 4**Object of the game:**Be the first player to cover 5 fish in a row**Supplies:**- 20 craft (Popsicle®) sticks
- Fishing for Addition game boards on the next two pages
- Markers to cover the numbers (These can be small bits of paper cut from construction paper, or even junk mail!

**Preparation:**- Write one of the digits, 0 – 9 on the end of each stick. Make two sets.
- Put the sticks (“fishing poles”) in a glass or jar with the numbers down, out of sight.
- Give each player a game board.

**Click to print off Game Cards****To play:**- Draw a fishing pole to see who starts. Person with the lowest number begins.If there’s a tie, keep drawing until someone has the lowest number.
- For each turn, one player draws two fishing poles from the jar. All the players add the two numbers together, find the sum on their game board, and cover the sum with a marker. Each player may cover only 1 space on the game board per turn.
- After each turn, the player puts the poles back in the jar. The next player draws two poles.
- Play continues until someone has covered 5 numbers in a row – up, down, across, or diagonally. That player wins the round. *
- To play a new round, the players trade game boards and a different player begins.

*******Scoring (optional):**The winner receives 5 points for scoring 5 in a row, plus he gets 1 additional point for every fish anywhere on his game board that he’s covered. All other players also score 1 point for each fish that’s covered. When all play has finished, each player adds his total score for all rounds played. It is possible for some one who has never scored 5 in a row to win!## Rolling More or Less Game

Rolling More or Less!Skill: Greater than, less than, equals with symbols; addition up to 6 + 6

Number of players: 2-4

Object of the game: Earn the most cards.

Supplies: A pair of dice, game cards

Preparation: Photocopy the game cards, cut apart, and place face down on the table.

To Play:

The trick is to find the right game. You'll find tons of math activities on this site. Not all may register with your student, but you can be sure you will find kids math games on this site they will just love.

Number of players: 2-4

Object of the game: Earn the most cards.

Supplies: A pair of dice, game cards

Preparation: Photocopy the game cards, cut apart, and place face down on the table.

To Play:

- The first player draws a card. She rolls the dice and finds the sum. If the sum matches her card, she keeps the card. If the sum doesn’t match the card, she may roll one more time. If the sum still doesn’t match the card, she returns the card to the bottom of the deck and her turn is over.
*Example:*Susie draws**4 > ____**

She rolls 3 + 4. The sum is 7 which is not less than 4. So she rolls again and gets 1 + 2. The sum is 3 which is less than 4, so she keeps the card. - Other players follow in the same manner.
- When all the cards in the deck have been used, players count their cards. The player with the most cards is the winner.

*Not so fast!*There are plenty of kid math games to go around to create excitement in the most math anxious child.The trick is to find the right game. You'll find tons of math activities on this site. Not all may register with your student, but you can be sure you will find kids math games on this site they will just love.

## Strategies from BrainPop

Background Information & Activities© 1999-2012 BrainPOP. All rights reserved.As children begin working with larger numbers, teach them strategies and shortcuts that help them manipulate numbers more easily. Help them understand that they can use basic facts they already know to solve more complicated number sentences and problems. We suggest reviewing the and movies before exploring this topic. We also recommend that children use counters, base-ten blocks, number lines, and hundred charts to practice adding and subtracting tens.

Use base-ten blocks or counters to show 40 and 20. Then have children add the two numbers together. Try to add them in different ways. For example, you can skip-count each tens rod or you can start with 40 and add on two tens: 50, 60. You can also use a number line or a hundred chart and add on two tens. If you are using a hundred chart, be sure children notice that they jump down two rows for two tens. Remind them that each row on a hundred chart has ten numbers. Explore a variety of strategies, and write the number sentence to show how you added: 40 + 20 = 60. You may wish to write the sentence horizontally and vertically.

Explain to children that when they are working with tens, they can hide the zeroes to make it easier to add, and then bring back the zeroes at the end. So 50 + 30 can become 5 + 3, which is a basic number fact. Since 5 + 3 = 8, then 50 + 30 = 80. Try solving other number sentences together where children add tens by hiding the zeroes.

Encourage children to use doubles facts to help them solve number sentences. For example, many children know 3 + 3 because it is a basic doubles fact. They can use this fact to solve 30 + 30. Just remind them to bring back the zeroes after they solve.

Remind children that when they subtract using manipulatives, they take away pieces. Use base-ten blocks to show 90. Then, take away 20. How many are left? Write the number sentence 90 – 20 to show what happened. Then use a number line, a hundred chart, or the base-ten blocks to solve the problem. Remind children that they can hide the zeroes to help solve the problem. Since 9 – 2 = 7, they know that 90 – 20 = 70.

Once children are familiar with adding and subtracting tens, they can use those strategies to help them solve other number sentences. Show the number sentence 20 + 11. What is the sum? Write the number sentence 20 + 10 and have children solve. Explain that in 20 + 11, they are adding 11 and not 10. Since 11 is one more than 10, the sum of 20 + 11 should be one more than 20 + 10. Thus, 20 + 10 + 1 = 31. Practice this strategy with other number sentences.

Show the number sentence 50 + 9. What is the sum? Some children may remember that 50 + 10 = 60 (or remember that 5+ 1 = 6, therefore 50 + 10 = 60). How can they use this fact to solve 50 + 9? Remind children that in 50 + 9, they are adding 9 and not 10. Since 9 is one less than 10, the sum of 50 + 9 is one less than 50 + 10. Thus, 50 + 10 - 1 = 59. Practice this strategy with other number sentences.

Now show the number sentence 60 - 11. What is the difference? Write down the number sentence 60 - 10 and have children solve. Some children may be able to quickly solve 60 - 10 = 50 (or recall that 6 – 1 = 5, thus 60 – 10 = 50). How can they use this number sentence to solve 60 – 11? Remind children that in 60 - 11, they are subtracting 11 and not 10. Since 11 is one more than 10, the difference of 60 – 11 is one less. Thus, 60 – 10 - 1 = 49. Practice this strategy with different number sentences. We recommend using hundred charts and base-ten blocks to help children. This strategy will be useful later when they start regrouping while subtracting.

Show the number sentence 70 – 9. What is the difference? Write down the number sentence 70 – 10. Children may recall that 70 – 10 = 60. Have them use this number sentence to solve 70 – 9. Since 9 is one less than 10, the difference of 70 - 9 should be one more than 70 - 10. Thus, 70 -9 = 61. Practice solving other number sentence without regrouping.

Help children understand that adding and subtracting tens is a useful strategy that can be used to solve other number sentences. With plenty of practice, children can become comfortable solving two-digit addition and subtraction sentences without feeling overwhelmed or daunted. They can use their knowledge to apply to more complex number sentences, and are well on their way to becoming math pros!

Use base-ten blocks or counters to show 40 and 20. Then have children add the two numbers together. Try to add them in different ways. For example, you can skip-count each tens rod or you can start with 40 and add on two tens: 50, 60. You can also use a number line or a hundred chart and add on two tens. If you are using a hundred chart, be sure children notice that they jump down two rows for two tens. Remind them that each row on a hundred chart has ten numbers. Explore a variety of strategies, and write the number sentence to show how you added: 40 + 20 = 60. You may wish to write the sentence horizontally and vertically.

Explain to children that when they are working with tens, they can hide the zeroes to make it easier to add, and then bring back the zeroes at the end. So 50 + 30 can become 5 + 3, which is a basic number fact. Since 5 + 3 = 8, then 50 + 30 = 80. Try solving other number sentences together where children add tens by hiding the zeroes.

Encourage children to use doubles facts to help them solve number sentences. For example, many children know 3 + 3 because it is a basic doubles fact. They can use this fact to solve 30 + 30. Just remind them to bring back the zeroes after they solve.

Remind children that when they subtract using manipulatives, they take away pieces. Use base-ten blocks to show 90. Then, take away 20. How many are left? Write the number sentence 90 – 20 to show what happened. Then use a number line, a hundred chart, or the base-ten blocks to solve the problem. Remind children that they can hide the zeroes to help solve the problem. Since 9 – 2 = 7, they know that 90 – 20 = 70.

Once children are familiar with adding and subtracting tens, they can use those strategies to help them solve other number sentences. Show the number sentence 20 + 11. What is the sum? Write the number sentence 20 + 10 and have children solve. Explain that in 20 + 11, they are adding 11 and not 10. Since 11 is one more than 10, the sum of 20 + 11 should be one more than 20 + 10. Thus, 20 + 10 + 1 = 31. Practice this strategy with other number sentences.

Show the number sentence 50 + 9. What is the sum? Some children may remember that 50 + 10 = 60 (or remember that 5+ 1 = 6, therefore 50 + 10 = 60). How can they use this fact to solve 50 + 9? Remind children that in 50 + 9, they are adding 9 and not 10. Since 9 is one less than 10, the sum of 50 + 9 is one less than 50 + 10. Thus, 50 + 10 - 1 = 59. Practice this strategy with other number sentences.

Now show the number sentence 60 - 11. What is the difference? Write down the number sentence 60 - 10 and have children solve. Some children may be able to quickly solve 60 - 10 = 50 (or recall that 6 – 1 = 5, thus 60 – 10 = 50). How can they use this number sentence to solve 60 – 11? Remind children that in 60 - 11, they are subtracting 11 and not 10. Since 11 is one more than 10, the difference of 60 – 11 is one less. Thus, 60 – 10 - 1 = 49. Practice this strategy with different number sentences. We recommend using hundred charts and base-ten blocks to help children. This strategy will be useful later when they start regrouping while subtracting.

Show the number sentence 70 – 9. What is the difference? Write down the number sentence 70 – 10. Children may recall that 70 – 10 = 60. Have them use this number sentence to solve 70 – 9. Since 9 is one less than 10, the difference of 70 - 9 should be one more than 70 - 10. Thus, 70 -9 = 61. Practice solving other number sentence without regrouping.

Help children understand that adding and subtracting tens is a useful strategy that can be used to solve other number sentences. With plenty of practice, children can become comfortable solving two-digit addition and subtraction sentences without feeling overwhelmed or daunted. They can use their knowledge to apply to more complex number sentences, and are well on their way to becoming math pros!

__Strategy 1:__ Break the second addend in parts 45 + 27 = ? Break the 27 into tens and ones. First add 20, then add 7:

45 + __27__=

45 +__20__ =65

+7 = 72.

__Strategy 2:__ Add the tens and ones separately 45 + 27 = ? Add tens. Add ones. Add the two sums:

45 + 27=

(40 + 20) + (5 + 7) =

60 + 12

= 72.

__Strategy 1:__Break the second addend in parts

__Strategy 2:__Add the tens and ones separately

## Subtraction Tips

Borrowing....

Do your kids have a hard time with subtracting larger numbers when a zero is involved?

Problems like this makes my kiddos nuts! I have finally figured out a simpler way to help them subtract

accurately without any "magic" numbers showing up! Maybe you all have already figured this out, but just incase there are others who were struggling with this as I have been, I thought I would share a teaching strategy.

My kids know they need to borrow from the zero, but they cannot figure out how or what number that silly zero turns into. I started asking my kids to look at the next number beside the zero and make it a double digit number. In this case, we would look at 30 instead of just 0. Then, I ask my kids, "What number comes just before 30?" It takes some of them a few seconds to think of the answer, but they can count backward and figure out that 29 comes just before 30. So we cross out 30, make it a 29, and add the "1" in front of the number in the one's place.

Do your kids have a hard time with subtracting larger numbers when a zero is involved?

Problems like this makes my kiddos nuts! I have finally figured out a simpler way to help them subtract

accurately without any "magic" numbers showing up! Maybe you all have already figured this out, but just incase there are others who were struggling with this as I have been, I thought I would share a teaching strategy.

My kids know they need to borrow from the zero, but they cannot figure out how or what number that silly zero turns into. I started asking my kids to look at the next number beside the zero and make it a double digit number. In this case, we would look at 30 instead of just 0. Then, I ask my kids, "What number comes just before 30?" It takes some of them a few seconds to think of the answer, but they can count backward and figure out that 29 comes just before 30. So we cross out 30, make it a 29, and add the "1" in front of the number in the one's place.