1 / 52

Addition and Subtraction

Addition and Subtraction. The path to subtraction and addition. Number value 0 to 9 Simple set understanding Concept of a digit Making equal sets and numbers Using = to compare numbers and sets Making a set less Comparing sets using = and <. The path to subtraction and addition.

bevan
Download Presentation

Addition and Subtraction

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Addition and Subtraction

  2. The path to subtraction and addition • Number value 0 to 9 • Simple set understanding • Concept of a digit • Making equal sets and numbers • Using = to compare numbers and sets • Making a set less • Comparing sets using = and <

  3. The path to subtraction and addition • Subtracting single digits • Making a set more • Comparing sets using =, < and > • Adding to 9 • Numbers 10 to 19 and digit • Bundling and place value • expanded notation and value

  4. The path to subtraction and addition • Adding tens and ones without carrying • Subtracting tens and ones without decomposing • Bundling and unbundling • Adding with carrying • Subtracting with decomposing

  5. Number value 0 to 9 Format for introducing each number • Introduce one number at a time starting with 1 and going to 9. a number can be introduce weekly, bi-weekly, monthly or longer depending on child’s receptiveness. • Introduce zero as meaning nothing

  6. What is taught for each number • Numbers have a shape- how it looks. Just like people have a shape. This is how to can tell who it is when we look at each other. • Numbers have a name just like people do • Numbers have a value- how much it is worth. This is the amount of pictures or objects that we need to make up the number (idea of a set). Counting helps us tell how much it is worth

  7. Activities to do for numbers 0 to 9 • Count objects with number of the week, include counting food • Count an action for the number e.g. Clap 3, jump , bark 6 • Make numbers using play dough • Make sets using counters like beads, craft pompoms, buttons • Draw sets for each number • Collage number

  8. An eample

  9. An Example- Number 1 While reciting poem Demonstrate how number is written using sky writing and writing on a board of large piece of paper Poem Straight line down And then we're done. That's the way To make a one. Poem Number 1 is like a stick. A straight line that is very quick Poem Number 1 is big and tall, stand him up so he won’t fall.

  10. An Example- Number 1 Demonstrate how number is written using sky writing and writing on a board of large piece of paper Number Rumba Lets do the number rumba Cha chacha Lets do the number rumba Cha chacha Lets do the number rumba Cha chacha Number rumba all day long Yay! Number 1 number 1 number 1 is lots of fun Number 1 number 1 number rumba all day long Yay! Little fingers One little finger 1 little finger, 1 little finger tap taptap, Point to the ceiling point to the floor and put it on your lap laplap going over the sea When I was one I ate a bun,Going over the sea.I jumped aboard a sailor-man's ship,And the sailor-man said to me "Going over, going under,Standingat attention like a soldier,With a o-n-e one!"

  11. digit • Introduce number 10 • Focus on how it looks and compare it to the numbers 0 to 9 DEFINITION • A SYMBOL USED TO HELP US WRITE NUMBERS. THERE ARE 10 DIGITS WHICH ARE 0, 1, 2, 3, 4, 5, 6, 7, 8, 9. SOME NUMBERS ONLY HAVE ONE DIGIT AND HAVE THE SAME NAME AS THE DIGITS EG. 0 TO 9 LOOK AT NUMBER 10. IT HAS TWO DIGITS. 9 HAS ONE DIGIT.

  12. Digit CONT’D Activity • Count the digits of various numbers written including numbers like 40 etc. Do not name the numbers except those taught.

  13. digit • Introduce number 10 • Focus on how it looks and compare it to the numbers 0 to 9 DEFINITION • A SYMBOL USED TO HELP US WRITE NUMBERS. THERE ARE 10 DIGITS WHICH ARE 0, 1, 2, 3, 4, 5, 6, 7, 8, 9. SOME NUMBERS ONLY HAVE ONE DIGIT AND HAVE THE SAME NAME AS THE DIGITS EG. 0 TO 9 • LOOK AT NUMBER 10. IT HAS TWO DIGITS. 9 HAS ONE DIGIT.

  14. Equal • Equal means the same Activity Show that: 4 is equal or the same as 4 4 is equal to four 4 is equal to These are all number sentences. A number sentence tells you what is going on with the numbers.

  15. Equal Activities • Do various activities where you make equal sets. • Draw the correct number of objects • Colour the correct number of objects • Find the correct number of objects around the house • Do one to one correspondence

  16. Equal Activities • Compare sets and objects using = sign • Read the number sentence to each comparision e.g. 2 2 the number sentence is two is equal to two =

  17. less • Make the set one less by crossing out one number • becomes 4 3 3 is less than 4 because 3 has less pictures

  18. less • Introduce the < and use it to compare numbers and sets 5 8 <

  19. less COUNT THE OBJECTS IN SET A • Make set b one less than set a SET A NOW DRAW SET B  SET B  THEN CROSS OUT 1 IN SET A SET A 

  20. less • give a number sentence for what we just did SET A  6 take away 1 in equal to 5 6 take away 1 is the same as 5 6 take away 1 leaves 5 6 less one is equal to 5 Less means we make it smaller or take away

  21. subtraction • Give a set with pictures. • Introduce subtraction sign and give number sentences to show what happened in set. 8 – 2 = 6 ◊◊◊◊◊◊◊◊

  22. subtraction • Subtract by reading number sentence and child drawing the pictures for the number sentence. 9 - 3 = Reinforce The first number in a subtraction number sentence tells you how many things you have and the second number tells you haw much to take away.

  23. subtraction • Learn subtraction number facts after the concept of subtraction is understood and the operation has been performed for the number facts. • Nb. You can also subtract 5c – 3c = 2c and emphasize that the pictures that you had to draw were money pictures since you were subtracting money. • This is only an introduction to money as it must be done with grouping.

  24. more COUNT THE OBJECTS IN SET A • Make set a one more SET A  THEN DRAW 1 MORE OBJECT IN SET A SET A 

  25. MORE • Introduce the > and use it to compare numbers and sets 9 3 >

  26. more • More means BIGGER • MAKING A SET MORE MEANS YOU MAKE IT BIGGER BY ADDING MORE OBJECTS • WHEN WE ADD NUMBERS GET BIGGER

  27. ADDITION • ADD SET A AND SET B TOGETHER SET A SET B   6 2  

  28. addition   • Number sentence for what we just did: 6 and 2 more make 8 6 plus 2 more make 8 6 plus 2 is equal to 8 6 + 2 = 8

  29. Number ten: place value, bundling • Look at number 10 again and discuss how it looks different because it has 2 digits • Numbers with one digit are in a family called the ones family. We draw ones pictures for the ones family. • Numbers with two digits are in a family called the tens family. We draw tens pictures for the tens family.

  30. Number ten: place value, bundling • Discuss how each of those digits are in a particular place (compare it with your head being in a particular place etc.) these places are called tens and ones tens ones 1 0 Let’s see why we got those names for the places.

  31. Number ten: place value, bundling Bundling Using sticks and rubber bands • give child 10 sticks. • tell child every time you count 10 you have to make a group by putting a rubber band around it • Each group is called a ten group because it is made up of ten ones. • 10 ones sticks are the same as 1 group of 10.so ten is made up of one group of ten and no ones. tens ones 10

  32. Number ten: place value, bundling tensones 1 0 • 10 is made up of 1 ten and 0 ones. • 1 has a position or place value of tens since that one is 1 group of ten. It has to have its own position and therefore it goes in the tens position or place. • Repeat for numbers 11 to 19. then move on to other numbers • We draw tens pictures for tens and ones pictures for ones • Be sure to emphasize that 10 ones is the same as 1 group of 10 and 1 ten is the same as ten ones. ( this is key for decomposing later) 10

  33. Simple expanded notation • 17= 1 ten + 7 ones • 25= 2 tens + 5 ones value- how much something is worth tens ones 2 3 What is the value of the 2 in 23? The 2 is the same as 2 groups of tens 2 tens is equal to 20 (un bundle 2 groups of tens and let child count)

  34. Addition without carryingread the number sentence first tens ones 2 3 + 1 1 When adding tens and ones we add the ones first then go to the tens We draw ones pictures for all the digits in the ones place or column

  35. Addition without carrying tens ones 2 3 + 1 1 Count all of the ones and write the digit in the ones place or column

  36. Addition without carrying tens ones 2 3 + 1 1 10 10 10 4 Draw tens pictures for all of the digits in the tens place or column Count all of the tens and write the digit in the tens place or column

  37. Addition without carrying tens ones 2 3 + 1 1 10 10 10 3 4

  38. subtracting without decomposingread the number sentence first tens ones 3 3 + 1 2 When subtracting tens and ones we subtract the ones first then go to the tens We only draw pictures for the first number.

  39. subtracting without decomposing tens ones 3 3 + 1 2 When subtracting tens and ones we subtract the ones first.

  40. subtracting without decomposing tens ones 3 3 + 1 2 1 When subtracting tens and ones we subtract the ones first.

  41. subtracting without decomposing 10 tens ones 3 3 + 1 2 10 10 1 After we have finished with the ones column we subtract the tens column

  42. subtracting without decomposing 10 tens ones 3 3 + 1 2 10 10 2 1

  43. Addition with carrying tens ones 2 5 + 1 7 Only digits 0 to 9 can go in each column. Only 9 ones can be in the ones column Count all of the ones

  44. Addition with carrying tens ones 2 5 + 1 7 Since there are more than 9 ones you have to count ten and put a rubber band around it. Tens cannot stay in the ones column, they have to go to the tens column

  45. Addition with carrying tens ones 2 5 + 1 7 2 1 Put the group of ten at the bottom of the tens column. Count the ones that are left in the ones column and write the digit

  46. Addition with carrying tens ones 2 5 + 1 7 10 10 10 2 10 1 Draw tens pictures for all of the digits in the tens column. Count all of the tens and write the answer

  47. Addition with carrying tens ones 2 5 + 1 7 10 10 10 4 2 10 1

  48. Adding money Understanding number value • Give child 1 penny. Have her read it to see that it is worth 1 cent. 1 cent is the same as just saying 1 • Give child 1 penny and then ask how much she has. Give another penny and ask for a number sentence. 1 penny plus 1 penny is equal to 2 pennies • Write out the number sentence 1c + 1C =2 C

  49. money Adding and subtracting money 1c + 1C =2 C • The c (cent symbol) lets us know we are adding coins. • If we had to draw pictures to help us add then we would draw coin or cents pictures and add just like we do normally. • We do the same thing for subtraction

  50. money Value of money • Give child a bag of 20 or more cents or pennies to walk around with in a tiny purse. • Walking around with all od those pennies could get tiring since the money is heavy and a lot. • Instead of walking around with a million pennies they decided to make it easier for us so they changed 5 cents into a nickel. It we could break up a nickel or a 5C coin into pennies or 1 cent coins we would get 5 pennies of 5 one cent coins. • The same thing goes for 10c, 25c coins.

More Related