Addition is a way to find out how many things we have in total. When you see words like “in all,” “altogether,” “add,” or “join,” it means we are doing addition. We use the plus sign (+) to add numbers and the equal sign (=) to show the answer. The numbers we add are called addends, and the answer is called the sum.
For example, in the math problem 3 + 2 = 5, the numbers 3 and 2 are the addends, and 5 is the sum. If you add zero to any number, the number stays the same. Like if you have 7 toy cars and add 0 more, you still have 7 toy cars.
One way to add is by counting on. This works well if one of the numbers is 1, 2, or 3. Start with the bigger number and count up. For example, with 9 + 2, start at 9 and count two more: 10, 11. So, 9 + 2 equals 11.
Let’s try another one: Sally has 7 oranges and adds 3 more. Start at 7 and count three more: 8, 9, 10. So, 7 + 3 equals 10.
A number line can help us add bigger numbers. Let’s use it for 8 + 4. Start at 8 and count four more: 9, 10, 11, 12. So, 8 + 4 equals 12.
Try this: Molly has 6 jelly beans and adds 5 more. Start at 6 and count five more: 7, 8, 9, 10, 11. So, 6 + 5 equals 11.
Doubles are when we add the same number to itself. Here are some doubles facts to remember:
For example, a spider has 4 legs on each side. So, 4 + 4 = 8 legs in total.
We can also use doubles plus one. For 4 + 5, think of 4 + 4 = 8, then add one more to get 9. So, 4 + 5 equals 9.
Let’s try some more:
Great job learning about addition! Keep practicing, and you’ll get even better!
Number Line Hop: Create a large number line on the floor using tape or chalk. Ask the children to stand on a number and “hop” forward to add. For example, if they start at 3 and need to add 4, they hop four times to reach 7. Encourage them to say the numbers out loud as they hop. This activity helps them visualize addition and practice counting on.
Addition Scavenger Hunt: Organize a scavenger hunt where children find objects around the classroom or home to add together. For instance, they might find 2 pencils and 3 erasers. Ask them to add the items together and write down the sum. This activity encourages them to apply addition in real-life situations and reinforces the concept of addends and sums.
Doubles Match Game: Create a set of cards with doubles facts (e.g., 2 + 2, 3 + 3) and their sums (e.g., 4, 6). Mix them up and place them face down. Children take turns flipping two cards at a time, trying to find matching pairs of doubles facts and their sums. This game helps reinforce doubles facts and makes learning fun through a memory challenge.
Here’s a sanitized version of the provided YouTube transcript:
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**Strategies for Addition**
We use addition to find out how many there are in total. When reading a math problem, look for the words “in all,” “altogether,” “add,” or “join.” The symbols we use in addition are the addition sign (+) and the equal sign (=). The numbers that we are adding are called the addends, and the answer to the problem is called the sum.
For example, in the equation 3 + 2 = 5, three and two are the addends, and five is the sum. Any number added to 0 will always be that number. For example, 7 + 0 = 7. If we have seven toy cars in a box and add zero toy cars into the box, there will still be seven toy cars in the box.
The first strategy we are going to learn is the counting on strategy. Counting on works best if one of the addends is 1, 2, or 3. When we count on, we say the larger of the two addends first and then count on the smaller addend. For example, with 9 + 2, we start with 9 (the larger addend) and count two more: 10, 11. So, 9 + 2 equals 11.
Here’s another example: There are seven oranges in the box, and Sally wants to put three more oranges in the box. How many oranges will there be in total after Sally adds three more? We can use the counting on strategy to figure this out. Start with seven and count on three more: 8, 9, 10. Therefore, 7 + 3 equals 10.
The second strategy is using a number line. We can use a number line to help us count on for addends larger than three. Let’s use the number line to solve 8 + 4. We start with our finger on the eight and then count up four more: 9, 10, 11, 12. So, 8 + 4 equals 12.
Let’s try another one: There are six jelly beans in the bowl, and Molly puts five more jelly beans in the bowl. How many jelly beans are in the bowl in total? Start with six and move five spaces to the right: 7, 8, 9, 10, 11. Therefore, 6 + 5 equals 11.
The last strategy we will learn is doubles and doubles plus one. Doubles facts have the same addend, and it is important to remember these facts so that you can use them as a strategy. Here are the doubles facts:
– 1 + 1 = 2
– 2 + 2 = 4
– 3 + 3 = 6
– 4 + 4 = 8
– 5 + 5 = 10
– 6 + 6 = 12
Take a look at this example: A spider has four legs on each side. How many legs does it have in total? We can use our doubles fact: 4 + 4 = 8. There are eight legs in total.
Doubles facts plus one can help you with addition. For example, to figure out 4 + 5, think of the doubles facts. If 4 + 4 is 8, you can add one more to find that 4 + 5 equals 9.
Let’s try another one: 2 + 3. Since we know our doubles facts, we know that 2 + 2 = 4. If we add one more, we find that 2 + 3 equals 5.
Let’s try a couple more:
– What does 1 + 2 equal? That’s right, 3.
– What does 3 + 4 equal? That’s right, 7.
– What does 2 + 3 equal? That’s right, 5.
– What does 4 + 5 equal? That’s right, 9.
– What does 5 + 6 equal? That’s right, 11.
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