Addition is like putting two groups together to see how many you have in total. When you see words like “add,” “join,” or “in all,” you know it’s an addition problem. The numbers you add are called addends, and the answer is called the sum.
One fun way to add is by counting on. You start with the bigger number and count up. For example, if you have eight plus three, start at eight and count three more: eight, nine, ten, eleven. So, eight plus three equals eleven.
Let’s try another one: two plus seven. Start at seven and count two more: seven, eight, nine. So, two plus seven equals nine. Counting on is easy when the smaller number is one, two, or three.
Another cool trick is making ten. This helps when one number is close to ten, like nine. For example, with nine plus five, you can make nine into ten by taking one from five. Now it’s ten plus four, which equals fourteen. So, nine plus five equals fourteen.
This works with numbers like seven or eight too. For seven plus six, make seven into ten by taking three from six. Now it’s ten plus three, which equals thirteen. So, seven plus six equals thirteen.
For six plus eight, change six to ten by taking four from eight. Now it’s ten plus four, which equals fourteen. So, six plus eight equals fourteen.
Subtraction is like taking away some objects from a group to see how many are left. Look for words like “subtract,” “take away,” “remain,” or “are left” to know it’s a subtraction problem. The answer is called the difference.
Counting back is a neat way to subtract. You can do it in your head or use a number line. For example, with nine minus three, start at nine and count back three: nine, eight, seven, six. So, nine minus three equals six.
On a number line, find nine and count back three steps: nine, eight, seven, six. You land on six, so nine minus three equals six.
You can also use addition to help with subtraction. For example, with fifteen minus nine, think about what you need to add to nine to get fifteen. Nine plus what equals fifteen? The answer is six. So, if nine plus six equals fifteen, then fifteen minus nine equals six. Knowing these related addition facts can really help!
Counting On Adventure: Go on a counting adventure around your home or classroom. Find small objects like buttons, blocks, or coins. Pick two small numbers, like 3 and 2, and use the objects to practice counting on. Start with the larger number and count up using the objects. For example, if you have 3 buttons and add 2 more, start with 3 and count on: 4, 5. How many do you have in total? Try different combinations and see how quickly you can count on!
Make Ten Magic: Use a deck of playing cards (remove the face cards) to practice making ten. Shuffle the cards and lay them out face up. Find pairs of cards that add up to ten. For example, a 7 and a 3 make ten. How many pairs can you find? Try to remember which numbers work together to make ten and see if you can find them faster each time you play!
Subtraction Scavenger Hunt: Go on a scavenger hunt to practice subtraction. Find a group of objects, like 10 pencils or 8 toy cars. Ask a friend or family member to “take away” a certain number of objects while you close your eyes. When you open your eyes, count how many are left and figure out how many were taken away. For example, if you started with 10 pencils and now have 7, how many were taken away? Practice using subtraction words like “take away” and “how many are left” as you play!
Here’s a sanitized version of the provided YouTube transcript:
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**Strategies for Addition and Subtraction**
**Addition:**
When using addition, we combine two groups to find out how many there are in total. Key terms to look for in an addition problem include “add,” “join,” or “in all.” The numbers in an addition problem are called the addends, and the answer is referred to as the sum.
One strategy that can simplify addition is counting on. To use the counting on strategy, we identify the larger of the two addends and count on from there. For example, with eight plus three, eight is the larger addend. We say eight and count three more: eight, nine, ten, eleven. Therefore, the sum of eight and three equals eleven.
For another example, with two plus seven, seven is the larger addend. We say seven and count on two more: seven, eight, nine. Thus, two plus seven equals nine. The counting on method works best when the smaller addend is a small number, such as one, two, or three.
Another effective strategy for addition is making ten. We can find the sum of an addition problem by making one of the addends ten. This is particularly useful when one of the addends is nine. For instance, in nine plus five, we can make nine ten by taking one from the five. The five changes to four, and now we have ten plus four, which equals fourteen. Therefore, nine plus five also equals fourteen.
The making ten strategy works well with addends of seven or eight as well. For example, with seven plus six, if we make seven ten, we take three away from six. So, seven changes to ten, and six changes to three. Ten plus three equals thirteen, meaning seven plus six equals thirteen.
Similarly, with six plus eight, we can change the six to a ten by taking four away from eight. So, six changes to ten, and eight changes to four. Ten plus four equals fourteen, so six plus eight also equals fourteen.
**Subtraction:**
When we subtract, we take away a number of objects from a group and count to find out how many are left. Key terms to look for in a subtraction problem include “subtract,” “take away,” “remain,” or “are left.” The answer to a subtraction problem is called the difference.
One strategy to make subtraction easier is counting back. We can do this mentally or use a number line. For example, to mentally subtract nine minus three, we start at nine and count back three: nine, eight, seven, six. Thus, nine minus three equals six.
Using a number line, we can find the number nine and count back three numbers to find the difference. Starting at nine and going back one, two, three, we end on six, confirming that nine minus three equals six.
Another strategy for easier subtraction is using addition to subtract. We can use addition facts to help us find the difference in a subtraction problem. For example, in fifteen minus nine, we think of the related addition problem: if we had nine circles, how many more circles would we need to get fifteen? In other words, nine plus what equals fifteen? The answer is six. Therefore, if nine plus six equals fifteen, then fifteen minus nine must equal six. Knowing related addition facts or fact families is very helpful for this strategy.
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