PLC by Denise Crutchfield

Wonderful link for this book!!!

Mastering the Basic Math Facts in Addition and Subtraction /Howard County 

Fluency Expectations

We are going to explore numerous

strategies and activities that support all students in

understanding basic addition and subtraction math facts and

committing those facts to memory

Mastering Basic Addition & Subtraction Facts

What are basic facts?

What constitutes mastery?

Why do we need to KNOW basic facts?

Why is it important to UNDERSTAND basic facts?

sat chair red girl a in little the

How can we help our students master basic facts?

Mastering Basic Addition & Subtraction Facts

Mastering Basic Math Facts in Addition and Subtraction

Helpful Resources for Teacher LearningPages xiii - xiv Forward – This provides a great justification for why this book is helpful in teaching the basic

facts. Pages 1 - 13 Introduction – This introduction is VERY helpful in explaining how the Common Core expects

students to learn these facts and how the book is sequenced to meet those needs. It is imperative to read this section to prepare for teaching standard 1.OA.6 (First Grade)

and /or 2.OA.2 (2nd grade) Pages 15-19 Chapter 1 – Understanding Addition and Subtractions Many of the Common Core Standards are addressed in this chapter which help us understand

the BIG difference between how we learned the basic facts (“drill & kill”) to how we are expected to teach them (building on understanding of operations, properties, patterns, and number concepts).

It is imperative to read this section to prepare for teaching teaching standard 1.OA.6 (First Grade) and /or 2.OA.2 (2nd grade)

 Pages 143 – 1144 Conclusion – This provides a very nice overview/summary (depending on when you read it) of

the principles necessary for teaching the basic facts. Reading the conclusion before beginning the unit will be helpful.

BIG idea: connects the new fact set to

previous experiences and forms the foundation for development of math fact strategies

Developing Understanding: develops conceptual understanding. Linked to literature.

Building Automaticity: GAMES! Targeted practice!

Connecting to Subtraction: quickest way to solve subtraction is with a related addition fact

How the Lessons are Organized

Mastering Basic Addition & Subtraction Facts

Foundation Facts

Plus 1 / Plus 2 Adding 0 Adding 10 Doubles Making 10

Building on the Foundation Using Tens Using Doubles

Mastering Basic Addition and Subtraction FactsSequence for Teaching Literature Connections

Foundation Facts

Chapter Page Numbers Literature Standards Addressed

Understanding Addition and Subtraction

Representation

One 15-30 Rooster’s Off to See the WorldAnimals on BoardElevator Magic

1.OA.11.OA.21.OA.31.OA.41.OA.51.OA.6

1.OA.7 fluency1.OA.8

1.NBT.4*

2.OA.12.OA.2 fluency

2.NBT.5*2.NBT.7*2.NBT.9*

* The activities in this book support the work students do with higher

numbers, as addressed in the NBT standards, through strategies

based on the properties of operations and the relationship

between addition and subtraction

+1/+2 Two 31 - 50 Mouse CountCounting Crocodiles

+ 0 Three51 – 62

Gray Rabbit’s 1,2,3

+10 Four 63 – 76 If You Give a Mouse a Cookie Don’t Eat the Teacher

Doubles Five 77 – 92 Double the DucksMartha Blah Blah

Making 10 Six 93 – 110 Ten Apples Up on Top

Using 10s Seven 111 – 126 Diary of a Worm

Using Doubles Eight 127 - 142 Fish Eyes

Chapter 1 Understanding Addition and SubtractionExploring Big Ideas to Develop Math Fact Strategies p15-

29

BIG IDEAS:Our number system is a system of patternsThe order of the factors does not change the sum (the commutative property)Addition and Subtraction are inverse operationsNumbers are flexible. They can be broken apart to more easily perform an operationUsing models (# line, manipulatives w/mats, 10 frames, and # charts)

You tube read aloud http://www.youtube.com/watch?v=HTrmtZ-YrzQ

You Tube read aloud http://www.youtube.com/watch?v=LARplfRnkIo

Chapter 2 Plus 1 / Plus 2Students build on their understanding of counting by

exploring 1 or 2 more & 1 or 2 less.

BIG IDEAS:The sum when 1 is added is the next counting number.Our number system is a system of patterns.Addition is a joining or combining processSubtraction is a separation or comparison process.The order of the addends does not change the sum.Addition & subtraction are inverse processes.

You tube read aloud http://www.youtube.com/watch?v=7zVGy0AiyzI

Mice in a Jar

In bag _____, there were ______ mice.

I added 1 mouse, so there were _________.

I added 2 mice, and there were __________.

Draw a picture and write a number sentence to show how many mice there were when you added 1 mouse to the bag.

Draw a picture and write a number sentence to show how many mice there were when you added 2 mice to the bag.

Number of Mice in

a BagPlus 1 Mouse Plus 2 Mice

1 1 + 1 = 2 1 + 2 = 3

2 2 + 1 = 3 2 + 2 = 4

3 3 + 1 = 4 3 + 2 = 5

4 4 + 1 = 5 4 + 2 = 6

5 5 + 1 = 6 5 + 2 = 7

6

7

8

9

10

Mice in a Bag

Chapter 2 Mouse Count Counting Crocodiles

Plus 1 / Plus 2 Plus 1 and Plus 2- lessons with literature link.

P.34-40 Pushing big ideas during the lesson Plus 1 and Plus 2- building automaticity p.41-

45 Connect to subtraction p.46-49 Monitoring Progress with fluency checks

fluency checks located on the C.D.

Chapter 3 Adding 0Using their knowledge of the concept of addition, students explore what happens when they add or subtract nothing

from a quantity.

BIG IDEAS:The zero property of addition tells us that 0 added to any number results in a sum that is the original number.

The order of the addends does not change the sum.

Addition is a joining or part-part-whole process.

Subtraction is a separate or compare process.

Gray Rabbit made animal friends from clay.

How Many Animals?

Animals How Many? What if he added 0 more?

worm 1 1 + 0 = 1

toucans 2 2 + 0 = 2

bears 3 3 + 0 = 3

dogs 4 4 + 0 = 4

frogs 5 5 + 0 = 5

Chapter 3 Gray Rabbit 1,2,3 Adding 0

Adding 0 - lessons with literature link. P. 53-57 Pushing big ideas during the lesson Adding 0 -building automaticity p.58-60 Connect to subtraction p.60-61 Monitoring Progress with fluency checks

fluency checks located on the C.D.

http://www.youtube.com/watch?v=GXjMvQ0HPFU

Chapter 4 Adding 10Adding 10 to a single-digit number results in a 2-digit sum.

Students explore adding 10 in order to build understanding & automaticity that will be needed later

when exploring using the using-10 strategy.

BIG IDEAS:Numbers can represent separate objects or groups of 10 objects.

Adding 10 to a single-digit number will add on more place value.

The order of the addends does not change the sum.

http://www.youtube.com/watch?v=GXjMvQ0HPFU

Draw a picture of your cookie. Tell how many chips are in your cookie.

Write a number sentence to tell how many chips there would be if you added 10 more to your cookie.

My cookie has ____ chips. How many chips would your cookie have if you added 10?

Ten More Chocolate Chips

1 + 10 = 11

2 + 10 = 12

3 + 10 = 13

4 + 10 = 14

5 + 10 = 15

Don’t Eat the TeacherThere were 20 fish in Sammy’s class. He accidentally ate 10 fish

on the playground. How many fish are still in Sammy’s class?

There were 17 crayons in the box. Sammy ate 10 of them. How many crayons are left in the box?

Sammy ate 10 pieces of chalk. There were 12 pieces of chalk. How many pieces of chalk are left?

There were 14 pencil cases. Sammy ate 10. How many are left?

Chapter 4 Connect to Subtraction

Chapter 4 Adding 10

Adding 10- lessons with literature link. P.65-70 Pushing big ideas during the lesson

Adding 10- building automaticity p.70-72 Connect to subtraction p.72 Monitoring Progress with fluency checks

fluency checks located on the C.D.

Chapter 5 DoublesStudents explore the concept of doubling & what it means

to add 2 groups of equal size.

BIG IDEAS: Doubling is the process of

joining 2 groups of the same quantity.

Halving is the opposite of doubling.

Addition & subtraction are inverse operations.

http://www.youtube.com/watch?v=3n-vLjJJfXQ

Letters in Our Soup

Connecting to Subtraction

Letters in our Bowl

How many would be left if

we took half away?

Number Sentence

14 7 14 – 7 = 7

10 5 10 – 5 = 5

16 8 16 – 8 = 8

Chapter 5 Doubles

Doubles - lessons with literature link. P.78-84 Pushing big ideas during the lesson

Doubles -building automaticity p.85-87 Connect to subtraction p.88 Monitoring Progress with fluency checks

fluency checks located on the C.D.

Chapter 6 Making 10Because 10 is foundational in our number system,

students explore the different ways in which 2 addends result in a sum of 10. This knowledge becomes critical as

they later explore using 10 to find unknown facts.

BIG IDEAS: Our number system is a

system of 10.

The order of the addend does not change the sum.

Addition & subtraction are inverse operations.

http://www.youtube.com/watch?v=vrfHXQ31HcI

There are 10 apples. Write a number sentence to show how many

could be red and yellow. You can draw a picture or use tools to help you.

List some numbers that can be added together to make 10.

Apples Up On Top

Red Apples

Yellow Apples

Number Sentence

8 2 8 + 2 = 10

5 5 5 + 5 = 10

6 4 6 + 4 = 10

Apples Up On Top

Dropping ApplesThere were 10 apples on the tiger’s head. What if some dropped? Write a

number sentence to show how many are left. You can draw a picture to help you.

Connecting to Subtraction

Apples on his head

Dropped How many are left?

10 3 10 – 3 = 7

10 2 10 – 2 = 8

10 5 10 – 5 = 5

10 4 10 – 4 = 6

Chapter 6 Making 10

Making 10 -lessons with literature link. P.95-100 Pushing big ideas during the lesson

Making 10 -building automaticity p.101-106 Connect to subtraction p.107 Monitoring Progress with fluency checks

fluency checks located on the C.D.

Chapter 7 Using 10Now students know combinations of addends that have a

sum of 10, they use their understanding of the flexibility of numbers to find ways to break apart addends to create

simpler facts by using 10s (9+7 = 10+6)

BIG IDEAS: Working with tens simplifies

computations.

Numbers are flexible. They can be broken apart to more easily perform calculations.

http://www.youtube.com/watch?v=rd-jAKTOpqc

Chapter 7 Using 10’s

Using 10 -lessons with literature link. P.114-120 Pushing big ideas during the lesson

Using 10 -building automaticity p.121-123 Connect to subtraction p.124 Monitoring Progress with fluency checks

fluency checks located on the C.D.

Chapter 8 Using DoublesStudents’ knowledge of doubles facts is now put to use to find unknown facts that are near-doubles (4+5 = 4+4+1)

BIG IDEAS: Doubling is the process of

joining two groups of the same quantity.

Halving is the opposite of doubling.

There are many strategies to simplify math facts.

Chapter 8 Using Doubles

Using Doubles-lessons with literature link. P.129-133 Pushing big ideas during the lesson

Using Doubles-building automaticity p.134-136

Connect to subtraction p.137 Monitoring Progress with fluency checks

fluency checks located on the C.D.

Mastering the Basic Math Facts in Addition and SubtractionSusan O’Connell & John SanGiovanni