Second Grade



CFISD First Grade Math

COMPOSE AND DECOMPOSE NUMBERS TO 10

| |Teacher Notes/TEKS/Overview |Page # |

|Unit Title |Compose and Decompose Numbers to 10 | |

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| |Power of 10-number bracelets |p. 2 |

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| |Power of 10-part-part-whole |p. 4 |

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| |Power of 10-Rekenrek |p. 5 |

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| |Addition |p. 7 |

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| |Addition Using the 4 Step Process |p. 9 |

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| |More Addition Practice |p. 15 |

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| |More Practice Using the 4 Step Process |p. 21 |

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| |Subtraction |p. 33 |

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| |Subtraction Using the 4 Step Process |p. 34 |

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| |More Subtraction with the 4 Step Process |p. 39 |

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| |Practice with Addition and Subtraction |p. 54 |

|TEKS |1.3C Compose 10 with two or more addends with and without concrete objects | |

| |1.3D Apply basic fact strategies to add and subtract within 20, including making 10 and | |

| |decomposing a number leading to 10 | |

| |1.3E Explain strategies used to solve addition and subtraction problems up to 20 using spoken | |

| |words, objects, pictorial models, and number sentences | |

| |1.3F Generate and solve problem situations when given a number sentence involving addition and | |

| |subtraction of numbers within 20 | |

| |1.5D Represent word problems involving addition and subtraction of whole numbers up to 20 using | |

| |concrete and pictorial models and number sentences | |

| |1.5E Understand that the equal sign represents a relationship where expressions on each side of | |

| |the equal sign represent the same value(s) | |

|Vocabulary |Put together, addition, take away, subtraction, sum, difference, join, plus, minus, take away, | |

| |parts, whole, addends | |

|Tips for Teachers | | |

| |“Friends of 10” | |

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| |“How Many Ways Can You Make a Number?” this is a video for teachers to watch and then use the | |

| |concept with manipulatives to teach the students. | |

First Grade Teacher Notes

Compose and Decompose Numbers to 10

TEKS: 1.3C Compose 10 with two or more addends with and without concrete objects

Compose and Decompose Numbers to 10

Power of 10-Number Bracelets

Materials:

*Chenille stems

*Beads (all the same color)

*These items can be replaced with items that you have available. For example, yarn and unifix cubes could be used to make the number bracelets or straws cut into small pieces.

Number 10 stickers

Instruction:

Making Number Bracelets

Students will count out ten beads (all the same color) separately and place them on the chenille stem, forming it into a bracelet. The students will attach the number 10 to each bracelet. Students can manipulate the beads and make the various combinations for the target number being encouraged to use sentences such as “six and four make ten.” Partners may work together to talk about their combinations.

*The chenille stems and the beads can be replaced with items that you have available in your classroom.

[pic]

Make a class chart with the story of 10. The students will use their number bracelets to show the parts of 10 as the class makes the Story of 10 chart.

|10 |

|0 and 10 make 10 |

|1 and 9 make 10 |

|2 and 8 make 10 |

|3 and 7 make 10 |

|4 and 6 make 10 |

|5 and 5 make 10 |

|6 and 4 make 10 |

|etc |

Practice:

Group #1: (Partner) Work on the floor in a review math tub in a partnership or small group.

Group #2 (Independent) Work at tables on an Independent activity such as making their own Story of 10 chart or rolling the dice and writing the numeral with correct formation.

Group #3 (Small group)

Work with their number bracelets showing ways to make ten. Continue to check for understanding of the power of ten.

First Grade Teacher Notes

Compose and Decompose Numbers to 10

TEKS: 1.3C Compose 10 with two or more addends with and without concrete objects

Compose and Decompose Numbers to 10

Power of 10-Part-Part-Whole

Materials:

You tube video: “The Friends of Ten”

10 plastic cups

Instruction:

Start your instruction with the YouTube video “The Friends of Ten”

Gather students around you so that everyone will be able to see. Today the focus number will be 10.

• Line up 10 plastic cups, right side up.

• Say, “There are 10 cups!”

• Turn 6 cups over.

• Now say, “There are 10 cups. 6 are upside down. 4 are right side up. 10 is the whole. 6 is a part. 4 is a part.

• Say, “10 is 4 and 6, AND 6 and 4 make 10”. You want students to hear that the order of the addends and sum are interchangeable.

• Return all cups to the upright position. Repeat using other numbers.

• Ask children to find all possible combinations for your focus number. (10)

Practice:

Group #1: (Partner) Work on the floor in a review math tub in a partnership or small group.

Group #2 (Independent) Work at tables on an Independent activity such as composing and decomposing 10 using number bracelets.

Group #3 (Small group) Teacher will work with students assessing their understanding of composing and decomposing 10 using number bracelets or the cup activity.

First Grade Teacher Notes

Compose and Decompose Numbers to 10

TEKS: 1.3C Compose 10 with two or more addends with and without concrete objects

Compose and Decompose Numbers to 10

Power of 10-Rekenrek

Materials:

10 red beads

10 white beads

Chenille stem

foam sheet or cardstock or an index card

*These items can be replaced with items that you have available. For example, yarn and unifix cubes could be used to make the Rekenreks, or straws cut into small pieces

Instruction:

How to Make a Rekenrek

• The above materials will make a small two- row Rekenrek (4in. x 6in.)

• The beads usually come in packets of 750-1000

[pic]

• Use the tip of the chenille stem to poke two small holes at each end of the foam sheet or sheet of cardstock, about 1in. in from the side.

• Place one end of each piece of chenille into the holes at one end of the board.

• Place five white beads and five red beads on the chenille stem. When looking at the finished board, the beads should be pushed over to the ‘Start Position’ (the right hand side), with the white beads on the right and the red beads towards the left. Note that the start position has the beads on the right so that when a child pushes the beads over he can ‘read’ the Rekenrek from left to right.

• Once all the beads are on the chenille stem, thread the stem through the holes on the other end and twist- tie at back.

Practice:

Group #1: (Partner) Parts of 10-Students will have 10 cups and show parts of 10.

Group #2 (Independent) Students will practice counting to 120 with a number chart and/ or work in tubs.

Group #3 (Small group) Show me 0-10: Say a number, or hold up a numeral card (0-10). Ask students to show the given number by moving the beads with one push.

Use the Rekenrek to practice making 10. Six on the top row and 4 on the bottom row make 10.

First Grade Teacher Notes

Compose and Decompose Numbers to 10

TEKS: 1.3E Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences

1.3F Generate and solve problem situations when given a number sentence involving addition and subtraction of numbers within 20

Addition

Materials:

Unifix cubes for pairs of students to show addition

Instruction:

Tell students that you all have been working on understanding that parts make a whole, such as 4 and 6 make 10. 3 and 7 make 10. Mathematicians refer to the joining of parts as ADDITION. Have them practice saying that word. Mathematicians write sentences just as we do as writers of books. A number sentence for the parts of 10 may look like 4 + 6 = 10. Or 3 + 7 = 10. The WHOLE of 10 is referred to as the SUM. The parts are called ADDENDS.

Show the following Smart board lesson (slides 1-8 only).

Smartboard Lesson: Addition Concept

Use slide 2 to introduce the concept of addition—joining and putting together.

Use slides 3 and 4 to show the actions, connected to number sentences, connected to pictures.

Model building with the unifix cubes and then model with the cloning of the unifix cubes. Students need to build as you build. Emphasize building each number and then joining and writing the sum.

Use slide 5 to identify the vocabulary. Ask students if they can show you or give examples of what the words mean.

Use slide 6 to have students work in pairs with unifix cubes to practice the concept.

Use slide 8 to allow students to deepen their understanding of the concept.

Practice:

Group #1: (Partner) Work in Math tubs.

Group #2 (Independent) Use a number bracelet to create a story of 10.

Group #3 (Small group) Deal Out a Ten!

Deck of cards with Face cards removed

First student will choose a playing card. He will use one color of 2-sided counters to show number from the card on the 10-frame.

He will then use a second color to complete the ten.

Then he will write the number sentence.

|Card |Ten frame |Number Sentence |

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|3[pic] | |3 +? = 10 |

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|5[pic] | |5 +? = 10 |

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If students begin to count by ones from 3 in first example, encourage them to subitize 5 empty spots plus 2 above equals 7. Keep encouraging number sense, subitizing, and power of ten.

First Grade Teacher Notes

Compose and Decompose Numbers to 10

TEKS: 1.5D Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences

Addition- Using the 4-step process to solve addition problems

Materials:

Unifix cubes

Sample Problems

Student copies of story problems

Instruction:

Addition

1. Display the sample problem on the document camera.

Cole put 2 ducks in the bathtub.

Next, he put 3 fish in his bathtub.

How many ducks and fish were in his bathtub? .

2. Begin the Four-Step Problem Solving with the students.

• Read the problem.

• Help students locate the question and read the question again.

• Ask, What are we trying to find?

• Step 1 in solving a problem is identifying “what” we are trying to find in the question. Write the “what” of the question.

3. The next step (step 2) is to record and model the details in the problem that will help us answer the question. To help identify the details, the students write the first letter of what the question is asking.

• Let’s use unifix cubes to represent the ducks and the fish. (You may want to use different colors for each). To model the details, let’s re-read the problem one sentence at a time and adjust our unifix cubes and drawing to show the details.

o Read the first sentence. Cole put 2 ducks in the bathtub. Let’s use our unifix cubes to show this. Now draw a picture to match the problem.

o Read the second sentence. Next, he put 3 fish in the bathtub. Let’s use our unifix cubes to show this.

o Read the third sentence. How many ducks and fish were in the bathtub? What action is happening? (put together)

o Let’s show this in the details. Draw a bracket to the side of the model drawing to show this action.

4. The third step is to write a number sentence and solve to find the answer.

5. The fourth step is to describe how you found the answer. (Encourage students to use the different vocabulary words in the how such as; PT for put together, Add, Sum, etc.)

*You may want to model the top quadrants of the Four Step process for students and work toward students recording notes in all 4 quadrants.

Practice:

Group #1: (Partner) Work in partnerships on any of the power of 10 games.

Group #2 (Independent) Use the problem below and have students complete the problem independently.

Group #3 (Small group) Teacher will work one or two problems with each group to ensure understanding of the 4-step process.

Cole put 2 ducks in the bathtub.

Next, he put 3 fish in his bathtub.

How many ducks and fish were in his bathtub? .

First Grade Teacher Notes

Compose and Decompose Numbers to 10

TEKS: 1.5D Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences

More Addition Practice

Materials:

Unifix cubes

Sample Problems

Student copies of story problems

Instruction:

Addition

1. Display the sample problem on the document camera.

Kim and Sharon went to the zoo.

Kim saw 5 monkeys. Sharon saw 4 bears.

How many animals did the 2 girls see?

2. Begin the Four-Step Problem Solving with the students.

• Read the problem.

• Help students locate the question and read the question again.

• Ask, What are we trying to find?

• Step 1 in solving a problem is identifying “what” we are trying to find in the question. Write the “what” of the question.

3. The next step (step 2) is to record and model the details in the problem that will help us answer the question. To help identify the details, the students write the first letter of what the question is asking.

• Let’s use unifix cubes to represent the monkeys and the bears. (You may want to use different colors for each). To model the details, let’s re-read the problem one sentence at a time and adjust our unifix cubes and drawing to show the details.

o Read the first two sentences. Kim and Sharon went to the zoo. Kim saw 5 monkeys. Let’s use our unifix cubes to show this. Now draw a picture to match the problem.

o Read the next sentence. Sharon saw 4 bears. Let’s use our unifix cubes to show this.

o Read the third sentence. How many monkeys and bears did the girls see? What action is happening? (put together)

o Let’s show this in the details. Draw a bracket to the side of the model drawing to show this action.

4. The third step is to write a number sentence and solve to find the answer.

5. The fourth step is to describe how you found the answer. (Encourage students to use the different vocabulary words in the how such as; PT for put together, Add, Sum, etc.)

*You may want to model the top quadrants of the Four Step process for students and work toward students recording notes in all 4 quadrants.

Practice:

Group #1: (Partner) Work in partnerships on any of the power of 10 games.

Group #2 (Independent) Use the sample problem below and have students complete the problem independently.

Group #3 (Small group) Teacher will work one or two problems with each group to ensure understanding of process.

Kim and Sharon went to the zoo.

Kim saw 5 monkeys.

Sharon saw 4 bears.

How many animals did the 2 girls?

First Grade Teacher Notes

Compose and Decompose Numbers to 10

TEKS: 1.5D Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences

Addition

More Practice Using the 4 Step Problem Solving

Materials:

unifix cubes

Sample Problems

student copies of story problems

Instruction:

1. Display the sample problem on the document camera.

Four birds were in a tree.

Two more birds fly to the tree.

How many birds are in the tree?

2. Begin the Four-Step Problem Solving with the students.

• Read the problem.

• Help students locate the question and read the question again.

• Ask, What are we trying to find?

• Step 1 in solving a problem is identifying “what” we are trying to find in the question. Write the “what” of the question.

3. The next step (step 2) is to record and model the details in the problem that will help us answer the question. To help identify the details, the students write the first letter of what the question is asking.

• Let’s use unifix cubes to represent the birds in the tree and the birds that flew to the tree. (You may want to use different colors for each). To model the details, let’s re-read the problem one sentence at a time and adjust our unifix cubes and drawing to show the details.

o Read the first sentence. Four birds were in a tree. Let’s use our unifix cubes to show this. Now draw a picture to match the problem.

o Read the second sentence. Two more birds fly to the tree. Let’s use our unifix cubes to show this.

o Read the third sentence. How many birds are in the tree? What action is happening? (put together)

o Let’s show this in the details. Draw a bracket to the side of the model drawing to show this action.

4. The third step is to write a number sentence and solve to find the answer.

5. The fourth step is to describe how you found the answer. (Encourage students to use the different vocabulary words in the how such as; PT for put together, Add, Sum, etc.)

Practice:

Group #1: (Partner) Work in partnerships on any of the power of 10 games.

Group #2 (Independent) Use the sample problems below and have students complete the problem independently.

Group #3 (Small group) Teacher will work one or two problems with each group to ensure understanding of process.

Four birds were in a tree.

Two more birds fly to the tree.

How many birds are in the tree?

Lai has 4 white dogs.

Jane has 5 brown dogs.

How many dogs do the girls have?

Eight chicks hatched on Tuesday.

Two chicks hatched on Wednesday.

How many chicks hatched on Tuesday and Wednesday?

The aquarium has 6 fish.

It also has 4 crabs.

How many animals are there in the aquarium?

The pet store has 3 brown cats

and 4 black cats.

How many cats does the pet store have?

Farmer Brown has 3 horses on his farm.

He also has 7 cows.

How many cows and horses does he

have?

Lily picked 3 flowers.

Amy picked 2 flowers.

How many flowers did Lily and Amy pick?

First Grade Teacher Notes

Compose and Decompose Numbers to 10

TEKS: 1.3E Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences

1.3F Generate and solve problem situations when given a number sentence involving addition and subtraction of numbers within 20

Subtraction

Materials:

Smartboard

Unifix cubes

Instruction:

Tell students that you all have been working on understanding that parts make a whole, such as 4 and 6 make 10. 3 and 7 make 10. Mathematicians refer to the taking apart or separating a whole in to parts as SUBTRACTION. Have them practice saying that word. Mathematicians write sentences just as we do as writers of books. A subtraction number sentence for the parts of 10 may look like

10 – 6 = 4 or 10 – 7 = 3.

Show the following Smart board slides: 9-14

Smartboard: Subtraction Concept

Use slide 9 to introduce one concept of subtraction—take away. If you click on the first taco it will disappear. If you click on the second group of shells, they will fly out.

Use slides 10 and 11 to show the actions, connected to number sentences, connected to pictures.

Model building with the unifix cubes and then model with the cloning of the unifix cubes. Students need to build as you build. Emphasize building ONLY one number and then taking away and writing the difference. Point out that sometimes in pictures to show the take away action, we use an X.

Use slide 12 to identify the vocabulary. Ask students if they can show you or give examples of what the words mean.

Use slide 13 to have students work in pairs with unifix cubes to practice the concept of subtraction.

Practice:

Group #1: (Partner) Work in Math tubs.

Group #2 (Independent) Use the Rekenrek to write subtraction number sentences for 10.

Group #3 (Small group) Use number bracelets, Rekenreks, or other manipulatives and white boards to assess students’ understanding of subtraction number sentences for 10. Students may use the manipulatives to act out a word problem and record the number sentence on a white board.

First Grade Teacher Notes

Compose and Decompose Numbers to 10

TEKS: 1.5D Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences

Subtraction-Take Away Using the Four Step Process

Materials:

unifix cubes

Sample Problems

student copies of story problems

Instruction:

.

Students can work in pairs or table groups for this activity.

1. Put the Sample Problems below on the document camera or overhead.

Ten turtles were sleeping in the sun.

Four turtles went in the water to swim.

How many turtles were left sleeping in the sun?

2. Begin the Four-Step Problem Solving with the students.

• Read the problem.

• Help students locate the question and read the question again.

• Ask, What are we trying to find?

• Step 1 in solving a problem is identifying “what” we are trying to find in the question. Write the “what” of the question.

3. The next step (step 2) is to record and model the details in the problem that will help us answer the question. To help identify the details, the students write the first letter of what the question is asking.

• Let’s use unifix cubes to represent the turtles sleeping in the sun. To model the details, let’s re-read the problem one sentence at a time and adjust our unifix cubes and drawing to show the details.

o Read the first sentence. Ten turtles were sleeping in the sun. Let’s use our unifix cubes to show this. Now draw a picture to match the problem.

o Read the second sentence. Four turtles went in the water to swim. Let’s draw what’s happening in the story.

o Read the third sentence. How many turtles were left sleeping in the sun? (take away)

o Let’s show this in the details by drawing a bracket and question mark around the turtles that are still sleeping in the sun.

4. The third step is to write a number sentence and solve to find the answer.

5. The fourth step is to describe how you found the answer. (Encourage students to use the different vocabulary words in the how such as; TA for Take Away, Sub for Subtract, Diff for Difference, etc.)

Ten turtles were sleeping in the sun.

Four turtles went in the water to swim.

How many turtles were left sleeping in the sun?

First Grade Teacher Notes

Compose and Decompose Numbers to 10

TEKS: 1.5D Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences

More Subtraction-Take Away Using the Four Step Process

Materials:

unifix cubes

sample Problems of problems

student copies of story problems

Instruction:

Students can work in pairs or table groups for this activity.

1. Put the Sample Problems of the story problem below on the document camera or overhead.

Ten ladybugs are crawling on a leaf.

Seven ladybugs fly away.

How many ladybugs are left on the leaf?

2. Begin the Four-Step Problem Solving with the students.

• Read the problem.

• Help students locate the question and read the question again.

• Ask, What are we trying to find?

• Step 1 in solving a problem is identifying “what” we are trying to find in the question. Write the “what” of the question.

3. The next step (step 2) is to record and model the details in the problem that will help us answer the question. To help identify the details, the students write the first letter of what the question is asking.

• Let’s use unifix cubes to represent the ladybugs on a leaf. To model the details, let’s re-read the problem one sentence at a time and adjust our unifix cubes and drawing to show the details.

o Read the first sentence. Ten ladybugs are crawling on a leaf. Let’s use our unifix cubes to show this. Now draw a picture to match the problem.

o Read the second sentence. Seven ladybugs fly away. Let’s draw what’s happening in the story.

o Read the third sentence. How many ladybugs are left on the leaf? (take away)

o Let’s show this in the details by drawing a bracket and question mark around the ladybugs left on the leaf.

4. The third step is to write a number sentence and solve to find the answer.

5. The fourth step is to describe how you found the answer. (Encourage students to use the different vocabulary words in the how such as; TA for Take Away, Sub for Subtract, Diff for Difference, etc.)

Ten ladybugs are crawling on a leaf.

Seven ladybugs fly away.

How many ladybugs are left on the leaf?

Eight butterflies are on a flower.

Six butterflies fly away.

How many butterflies are still on the flower?

Nine penguins are playing on the ice.

Six penguins jump into the water.

How many penguins are on the ice now?

Jan saw 10 birds sitting on the fence.

Eight of the birds flew to the ground to eat.

How many birds were left on the fence?

Seven frogs are resting on a log.

Four frogs jump into the lake.

How many frogs are on the log now?

Seven snakes are sitting on the rocks.

Three crawl into the grass.

How many are on the rocks now?

Eddie caught 9 butterflies with his net.

He let 2 butterflies go free.

How many butterflies did he have then?

The pet store had 9 dogs.

It sold 5 dogs on Sunday.

How many dogs does the store have left?

Nine turtles are swimming in a pond.

Five turtles climb onto a log.

How many turtles are in the pond?

The park has 7 ducks swimming in the lake.

Three of the ducks leave the lake.

How many ducks are still swimming in the lake?

Eight dogs are playing at the dog park.

Two of the dogs go home.

How many dogs are left?

First Grade Teacher Notes

Compose and Decompose Numbers to 10

TEKS: 1.5D Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences

Practice with Addition and Subtraction

Materials:

Mixed Practice Word Problems

Instruction:

Tell students how important it is to read the information given when solving a problem. At times, in order to solve the problem, they will have to join the parts to determine the whole (sum). At other times, they will have to take away a part from the whole to determine the difference. Solve the problem below as a class. Students will discuss whether they will be adding or subtracting.

Then, introduce the format that will be used on assessments. Tell students there will be possible answers listed. They will need to solve the problem first and then choose A, B, or C.

Mary found 4 shells.

Janie found 3 shells.

Which number sentence shows how many shells they found?

A. 4 – 3 =

B. 4 + 3 =

C. 4 – 4 =

Practice:

Group #1: (Partner) Students will practice determining whether a word problem is putting together (addition) or taking away (subtraction). Students may work in small group with the teacher or in pairs to practice using the Four-Step Process to solve mixed addition and subtraction problems.

Group #2 (Independent) Use the Rekenrek to write addition and subtraction number sentences for 10.

Group #3 (Small group) 10-sided Dice, 10 frame, counters, white boards

Teacher will play this game with groups of students to assess growing understanding of parts of 10.

1. Roll the number cube.

2. Put a marker on the number that goes with my number (on cube) to make 10.

3. Write the number sentence for my combination.

4. Keep rolling until all the numbers are covered.

Example, Student 1 rolls a 3. So he puts a marker on the 7 because 3 and 7 make 10.

Student 2 rolls a 4. So she puts a marker on the 6 because 4 and 6 make 10. They can write on paper or whiteboards number sentences such as 3 + 7 = 10 OR 10= 3 + 7.

If a number is covered, a student may choose to cover 2 numbers. For example, 7 is covered so I may cover 2 and 5 because 3 + 2 + 5 =10. WOW!

Laura brought 5 pails to the beach.

She gave 2 pails to Henry to use.

Which number sentence shows how many pails Laura

has now?

A. 5 – 2 =

B. 5 + 2 =

C. 2 – 5 =

Sue saw 4 beach balls on the beach.

Chris saw 6 beach balls on the beach.

Which number sentence shows how many beach balls

Chris and Sue saw?

A. 6 – 4 =

B. 4 + 6 =

C. 4 – 6 =

Margo saw 5 birds.

Louis saw 4 birds.

Which number sentence shows how many birds

Margo and Louis saw altogether?

A. 5 – 4 =

B. 4 + 5 =

C. 4 – 5 =

Seven birds were on top of the fence.

Four birds flew away.

Which number sentence shows how many birds are on the fence

now?

A. 4 – 7 =

B. 4 + 7 =

C. 7 – 4 =

Look at this number sentence.

4 + 6 =

Which words describe the number sentence?

A. find the difference of 4 and 6 B. subtract 4 from 6

C. find the sum of 4 and 6 D. subtract 6 from 4

Look at this number sentence.

9 - 3 =

Which words describe the number sentence?

A. subtract 9 from 3 B. add 3 and 9

C. subtract 3 from 9 D. find the sum of 3 and 9

Use your unifix cubes.

What is the sum of 2 and 8?

A. 6 B. 9 C. 10 D. 11

Use your unifix cubes.

What is the difference between 3 and 9?

A. 12 B. 6 C. 5 D. 13

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H M

d and f

H M

d and f

d

f

The unifix cubes could be placed above and/or below the drawings.

H M

d and f

d

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H M

d and f

d

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H M

d and f

d

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H M

d and f

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2 + 3 = 5

H M

d and f

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P T

2 + 3 = 5

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H M

m and b

H M

m and b

m

b

The unifix cubes could be placed above and/or below the drawings.

H M

m and b

m

b

H M

m and b

m

b

H M

m and b

m

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H M

m and b

m

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9 = 5 + 4

H M

m and b

m

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P T

9 = 5 + 4

[pic]

[pic]

[pic]

[pic]

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H M

b

H M

b

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The unifix cubes could be placed above and/or below the drawings.

H M

b

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H M

b

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H M

b

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H M

b

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2 + 4 = 6

H M

b

t

f

?

Add

2 + 4 = 6

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H M

t

H M

t

t

H M

t

t

The unifix cubes could be placed above and/or below the drawings.

X

X

X

X

H M

t

t

H M

t

t

X

X

X

X

?

H M

t

t

X

X

X

X

?

10 – 4 = 6

H M

t

t

X

X

X

X

?

T A

10 – 4 = 6

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H M

l

H M

l

l

H M

l

l

The unifix cubes could be placed above and/or below the drawings.

X

X

X

X

X

X

X

H M

l

l

H M

l

l

X

X

X

X

X

X

X

?

H M

l

l

X

X

X

X

X

X

X

?

3 = 10 - 7

H M

l

l

X

X

X

X

X

X

X

?

Diff

3 = 10 - 7

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