Addition Strategies in Grade 1

Based on Carole Fullerton’s  “Mastering the Facts: Addition

It is great making real life connections with math, through math story books (One is a Snail, Ten is a Crab) as well as using numbers are objects (I have 3 teddies and I got one more for my birthday, how many do I have?) as well as using numbers are money talk (I have 5 dollars, if I had double that amount, how much would I have?)

Plus 1 (adding 1)

  • We can count on from any bigger number. When we say the number that comes next, we are adding one.
  • Mathematicians know that adding one makes the set of one more.
  • Students enjoy singing the Sharon, Lois and Bram (French/English) song “One elephant, deux éléphants”

Les Doubles

  • Mathematicians know that two equal sets put together make a new amount. We call this amount a double.
  • The doubles are an important set of facts.
  • When we add the same amount twice, we make a sum that is double.
  • We make connections to doubles around us in the world and imagine them to help us remember.
    • 3+3 (legs on a lady bug)
    • 4+4 (legs on a spider)
    • 5+5 (fingers on each hand)
    • 6+6 (eggs in a carton)
    • 7+7 (2 weeks on the calendar)
    • 8+8 (crayons in a crayola box of 16)
    • 9+9 (wheels on a semi)

Presque Doubles (Near Doubles)… better known as doubles + 1

  • Mathematicians know that when we know our double facts, we can use that strategy to add numbers that are near doubles.
  • For the near doubles, we find the closest double fact then add one more.
    • Students search for neighbours: 6+7 or 3+4
    • Double the SMALLER number and add 1





Les Amis De 10 (Make 10, Ten Friends)

  • Mathematicians know that it is easier to add and subtract when you know the parts of ten.
  • When we name that parts that make ten, we are naming the complements.
  • We can “see the parts of ten on a ten-frame
    • When a ten frame is filled to 7, the student notices that there are 3 empty spots: 7+3=10!
    • We also play a quick flash card game with ten-frames called ” I WANT 10.” Where students see a ten-frame, 2 for example, and I say “Ma maman m’a donné 2 biscuits(My mom gave me 2 cookies) and they yell out “Je veux 10!!” This is followed by them saying how many more we want to make 10
      • this game can be played with 10 frames, 6 or 10 (ideally dice), playing cards

Plus 10 (add 10)

  • It’s easy to add tens!
  • The “ten and” facts are the teen numbers (but in French a bit more complicated)
  • Mathematicians know that adding ten changes just one digit of the sum.
    • We use a full ten frame and part ten-frame (ten and some more), as well as place value tent cards to help us visualize the place-value concept: that the 1 in 13 means ten
    • To print at home: adding ten tents

9+ et 8+ (bridge through 10)

Plus 2 (add 2)

La Scie (the “two aparts” or the “in-betweens”)

Les 2 Derniers (the last 2 facts)


Subtraction Strategies in Grade 1 (to 10)

Based on Carole Fullerton’s  “Mastering the Facts: Subtraction

Students will masters subtraction facts over grades 1-3.

In Grade 1 students are introduced to the idea of subtracting as removal and comparison.

Soustraire Les Doubles (Get to Zero: Subtract The Doubles)

  • Subtracting ALL: Start with 4 take away (all) 4 left with nothing: 4-4=0
  • We take away as many counters as we started with
  • Create stories where student get to zero: I had 10 dollars and I spent it all! How much do I have left?

Un De Moins (One Less)

  • Counting down by 1
  • Using a number line show one jump backwards, taking one counter away, or by using the subtraction symbol.
  • When we subtract by one we say the number that comes before.
  • Game: roll a dice (6, 10, or 12 sided) and say “3! 3 take away one is 2!” (en Francais: 3! 3 moins un égale 2!)
  • Create stories where students take away one: I had 5 candies and my brother ate one. How many candies do I have left?
  • Pete the Cat and His Four Groovy Buttons : He looses his buttons ONE at a time! Perfect!

Moins 2 (Two away: Take Away 2)

  • Start with even numbers which helps with counting backwards by 2s
  • Number lines help show two jumps backwards
  • Play the game from One Less but this time take away 2.
Stop here! The goal is that  your child has a response in 3-second for these 3 facts.

Les Voisins (The Neighbours)

  • Numbers that are “next door” are right next to each other. Their numbers differ by 1. One number is one bigger than the other.
  • The difference between 9 and 8 is one. 9-8=1. La différence entre 9 et 8 est 1.
  • This strategy is to allow students to see numbers in a row vs counting down or taking away the smaller number (9 counting down 8 to 1).
  • Students might find the answer by counting up.
  • Game: flip two dominoes, if the dominoe is a neighbour say the subtraction sentence (5-4=1: Neighbours!) (5-4=1: Voisins!)  and keep both. Take turns and whoever has the most dominioes in the end wins.





Les Presque Voisins (The Near Neighbours)

  • Add up to find the difference between numbers that are 2 away
  • Students will come to decide that counting up by 2 is easier than counting back by 5 (7-5=2) and later decide in problems which strategy to use
  • Game: have X number of counters and cover up all but two. How many are hiding? Record equations: (example) 10- ____ = 2

Les parties de 10 (Parts of 10)

  • Les Amis De 10 (Ten Friends) in subtraction
  • With ten frames students see the missing part. Ex:  8 on a ten frame has 2 empty squares: 10-8=2
  • Using ten frames, have students come up with the equations of 10- ___=___
  • Use word problems: I had 10 freezies and 6 melted, how many are still frozen? How do you know?

Moins 5 (Take Away 5): Ten Frame strategy

  • Students need to use a ten frame in order to visualize the 5 being taken away (which is the full top row of a ten frame)
  • Equations will be with numbers bigger than 5: for example 8-5 or 6-5
  • As we go along students are able to use multiple strategies to find the answer. For example 7-5 is a take away 5, as well as a Nearly Neighbours. The goal in the end is to not count back 5 but instead to use the most efficient strategy.
  • Use word problems (and draw them out!): My sister has 9 teeth and lost 5 of them, how many teeth does she have left?

Arbre de Soustraction (Subtraction Family Tree)

  • How can 9 apples be in two trees? 8/1, 7/2, 5/4 etc
  • If we can see how many apples are in the one tree but not the other and we know there should be 9 all together, how many are in the hidden tree? (Ex: 9= __+5 or 9= 4+____) then move onto 9-5=___ how do you know that?
  • When we subtract we are looking for the missing part. We make connections to what we know in addition to find the missing part in subtraction.
  • Subtraction Tree (Arbre De Soustraction) are the number families that are all represented together: 9-3= 6, 9-6=3 as well as their addition counterparts. Arbre De Soustraction madamedove.com
If we have time// A little challenge before grade 2

Moins 10 (Take Away 10): Facts to 20

  • By using two ten frames: one full (10) and the other part (1-9) the students see the visual representations of taking away 10 and seeing how many is left.
  • The digit in the ones (unités)  stays while the tens (dizaines) gets taken away.

Moins 11 (Take Away 11): Facts to 20

  • Just like Moins 10 (Take Away 10) students need to think of taking away ten and one more