Addition Charts III, IV, V and VI (Blank)

Materials:

  • Addition Charts III, IV, V and VI (blank)

  • A container for each chart, with all the combinations of addition 

  • Booklets of squared paper

  • Pencils

  • A red box marked with a “+” sign for use with the Blank Chart - inside are tiles with an answer printed in red for all the combinations 

Purposes: To memorization of the essential addition combinations through repetition

Age: 5 - 6 ½ 

Preparation: 

  • For Chart III: The Addition Strip Board

  • For Chart IV: The third presentation of the Addition Strip Boards

  • For Chart V: The previous 2 Addition Charts

  • For Chart VI: The child has worked will all the other addition charts and should know most of the essential combinations by memory

Presentation: Chart III 

  • Invite the child for the lesson, to bring the chart and the guide will bring the tray.

  • The child will write their name on the booklet.

  • Let the child pick one of the problems from the box, read it, and write it. 

  • Model how to find the answer by placing the right finger on the blue addend and left finger on the red addend and sliding them together one finger at a time.

  • Invite the child to have a turn and write the answer.

  • Move the prepared slip aside and repeat.

  • When the child has done enough to be satisfied (encourage them to fill the whole page/booklet), have them verify with Control Chart I, saying the equations aloud.

Control of Error: Addition Control Chart I

Presentation: Chart IV

Note:  This chart reflects the Commutative Law which is why there are fewer numbers. This chart should be presented after the child has worked with the Commutative Law presentation with the Strip Board.

  • Set up as before

  • Ask the child what they notice about this board.  It is missing numbers

  • Pull a random problem, the child reads the slip and writes the equation.

  • Explain both fingers will be on red.

  • Place a right finger on one addend, left finger on the other addend lower on the board

  • Slide top finger to the end of the row.

  • Slide bottom finger until in the same column as top finger.

  • Slide top finger down to meet bottom finger

  • Invite the child to do and record as they say the equation aloud

  • Place slip to the side and repeat.

  • At some point, show the child an example where the two addends are the same and slide both fingers across the same row.

  • When the page is full, the child check with Control Chart II 

Control of Error: Addition Control Chart II

Presentation: Chart V

  • Set up as before

  • Ask what the child notices about the board.  There are even more numbers missing

  • Pull a random problem, the child reads it and writes it.

  • Place a right finger on one red addend, left finger on the other red addend lower on the board.

  • Slide each finger to the end of the row.

  • Simultaneously, ‘hop’ the fingers toward each other a box at a time until they meet.  Sometimes the finger will meet at an interior box (odd-numbered answer) and other times they will meet at an outer box (even-numbered answer).

  • Show what to do for an equation with the same addend (8+8)

  • Let the child try.

  • Child will say equation aloud as they records

  • When the child is complete, use Control Chart II to verify.

Presentation: Chart VI

  • Invite the child for the lesson

  • Work with the child to set up the tiles (pulling them from the box one at a time) along the top of the table 2-18. Line up the same tiles in columns. 

  • Get the chart and ask what the child notices about it.  It is blank.  The child gets to make the board.

  • Pull a random problem and the child reads it.  Ask if they remember what the answer is.

  • Demonstrate how to slide the fingers (the first addend is on blue) to find the spot where the answer will go.

  • Let the child try and place the answer tile.

  • Place slip aside.

  • Repeat.

  • If the child doesn’t know the answer, ask them to repeat the problem aloud as they go to Chart I to find the answer.  Have them repeat the entire equation aloud as they return to the table and place the tile.

  • We want them to fill the entire board.  To check their work, invite the child to get the Chart III

Control of Error:  Addition Chart III

Pedagogical Notes:

  • The blue and red on the boards carry over from the Strip Boards. 

  • Novelty will keep the child coming back to this work-this is why we have so many boards. 

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Addition Strip Board
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Subtraction Snake Game