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PLC by Denise Crutchfield
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Mastering the Basic Math Facts
in Addition and Subtraction
/Howard County
Fluency Expectations
Fluency

Single Digit
Multi-Digit
Mastering Basic Addition &
Subtraction Facts

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 Math Facts in Addition
and Subtraction

Helpful Resources for Teacher Learning
Pages 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 (2 nd
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.
How the Lessons are
Organized

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:
practice!
GAMES! Targeted
Connecting to Subtraction:
quickest way
to solve subtraction is with a related addition fact
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 Facts
Sequence for Teaching
Literature Connections

Foundation
Facts
Chapter
Page Numbers
Understanding
Addition and
Subtraction
Representation
One
15-30
Rooster’s Off to See the World
Animals on Board
Elevator Magic
+1/+2
Two
31 - 50
+0
Three
Mouse Count
Counting Crocodiles
Gray Rabbit’s 1,2,3
Literature
+10
Four
51 – 62
63 – 76
Doubles
Five
77 – 92
Making 10
Six
93 – 110
If You Give a Mouse a Cookie
Don’t Eat the Teacher
Double the Ducks
Martha Blah Blah
Ten Apples Up on Top
Using 10s
Seven
111 – 126
Diary of a Worm
Using Doubles
Eight
127 - 142
Fish Eyes
Standards Addressed
1.OA.1
1.OA.2
1.OA.3
1.OA.4
1.OA.5
1.OA.6
1.OA.7 fluency
1.OA.8
1.NBT.4*
2.OA.1
2.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
Chapter 1 Understanding Addition and Subtraction
Exploring Big Ideas to Develop Math Fact Strategies p15-29

BIG IDEAS:
 Our number system is a system
of patterns
 The order of the factors does
not change the sum (the
commutative property)
 Addition and Subtraction are
inverse operations
 Numbers are flexible. They can
be broken apart to more easily
perform an operation
 Using 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 2
Students 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 process
 Subtraction 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=7
zVGy0AiyzI
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.
Mice in a Bag

Number of Mice in a
Bag
Plus 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
Chapter 2
Mouse Count
Counting Crocodiles
Plus 
1 / Plus 2
 Plus 1 and Plus 2- lessons with literature link. P.3440 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 0
Using 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 partpart-whole process.
 Subtraction is a separate or
compare process.
How Many Animals?

Gray Rabbit made animal friends from clay.
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.
Chapter 4 Adding 10
Adding 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:

http://www.youtube.com/watch?v=GXjMvQ0
HPFU
 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.co
m/watch?v=GXjMvQ0
HPFU
Ten More Chocolate
Chips

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?
1 + 10 = 11
2 + 10 = 12
3 + 10 = 13
4 + 10 = 14
5 + 10 = 15
Chapter 4 Connect to Subtraction

Don’t Eat the Teacher
There 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 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 Doubles
Students explore the concept of doubling & what it means to add 2
groups of equal size.

http://www.youtube.c
om/watch?v=3nvLjJJfXQ
 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.
Connecting to
Subtraction

Letters in Our Soup
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 10
Because 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/wat
ch?v=vrfHXQ31HcI
Apples Up On Top

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.
Red Apples
Yellow Apples
Number Sentence
8
2
8 + 2 = 10
5
5
5 + 5 = 10
6
4
6 + 4 = 10
List some numbers that can be added together to make 10.
Connecting to
Subtraction

Apples Up On Top
Dropping Apples
There 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.
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 10
Now 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=r
d-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 Doubles
Students’ 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 Subtraction
Susan O’Connell & John SanGiovanni