Lesson 2 -Strategies 3-5 in Addition and

Subtraction (levels 1 2)
Context for learning
In the warm-up activity students will build and consolidate the addition facts to ten.
Students will explore and apply different strategies for problems. They will apply
and communicate the strategies of counting all, imaging, counting on,
rounding with compensation, bridging through ten.

Learning area
Mathematics
Achievement Objectives
Level 1 N&A
Number Knowledge
Know groupings with five, within
ten, and with ten.
Level 1 & 2 N&A
Number Strategies
1.
Use a
range of counting, grouping, and
equal-sharing strategies with
whole numbers and fractions.
2.
Use
simple additive strategies with
whole numbers and fractions
Level 1 & 2 N&AEquations and Expressions
1. C
ommunicate and explain
counting, grouping, and
equal sharing strategies,
using words, numbers and
pictures
2. C
ommunicate and interpret
simple additive strategies,
using words, diagrams, and
symbols

Learning Objectives
Students will be able to
Identify addition
facts to 10 while playing a
game with the group

Key Competency
Thinking
Thinking creatively and critically to solve
problems.
Cultural Competency
Ako: Learning together, teaching each
other, using and appreciating prior

Values
Innovation, inquiry, and curiosity
Thinking creatively, critically, and
reflectively to:
Solve addition and subtraction
problems

Solve result and change

unknown addition and
subtraction problems up to 20,
using counting all, imaging,
counting on, doubles with
compensation.
Share and
compare their strategies and
answers with peers
Use different ways
of visually representing their
thinking.
Write equations to
match story problems with help

knowledge
Resource requirements
Six sets of numeral cards 1-9
Students math book
Modeling book
Think Boards
Warm-up Teaching and learning sequence: Go Fish 10 (NZMaths)
(Numeracy Project Book 5)
1. Shuffle and then deal out all the cards to the players.
2. The students look through their cards and make pairs of cards
that sum to 10. These pairs are placed front up in front of each student.
3. The students take turns asking one another for a card that
they can use to make 10 with a card in their hand.
4. If the student asked has the card they must give it up.
5. The student keeps asking until they are told that they dont
have a card.
6. The aim of the activity is to get the most pairs that sum to 10.

Strategies Teaching and Learning Sequences

1. Problem: Brylee played chess 10 times in the weekend.
How many days was that? How many times could she have played
each day? (Making Tens, Book 5)
Come up with equation ? + ? = 10. Ask each student a different way to make 10
that was explored through the game. Model students work in the following ways:

Drawing a picture
Number story e.g. 4 and 6 make 10
Number sentence or equation e.g. 9 + 1 = 10 and 10 = 4 + 6

Drawing a table
Using equipment

etc.

Unpack possibilities for both modeling and recording. See if students gain insight
into commutative properties. Ask if I could write 10 = 9+1. Explore together.

Sat.

Sun.

3
6
5
etc

7
4
5

If there is time:
2. Give students word problem. Come up with equation together and ask them to
solve using one of the models above on their own think board. (diagnostic check
for teen addition knowledge)
Talyn needs 16 invitations for his birthday party. He has 10 at
home. How many more invitations does he need?
10 + ? = 16. Have students solve, ask all students for their strategy/ share Think
Boards (using materials, counting on, using -teen knowledge, using previous
addition fact)
Marekos dad went to Samoa and brought 6 tapa cloths for him
and 8 tapa cloths for his sisters. How many tapa cloths did
Marekos dad bring back?
Come up with equation together. Solve. Share answers and strategies. Look for
bridging through ten knowledge, counting on, imaging.
Jasmine had 11 (17) shopkins. Her mum gave her more. Now she
has 14 (20). How many shopkins did Jasmines mum give her?

3. Students will solve equations from Appendix B. Encourage them to use

at least 2 different ways of modeling their thinking using a Think Board.
Go around students. Ask questions like: How did you decide what to do? What did
you do that helped you understand the problem? How did you decide whether
your answer was right? Did you try something that didnt work?
Reflective Questions:
What was your favourite way of writing the problem on the Think Board? Why?

What can you tell me about the number 10?

Did anyone solve problems in ways you didnt understand?

Can you tell me some strategies your friends used?

Evaluation/ Ways to improve teaching and learning: