Number Operations (Addition… · B1 Mathematics

Lesson notes

Learning Objectives

Indicator: B1.1.2.3.1 - Use strategies for solving basic addition facts (and related subtraction fact) to 10.

By the end of the lesson, learners can:

State the number that is 1 more, 2 more, 1 less, or 2 less than a given number up to 20, using counting strategies.
Name the double of any number from 1 to 10 (e.g., double 4 is 8) without counting one by one.
Identify the number that is 10 more or 10 less than any number between 0 and 20.
Find how many more are needed to make 5 or 10 when given a starting number (e.g., “7 needs 3 more to make 10”).
Use a known addition fact to solve the related subtraction fact (e.g., if 6 + 4 = 10, then 10 - 4 = 6).

This lesson focuses on building strategies, not on memorising facts. Memorisation comes in later classes.

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Curriculum details

Strand: Number (Strand 1)
Sub-strand: Number Operations (Addition, Subtraction, Multiplication and Division) (1.2)
Content standard: B1.1.2.3 - Demonstrate fluency with addition and subtraction-relationships
Indicator: B1.1.2.3.1 - Use strategies for solving basic addition facts (and related subtraction fact) to10.
Suggested placement: Term 2, Week 4 (Week 16 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 1-3), 2019, p. 8
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

(Note: The focus is on developing strategies to find answers, not memorising number facts. That comes in P2 and P3)
E.g. 1. Naming the number that is 1 more, 2 more, 1 less, or 2 less than a number given by the teacher or another pupil (for numbers up to 20 only)
E.g. 2. Naming the double of a number to 10
E.g. 3. Identifying 10 more or less than a number between 0 and 20, and eventually between 0 and 100
E.g. 4. Identifying combinations to 5 or 10 (i.e., given a number, quickly identify how many more must be added to get 5 or 10)