Addition up to 10

Lookin9 Back
Count and write.
IS ~.~.~.

[I]

Vtfl f/1V
D D

W
D
(~(~
(~(~

WW WW
D
IS(~'~'~
{~{~

D
(~

D
12 and 3 is

D
J1L. s.,fl
tJ

TEACHER'S TIP C10thespegsof different colours can be attached to a cardboard piece in order to teach addition. This idea can be used to teach number combinations at first and later on for subtraction. For subtraction, the pegs will have to be removed to show 'take away'.

Introducing the Symbol for Addition

When we put things together, we say that we are adding them . . We use the sign + to show that we a re add ing. Count and write. Use '+' instead of 'and'. Use '=' instead of 'is'.

~ D

D D

rrr
o
~~
_ ~ ~

and

D
and

D D
iS~~~

rrr rr

o D

D D

TEACHER'S TIP The use of concrete objects at this stage is very important. Ensure that every student has a small bowl of kidney beans (rajma seeds)and encourage him/her to use them to add. This would be especially important at the stage where the student has to add numbers without the help of pictures. Keep the same in mind while the students are learning how to subtract.

Count and write. See Say 3 and I is 4 3 plus I equals 4

Write 3
IS

+ I=4

and "

"" '"

Draw and complete.

Draw 2 more lollipops.

/'/'//

/'/'= /'/'///'/

 Adding up to 9
Add and fill in the boxes.

~e

ee

+~e

ee er-

o o o

0 =0

0=0

+
+

1111+LJu
0 =0 0
+

uu uu
0=0

0 = 0 0

0 =0

 Count forward to add

To calculate 3 + 4, first point your finger to 3 below, and then move the finger 4 spaces forward. You will reach 7.

FiII in the boxes.

D C D D
[DJ
4

D D

D
D
q

Fill in the boxes in the tables.

[]]
2
3 5
6

5 4

5 3

2
I
-

6 2

 Adding zero
If you have 3 pencils and you get no more or zero more, then how many pencils do you have? You still have 3 pencils. When you add zero to a number, the answer is the same number. FiII in the boxes.

D
~

'+

0 +eJeJeJeJ D
+ +

0 eJeJeJeJ D
~

C
Adding one

When you add I to a number just write the number that comes after.

Tr\j tl1ese!

4+1=0

1+6=0

1+8=0

 Order in addition

. 1
=~

The answer is the same in both cases. During addition, if you change the order of numbers, the answer does not change.

.. I
1

. 1
\

..

5+ I -

I'

1
6+3
=

.. I
I'

I
\

...

...

TEACHER'S TIP Put the students into two teams. Give one team the number combinations written on slips of paper without the answer and the other team slips of papers with the answers. At a signal from you the partners should try to find each other (for example, the student with '5 + 4' on his paper has to find the student with 9 on his slip) and line up in pairs. This idea can be used to reinforce several concepts like shapes, number names, subtraction facts, and even tables later on.

1:
~

0Q

 Vertical addition
2
+3

, This is the same as

- ,-- 3 +6

2 +3

+2

D
5
+1

D
7
+1

6
+2

D
5 +3

D
4

D
2

+5

+7

TEACHER'STIP Distribute playing cards (without 10, Jack, Queen and King) to a group of students. Choose a target number. Let each student keep his pile of cards face down in front of him/her. Each student takes turns at placing one of his/her cards face up in the centre. When two cards add up to the target number, the student gets to keep the whole pile. And the game continues like this. The winning student is the one who has the most number of cards at the end of the game.

 Add ing both ways

Add across

I3T3T6l CiliEJ
Add down

I3T4Tl

[iliIJ

f6TITl [TITI]

+1 ~ ~
Add across and down
3 4 2 2 4 3 5 /8~
I 4
+

I 2

2 4 3 0

"

'\

Missing numbers
Look at the shapes to fill in the missing numbers.

D
+ 2

DDDDD DDD

D
+ 3

Colour according to the answers.

5 red 6 blue

8 yellow
q brown

TEACHER'STIP The students have to add these numbers and then colour according to the, answers using the colour code given, i.e., answers of 5 in red, 6 in blue and so on. One example has been done in the picture.

Addition
4

0' Three Numbers

Remember, you can add numbers in any order and still get the same answer.

3/7 +2 +2 q

Add
3 2 +4q 3 2
+1

o
2

5
+3

+7

2
2
+3

5 2 +2

Colour 5 balloons red, 2 blue and the rest yellow. How many balloons are yellow? How many balloons are there in all?

5 2

Red balloons Blue balloons Yellow balloons Total balloons

D D

Nu'mber Combinations
Number combinations of 1

o
D

Number combinations of 2
2
I 0

I 0

+ +

0 I

I I

+ + +

0 I

Number combinations of 3

ITD ITD ITDJ ITD

Number combinations of 4

CITDJ CITDJ CITDJ CITDJ CITDJ

Number combinations of

CIITIJ CIITIJ CIITIJ CIITIJ CIITIJ CIITIJ

~-+-+---+-----1
f----+--+-+---+---I f----+--+-+---+---I

======
f----+--+-+---+---I The students should be very familiar with number combinations. They should do these

TEACHER'STIP

several times over so that they do not actually need to add when, for example, they see a '3 immediately know it to be 5.

+ 2',

they should

 Number combinations of 6
Fill in the number combinations according to the colours on the shapes.

****** ****** ****** ****** ****** ******

6+0= 5+ I = 4+2= 3+
Did you know that a ladybird has SIX legs?

******
Number combinations of 7
Fill in the number combinations according to the colours on the shapes.

Did you know that there are SEVEN colours in a rainbow?

\f

6+1=

TEACHER'S TIP After the students have completed these exercises, it is important to see that they make observations about the combinations. It should be brought to their notice that each number has one more combination than the number itself. For example, the number 2 has 3 combinations and the number 4 has 5 combinations. Students should be encouraged to recall number combinations without actually having to add.

 Number combinations of 8
Colour the flags according to the number combinations.

c::J c::J c::J c::J c::J c::J c::J c::J c::J c::J c::J c::J c::J c::J c::J c::J

I 8+0 I

c:::J c:::J c:::J c:::J c:::J c:::J c:::J c:::J [ c:::J c:::Jc:::J c:::J c:::J c:::J c:::J c:::J I 5 + 3 = 8 c:::J c:::J c:::J c:::J c:::J c:::J c:::J c:::J I 4 + 4 = 8 c:::J c:::J c:::J c:::J c:::J c:::J c:::J c:::J I 3 + 5 = 8 c:::J c:::J c:::J c:::J c:::J c:::J c:::J c:::J I 2 + 6 = 8 c:::J c:::J c:::J c:::J c:::J c:::J c:::J c:::J I I + 7 = 8 c:::J c:::J c:::J c:::J c:::J c:::J c:::J c:::J I 0 + 8 = 8
Number combinations of 9
Colour and write the number combinations.

=8 7+ I = 8 6+2= 8

I I I I I I
D~ ~:~~~;

~;:t

EIGHT legs?

I
I I

Count the feathers of the peacock.

000000000 q+0= q 000000000 8 + 1= 000000000 __ 000000000 000000000 --000000000 --000000000 0000000001==== 000000000-1_ -_ -_ -_ 0000000001====
-------------

 Number combinations of 10
Fill the grid to learn all number combinations of 10.

10 +0
10

+1 +2
10

Use your combinations to add.

+4

+2

+0

6 +3

7
+/

8 +2

2 +4

4 +4

o
+8

+2

CD

 Story sums
At the beach Saw 5 fish. Then saw 5 more. Saw 10 fishes in all. 5

+5
lO

Fou nd 3 shells. Then found 4 more. Found __ shells in all.

Ate 3 ice creams. Ate I more. Ate __ ice creams in all.

o DO o o DO o
DO
II tlit II t
[J

Got '-+ toffees. Got 2 more. Got __ toffees in all.

o o

Peeled 6 corns. Peeled 3 more. Peeled __ corns in all.

DC

Revision Exercise
Draw and complete.
Draw 3 more candles. Oraw 2 ~ore stamps.

Fill in the boxes by looking at the picture.

-0
Count and add.

+0
2+0=6

o
=q

-- - -, -

5+ 1=

1+5=

I-- - --

0
10

Fill.in the boxes.

4+0=7 0+6 4+5=0 =8

2+0=

0+8
2+5=0

0+3

=6

2+7=0

Here are some words your teacher uses in class. Find out the number of letters each word has. Very good

Much better

~ +GJ=[D ~+~=O
I
I~

Keep it up

Keep trying

This is good

~+0+~I=O 0+0=0 L~+lOr-- _J= 0 +,

I

Neatly done

Good try

,~_J+O 0 L;+O=O
=

1-L
~

0-0
-

I:>~~

TEACHER'S TIP This worksheet integrates mathematics with the english language.

Subtraction 1-10
Looking Back
Write how many are left. There were

fff
How many are left? There were / / / / / / / / / How many are left? / / We ate

o o o
D

D
D

There were We ate

8 If!!! I!!!!! W!!

How many are left?

D D D

Introducing the Symbol for Subtraction

When we want to show 'take away', we can use the minus sign. Cross out to find the answer. Use '-' instead of 'take away'.

5 take away 4 5-4=1

60

6 take away 3

8 take away 2

3=3

80

2=6

7 take away 4

q take away 5

Cross out to find the answer and fill in the boxes.

See
Say
Write 4 take away
4-1
1

4 take away I is 3 4 minus I equals 3

4 - 1=3

=0

~~~~ ~~~

7 take away 3

7-3=

8 take away 4

8-4=0

6 take away 2 ~

q take away 4

6-2=0

q-4=

4 take away 2

5 take away 2 5-2=

4-2=0

TEACHER'S TIP The use of too many terms tends to confuse the students and once the concept of subtraction as take away has been understood, it would be preferable that only the mathematical word 'minus' is used both by the teacher and the students at all times.

 Subtracting from 10
Fill in with the background colour to find the answer.

uuuu* U,U u u *
In each case, find the answer by filling in the background colour.

vvvvv vvvvv

10 - 3

=0

10 - 5

=0

Count back to subtract

To do 7 - 3, point your finger to 7 and move it back 3 squares. You will be at 4.
0
1

5,

10

7-3=[9 5-3=[I]
8 - 2 7 - 5 10 - 4 =

=0 =0

=0
4 - 3
Reinforce number combinations keeping a fixed number, say ten beads, on the table. Pick

.i ~

TEACHER'STIP

up a random number of beads from the lot and ask the students to find out how many are hidden in your hand. They have to do so by counting the beads that are left on the table.

Vertical Subtraction
Subtraction sums can be written like this too.

0 0_ 0 0
4 - 3

4
I --

This is the same as

100001
4 1=3

5 - 2

0 0 0 0 0

0 0 0 0

5
- 4

0 0 0 0 0

- 2

0 0 0 0

Subtract both w.ays

Subtract across
~ ~

tffitJ
725
Subtract down

liliE
8 5

tm8
6 4

-1

8 6 2 0 6 6

Subtract across and down 10 3 7 5 2 3 5 I (4\ \:

-1

/'

-1

10 6 4 4
(

'\

\..

TEACHER'S TIP Draw a number strip on the floor. To demonstrate the problem 5 - 3, ask five . students to stand on the number strip. Then ask 3 students (number 5, 4, 3) to move back leaving only two students standing on the strip. Another way would be to ask one of them to stand on the number 5 and walk three steps backwards. The activity could be conducted with the help of cards that already have subtraction problems written on them. Each student could be asked to pick one card and show the answer on the number strip. ~~~ ~ ~~~ __ _

,1....
Q

~.

.:;:

Subtracting zero
Rahul had 6 balls. He gave none to his friends. How many balls are left with Rahul? Rahul has 6 balls left with him. When you minus zero from any number, the answer is the number itself. 7 q 5 10

- 0

- 0

- 0

- 0

Subtracting a number from itself

Ashwin had 6 marbles. He gave all six marbles to his friend. How many marbles are left with Ashwin now? Ashwin has 0 marbles left with him. When you minus a number from itself, the answer is always

o.

q
- q

- 8

4 - 4

7 - 7

Subtracting one
When you have to minus I from a number just write the number that comes before.
The number before 7 is 6. The number before 5 is 4.

4-1

6-

D I D
-

q - 1=
10 8-1

D I D - D

2 - 1 3 -

D I D
-

Mental Maths

When you minus numbers that come one after the other on the number strip, the answer is always I!

TEACHER'STIP It is necessary to bring this concept to the notice of students as it is common to see them actually subtracting consecutive numbers even in later years.r

qfiJ.

 Story sums
8 people in a bus. 2 get off. How many are left in the bus?

8 2

D
10 parrots on the tree. 2 flyaway.
0%000

How many are left?

10 - 2

D
7 bees. 2 flyaway. How many are left?
((i~1 \
Il

_~r,p

7 2

D
8
5

8 butterflies. 5 flyaway. How many are left?

Addition or Subtraction?
Solve
Saw 5 more How many in all?

+5 8

Made 6 sandwiches Ate 2

~~

How many are left?

D D D

Bought 8 paper cups Lost 2 How many are left?

D D D
Got 6 presents Gave 5 away How many are left?

D D D

 Addition and subtraction

Look at the pictu res. Write + or - .
(''''

~"

." ... -

,,\.,
~.

'" \.... ,..

802-6

403-7

Revision Exercise Cross out to find the answer.

10-q=0

q-6=0

Fill in with the background colour to find the answer.

0000000000
00000 00000
q-5=0
10 - 7 =

10-3=0 10-8=0

Use the number strip and subtract.

8-4=0

5 - 1

=0

6-2=0

4-3=0
q

Subtract by crossing out.

8
- 2

- 5

8-2=0
Subtract across and down. q 5 2 I

-1
4-1=0

8 4
3 0
/\
./

-1

7 2
4
1

,,)

Do these mentally ..

5-0=0

Time for lunch at school!

Do the minus sums. Then join the answer dots in order starting from resuIt o.
4

-0
6
- I

-4
6

-4

q
- 3

3 - 3

-8

3 - 2
8

2 - 2

- 6

-4

-:

/e ______

--~~-4-- -..:,e
8
~

- I

------e - 5

5
- 2