session 4 & 5 ADDITION-AND-SUBTRACTION.pptx

Addition and Subtraction using Rekenrek

1. TRAINING OF TRAINERS IN MATH (CONCRETE-PICTORIAL-ABSTRACT APPROACH IN TEACHING MATHEMATICS FOR KS1 TEACHERS- May 27-28, 2025 Session 4 Addition of Whole Numbers

2. According to the Principles and Standards for School Mathematics, “the foundation for children’s mathematical development is established in the early years” ( Seefeldt & Wasik , 2006, p. 249).

3. “In order to have opportunities to learn math, children need firsthand experiences related to math, interaction with other children and adults concerning these experiences and time to reflect on the experiences” ( Seefeldt & Wasik , 2006, p. 250).

4. MATH MANIPULATIVES

5. REKENREK also called an arithmetic rack or number rack has emerged as perhaps the most powerful of all models for young learners. designed to reflect the natural intuitions and informal strategies that young children bring to the study of numbers, addition, and subtraction. provides a visual model that encourages young learners to build numbers in groups of five and ten, to use doubling and halving strategies, and to count-on from known relationships to solve addition and subtraction problems. with consistent use over a short period of time, children develop a rich sense of numbers, and intuitive strategies for solving problem contexts that require addition and subtraction. Source: Learning to Think Mathematically with the Rekenrek Frykholm , J. 2008

6. Pre-Activity Show the following using concrete objects: 1. 48 3. 791 2. 456

7. Activity Find the sum. 1. 48 + 21 2. 68 + 30 3. 153 + 342

8. Activity Find the sum. 1. 9+8

9. Activity Find the sum. 1. 9+8 2. 28+37

10. Activity Find the sum. 1. 9+8 2. 28+37 3. 87+74

11. Activity Find the sum. 1. 9+8 2. 28+37 3. 87+74 4. 128+293

12. Activity Find the sum. 1. 9+8 2. 28+37 3. 87+74 4. 128+293 5. 356+298

13. Group Activity Use concrete objects to solve for the assigned word problem.

14. 1. Annie made a necklace with white and pink beads. She used 32 white beads and 27 pink beads. How many beads did she use in all to make the necklace?   Use concrete objects to solve for the assigned word problem. 2. Jana also made her necklace. She used 32 pink beads and 27 white beads. How many beads in all did she use for the necklace?   3. Jane made a necklace with white and pink beads. She used 30 white beads and 15 more pink beads that white beads. How pink beads did she use to make the necklace? many beads did she use in all to make the necklace?   4. Jane made a necklace with white and pink beads. She used 30 white beads and 15 more pink beads than white beads. How many beads did she use in all to make the necklace? 5. In a basketball game blue team scored 123 while the red team scored 13 more than the blue team. What is the total score of the two teams?

15. GROUP PRESENTATION TRAINING OF TRAINERS IN MATH (CONCRETE-PICTORIAL-ABSTRACT APPROACH IN TEACHING MATHEMATICS FOR KS1 TEACHERS)

16. HUNDREDS TENS ONES 10 10 10 1 1 1 10 10 1 1 1 1 1 1 3 2 2 7 + 5 9

17. HUNDREDS TENS ONES 10 10 10 1 1 1 10 10 1 1 1 1 1 1 2 7 3 2 + 5 9

18. 2 7 3 2 + 5 9 = 3 2 2 7 + 5 9 = Commutative Property of Addition

19. HUNDREDS TENS ONES 10 10 10 1 1 1 10 10 1 1 1 1 1 1 2 9 6 5 + 100 100 100 1 1 3 100 100 2 10 10 10 1 1 1

20. HUNDREDS TENS ONES 10 10 10 1 1 1 10 10 1 1 1 1 1 1 2 9 6 5 + 100 100 100 1 1 3 100 100 2 10 10 10 1 1 1 = 10 4

21. HUNDREDS TENS ONES 10 10 10 1 1 1 10 10 1 1 1 1 1 1 2 9 6 5 + 100 100 100 1 1 3 100 100 2 10 10 10 1 1 1 = 10 4

22. HUNDREDS TENS ONES 10 10 10 1 10 10 1 2 9 6 5 + 100 100 100 1 1 3 100 100 2 10 10 10 10 4 9 5

23. (2 5 12 9) + 2 83 = 2 83 = Associative Property of Addition 1 2 9 + (2 5 12 9) + 1 2 9 +

24. 3 2 + 5 9 = 3 2 2 7 + 5 9 = Zero Property of Addition + 2 7 =

25. Terms Used for Addition combine add total in all together altogether sum plus added added to increased by

26. 91 92 93 94 95 96 97 98 99 100 81 82 83 84 85 86 87 88 89 90 71 72 73 74 75 76 77 78 79 80 61 62 63 64 65 66 67 68 69 70 51 52 53 54 55 56 57 58 59 60 41 42 43 44 45 46 47 48 49 50 31 32 33 34 35 36 37 38 39 40 21 22 23 24 25 26 27 28 29 30 11 12 13 14 15 16 17 18 19 20 1 2 3 4 5 6 7 8 9 10

27. TRAINING OF TRAINERS IN MATH (CONCRETE-PICTORIAL-ABSTRACT APPROACH IN TEACHING MATHEMATICS FOR KS1 TEACHERS- May 27-28, 2025 Session 5 Subtraction of Whole Numbers

28. Pre-Activity Find the difference. 1. 48 - 21 2. 25-19 3. 32-17 4. 90-71 5. 125-87 6. 342-98

29. Group Activity Use concrete objects to solve for the assigned word problem.

30. GROUP PRESENTATION TRAINING OF TRAINERS IN MATH (CONCRETE-PICTORIAL-ABSTRACT APPROACH IN TEACHING MATHEMATICS FOR KS1 TEACHERS)

31. HUNDREDS TENS ONES 10 10 10 1 1 1 1 1 1 1 3 7 2 2 - 1 5

32. HUNDREDS TENS ONES 10 10 10 1 1 3 2 2 7 -

33. HUNDREDS TENS ONES 10 10 10 1 1 1 1 1 1 1 3 2 2 7 - 1 1 1 1 1

34. HUNDREDS TENS ONES 10 10 1 1 1 1 1 1 1 3 2 2 7 - 1 1 1 1 1 2 12 5

35. Terms Used for Subtraction left difference less than minus subtracted from decreased by take away

36. 91 92 93 94 95 96 97 98 99 100 81 82 83 84 85 86 87 88 89 90 71 72 73 74 75 76 77 78 79 80 61 62 63 64 65 66 67 68 69 70 51 52 53 54 55 56 57 58 59 60 41 42 43 44 45 46 47 48 49 50 31 32 33 34 35 36 37 38 39 40 21 22 23 24 25 26 27 28 29 30 11 12 13 14 15 16 17 18 19 20 1 2 3 4 5 6 7 8 9 10

37. Traffic Light Reflection I need to stop … I will continue to… I need to start …

38. Sources Frykholm , J. 2008 , Learning to Think Mathematically with the Rekenrek https://r.search.yahoo.com