addition+and+subtraction+fact+fluency

show fact by jumping on the number line.Students record the number sentences to go with each number line drawing. || || deck. Each student records his equation. The student with the greater sum circles his equation and wins that round. Then, players select another fact card and play again. || || the +0/+10 spinner to see what should be added to their number. The first player to fill up the chart wins. If you prefer not to have a winner, simply have pairs work together to fill the chart. Adapt the game for other addition strategies. || || numbers that form a square on the game board. Players take turns spinning, finding the sum, and placing a marker on the board. The first player to have four makers arranged to form a square is the winner. || || Numbers must be between 2 and 12. The numbers 1-10 cards are shuffled and placed in a pile, facedown. One student turns over a card and spins the spinner to see what they add to the number on the card. Both students talk about the sum and cross it off their grid. If a player covers an entire row, column, or diagonal, they have BINGO. || || Fact cards are shuffled and place facedown in a stack. A player turns the top fact card and says the sum. He then turns over a Conditions card. If the sum meets the condition on the card, the player keeps the Conditions card. If the sum does not meet the condition on the card, the play returns the Conditions card. The player with the most Condition cards wins. || || on a number line on the floor. Player one spins the spinner and announces whether to plus/minus 1/2. Player 2 then hops to find the solution. Players record their number sentences. || || determine what to add. Students record their number sentence. || || player to move to an open space, he or she must first tell the sum of that fact. || || another train of a different color that has that many cubes plus 1 more. Put the two trains together. Color a model of your train. Write an addition number sentence to go with your train. || || plus one fact cards. Students match cards and record their matches on the recording sheet. || || The other partner spins the doubles wheel to find out if they will be finding the double or the double plus one. Partners then work together to write the number sentence. || || sum, and recording it in the appropriate section of their Almost Doubles recording sheet.If a player spins a sum that has already been recorded in both places on the chart, he loses that turn. The first player to complete his chart by filling in all of the blank spaces is the winner. || || recording the sum on a vertical number line. The sums must be recorded in order from least at the bottom to greatest at the top. If a student spins a sum and does not have a place to put it on his ladder,he loses his turn. The first player to complete his ladder is the winner. || ||
 * Games for Addition**
 * **Game** || **How to Play** || **Blackline Masters** ||
 * **Fact Card Jumps** || Students shuffle fact cards and select card. Students
 * **Who has More?** || Students take turns selecting a fact card from a facedown
 * **Fill the Chart** || Players take turns spinning a number and then spinning
 * **Squares** || The goal is to be the first player to have markers on four
 * **Bingo** || Students write numbers in each of the nine boxes on their rid.
 * **Fill Ten** ||  || [[file:ch6_Fill10.doc]] ||
 * **Condition** || Students spread out the cards out on the desk, facedown.
 * **Hop the Line Addition** || Player one picks a number card. Player two jumps to that spot
 * **Dot Card Addition** || Students take turns picking a 1-10 dot card and then spin to
 * **Math Checkers** || // Math Checkers // is played like regular checkers. For a
 * **Near Doubles Train** || Spin the spinner and make a train with that many cubes. Make
 * **Match Em Up** || Partners spread out near double math fact cards and doubles
 * **Spin and Double It** || One partner spins the 3-9 spinner to find the starting number.
 * **Almost Doubles** || Students take turns spinning the near doubles spinner, stating the
 * **Ladders** || Two students take turns spinning a near doubles spinner and
 * **Spinners** ||  || [[file:Plus 1 Plus 2 Spinner.doc]][[file:ch5_6thru10Spinners.doc]] ||

boxes below their spinner, and cross it off. Students may cross out only one number per spin. If the difference is already cross out, the player loses their turn. The first player to cross off all of his numbers wins. || || Players take turns pulling a card, subtracting to find the difference, and then putting a marker on the difference. The first player to cover three in row is the winner. || || a number line on the floor. Player one spins the spinner and announces whether to plus/minus 1/2. Player 2 then hops to find the solution. Players record their number sentences.  || || what to subtract. Students record their number sentence. || || the number in one of the blanks on their Missing Numbers recording sheet. The player reads the fact out loud and then places the number back in the deck and reshuffles. If a number can't be used, that player loses his turn. The first player to fill all of the missing values is the winner. || || record their fact with the difference on the Difference Maker recording sheet. The player with the greatest difference fro the round circles it and wins the round. The player who wins the most rounds wins the game. || || all of the cards in front of them. Each player begins with a set of ten Take Away cards. The cards are placed face up in a row in front of the players. Each player also has a set of fact cards. Players shuffle the fact cards and take turns picking one fact card. If they see the difference in their row of Take Away cards, the take the card away. The first player to take away all ten cards is the winner. || ||
 * Games for Subtraction**
 * **Game** || **How to Play** || **Blackline Master** ||
 * **Scratch 'Em Off** || Students spin a spinner and subtract, find the difference in one of the
 * **Three in a Row** || Players shuffle 10 fact cards and place them facedown in a deck.
 * **Hop the Line**
 * Subtraction** || Player one picks a number card. Player two jumps to that spot on
 * **Dot Card Subtraction** || Students take turns picking a 1-10 dot card and then spin to determine
 * **Missing Numbers** || Players take turns flipping over a 1-9 number card and recording
 * **Difference Maker** || Students take turns pulling cards from a shuffled deck of fact cards and
 * **Take Away** || Students play with partners or groups and try to be the first player to take

addition and subtraction. In addition, students will need visuals models as they learn additional strategies for their facts. 1. Number lines 2. Use the double number line to show the commutative property. 3. Part Part Whole Mat 4. Ten Frames 5. Number Charts 6. Dominos/Dot Cards || || || addition and subtraction facts. Students select a card, and then they write the four addition/subtraction number sentences represented by the card. || || monitor students. Keep in mind that timed tests can have a negative effect on students especially those who struggle. A goal is automaticity but we don't want to compare students. Challenge students to see how many facts they can answer in two minutes. Then, students work to "beat their record." Also, use the fact sheets to identify facts students are still struggling with. || + Zero Facts + One/+ Two
 * Resources**
 * **Resource** || **How to Use It** || **Blackline Masters** ||
 * **Visual Models for Addition and**
 * Subtraction** || Students will need visual models of the concepts of
 * **Addition Fact Chart** ||  || [[file:Mini Addition Facts Chart.doc]]
 * **Triangle Fact Cards** || Triangle fact cards support the connection between
 * **Fact Checks** || Use the fact sheets to provide practice and progress

Plus Ten Doubles Making Ten

Using Ten Using Doubles || student practice, and to send home. Give one set of cards as each new strategy is introduced. It may be helpful for some students to color code their fact cards by strategy. || || practice, and to send home. Give one set of cards as each new strategy is introduced. It may be helpful for some students to color code their fact cards by strategy. || || blank chart. Remind students on the commutative property to help them recognize their many known facts. Each time they master new facts they add them to the chart. Use graph to have students record the number of facts they knew after a fact check. ||
 * **Addition Student Sized Flash Cards** || Use these student sized fact cards for games,
 * **Subtraction Student**
 * Sized Flash Cards** || Use these student sized fact cards for games,student
 * **Tracking Progress** || Students track the facts that they know on the

|| students learn their facts. || ||
 * Home School Connection || Adapt these letters to help engage parents in helping