Addition And Subtraction Fact of 10 Game

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Add and Subtract Facts of 10 Game - Task Cards

Which Operation Sign Will Make A Correct Equation?

One of the objectives I developed this lesson was to help my students develop a better understanding determining which sign, plus or minus, should go in the number sentence to make a math fact of 10. Some students would continually mix up when to put in a < and when to place the > symbol in the equality expression.

Check out the full product in my TPT store, Math Math Magic.  

In the game are these materials in addition to the 22 task cards.

Materials In Activity

Depending on the developmental level of your students, you may wish to initially review the operation signage, + and  -  as well as the vocabulary words, Add and Subtract. How can a student tell the difference, if a language is an issue? Engage the whole class in ‘Math Talk’ discussion about the signs and the vocabulary.

Subtraction & Addition Facts of 10

Before you introduce how to play the game, you may wish to display and discuss the resource anchor chart, ‘Subtraction and Addition Facts to 10,’

Below are some suggestions about how to use the product to get you started using the task cards. After playing with your students, you will think of other fun and interactive ways to use in your classroom.

Sorting Categories

1. Students place the task cards face down and then sort them into the correct operational sign category. (add or subtract)

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2. Ask the students to show their work on the recording sheet.

3. Children can use the answer key to self-check or have a partner use the answer key to check their work.

**Another option is for the student to use the cutout circle + and – signs and correctly place them on the task card showing the correct operation. A partner can check their work or by using an answer key and use the recording sheet if wished.

Operation Signs  +   -

There are four optional suggestions for utilizing the cards as whole class interactive activities. I have used these ideas as a teacher-led lesson, as well as both partner and independent activities. It will be a favorite in

your math center or as an assessment tool!

Whole-Class Activity: Option 1

1. Post the Add  + and  Subtract  - sorting posters in a convenient area in your room

Sorting Mats

2. Deal a task card face down to each student. There are 22 different cards, so if you have more than 22 students, decide which cards you may wish to duplicate to equal the number of students. 

3. When you give the signal, students turn over their card and decide which operation, addition (+) or subtraction (-), makes that 10’s fact task card correct.

4. Students take their card to the operation area they believe is correct, and place their card under either the Add or Subtract header set up with the operation signs.

5. When all the cards are placed. and students are satisfied with their work, a JUDGE or the whole class reflect to see if all is correct.

**If you play the activity as partners, you may not need to duplicate any task cards.

**Another option is to have any extra students are the JUDGES on the accuracy of the completed activity. If they disagree, they can correctly fix the incorrect responses.

Whole-Class Activity: Option 2 and 3

Example of task cards

Goal:  Initially decide if you want students to find their addition or subtraction related fact partner. Tell the students which operation they will be using.

Example of task cards

1. With his/her dealt card, the student walks and finds another student that has their addition or subtraction related fact. You may need to keep reinforcing the game rule!

**Students turn over their card and mentally have to decide the numbers in that 10’s fact family. Now move around the room and find the person that is holding the related fact that corresponds to each other. For example, if you were only focused on addition, the 4+6=10 and the 6+4=10 card students would get together.

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2. Next round you could ask for the subtraction related partners to find each other (10-1=9 and 10-9=1). Be sure to thoroughly discuss the new rule and answer any questions that arise.

Whole-Class Activity: Option 4 is More Advanced

*This can become complicated, so be sure your students can move and work as a group according to your ‘room rules’ expectations and that they fully understand the idea of related facts and the operation signs.

Related Family 10, 7, 3

1. This option has them finding and standing with all the family members, both addition and subtraction facts, that are related fact numbers. (I.e. 7+3=10, 3+7=10, 10-3=7, 10-7=3) Now there will be a group of 4 together. Ask them to discuss how they know they belong in the same family. Re-deal the cards and play again! Fun for all!!

I love the many possibilities of this product because it can not only be used multiple times throughout the year but can provide a variety of objectives and developmental work levels for your students.

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Interactive Foldable Flip 0-20

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Fold And Flip 

Comparing Numbers 0-20

Interactive Foldables

Product in my TPT Store-Make Math Magic

I love any interactive foldable flips! I recently updated this set of foldables that I had used my classroom. They are adaptable to use throughout the year, depending upon the goal I have in mind. Since time is a valuable commodity for teachers, we need to think of multiple ways to use a product.

For instance, merely using it in a journal and then in an acetate sleeve provide the same skill but are presented in two ways. In this posting, I am going to share three different ideas my students and I have loved using them. 

Three uses of the foldable flips

The skill of comparing numbers along with the necessary vocabulary and symbols is tricky for some students. They may be able to know the number sequence when isolated or when reciting, but get confused when terms such as more, less, equal, fewer are introduced with the numbers. We often expect our students to easily use the abstract symbol to coordinate between all those things.

Some children struggle with math terms if they are not familiar with the words or are not in an environment where the use of the vocabulary is consistent.

When initially assessing the skill, my most pertinent questions are—Is this student: (1)understanding the meaning of these vocabulary words; (2)familiar with the terms: greater than, more, less, fewer, equal (3)recognizing the abstract symbols; (4)comprehending the relationship between the abstract symbol and its meaning? The feedback I get from the questions allows me to know the developmental stage of that student. Then I can better proceed with my lesson planning.

1 page of the interactive foldables. There are more at the ending of this posting.

As their understanding develops through the year, you can utilize these interactive foldable strips in several ways. Before you introduce them, please be sure you have given your students plenty of opportunities to ‘play with’ the numbers 0-20, repeatedly use the necessary vocabulary not only in math class but in every situation and context you possibly are able. Do not introduce the abstract symbols   <     ≥  too early to your students who are not ready for that part.

**There are more fold and flips to download at the end of this posting.

Materials you will need along with the foldable flips: journals or sheets of paper, scissors, pencils, acetate sleeve holders, dry erase markers & erasers (if wanted). A number line or number chart 0-20, is often helpful for some students as an extra tool to visualize the order of the numbers.

Displaying or projecting  <   ≥ the visual chart allows students to talk about what they see—fewer or less than cupcakes on one side and a higher number on the other side. 

Visual Display Chart

If your students do not notice or ask about the dots, discuss how the strategy of placing one dot on the tip of the arrow that has the fewest objects or numbers can be useful. Placing a dot on each end of the arrow is a visual aid to show which side of the arrow has more dots and which side has fewer dots.

Frequently in the introduction of the lesson, I ask students to place dots on the tip of each symbol, so they see a visual of the dots showing the more or fewer numbers. Since the = sign is seen more frequently, it becomes easier to recognize and understand as they also see it in number equations.

I like to use the interactive ‘fold and flip’ in a variety of ways. so it continues to sustain high interest with my students during the year. When I taught first grade, it was helpful to use these as an assessment tool at the beginning of the year. This simple activity allowed me to immediately determine which students needed extra support and which students were ready for the next step. After my assessment I may want to use only numbers 0-10 for a period of time, then add the numbers 11-20 to the set.

Frequently in the introduction of the lesson, I ask students to place dots on the tip of each symbol, so they see a visual of the dots showing the more or fewer numbers. Since the = sign is seen more frequently, it becomes easier to recognize and understand as they also see it in number equations.

Direction sheet to display

Try these easy ways to use the foldable flips 0-20:

1. Use Acetate Sleeve Protector Sheets or Laminated Whole Sheets

•Place each whole sheet of strips in an acetate
protector sleeve as a teacher lesson or as a partner activity. Have dry erase markers and erasers readily available.

•If you are using this as a teacher-led activity, print enough copies of the product and provide an acetate sleeve protector for each student.
• Provide dry erase markers and erasers in the area for each group. I often use felt squares or cut squares from old socks. That way I can either wash and reuse or replace with new ones.

*If no acetate sleeves are available, laminate each sheet for the number of students needed. This way they can be reused multiple times.

2. Journal Usage

• After printing either pre-cut the strips for your students or have each student cut out the pieces as they glue and enter them in their journal. Perhaps a partner or student from a higher grade might be willing to help with this task.

•Using the activity as a journal entry enables the student to interact in a hands-on manner. It can be used as a follow-up lesson, practice time or as a review of the skill- comparing numbers with the symbols,  <   ≥  =.

• Print each set on a different colored paper. Colored paper is useful, so students will not get their work mixed up with a neighbor’s work. It can occur if all sets of work use the same color of paper. A bonus of using different colors is that it elevates the interest level of your students. 

3. Math Center and Independent Work

• Print the sets of interactive foldable strips in multiple colors for easier use by the students. As mentioned above, I have had children frustrated because they get their foldable flips mixed up with another child because the strips are the same color. It takes too much valuable learning time to sort out their work.

•  If you are using the activity in your center, be sure to laminate each sheet after you have printed them. After the time spent cutting out the strips, you want to be able to use them repeatedly throughout each year.

• If small groups of students, such as 2-4, are using the activity, provide a small container for each group of students. In that way, partners or individuals have their bowl with the strips, making it easier to organize and sort.
• Using the answer keys, students can check each other’s results. There are two types of answer keys. One key is a duplicate of the sheet with the answers in red. Another key has smaller strips with 6 per page. You may prefer one type or use them interchangeably, depending on the age of your students.

  • If a result does not match the answer key, have the student place a dot on each tip of the symbol to prove their thinking. 

**You will find all the interactive foldable strips, answer keys in this product in my TPT store, Make Math Magic.  

Thank you for visiting my blog. Hope you and your students love this activity for hours of fun. See more at my TPT Store, Make Math Magic.