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Beginning Addition Practice

Skill applies: Step 1: Teach the Beginning Addition Statement:

"I touch and count all the TouchPoints on the numbers."
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Touch the TouchPoints with a pencil point and count aloud in the correct order.
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For Example A, begin counting with the top number in the column, 5: “1, 2, 3, 4, 5.”

Continue counting on the 4: “6, 7, 8, 9.”

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Record the answer: 9.

Reinforce the facts by repeating the problem and the answer aloud.*

For a longer column of numbers, Example B, repeat the first four steps and continue
counting on all of the numbers. Then write the answer.

8. Follow the same process for Examples C and D for problems in a horizontal format.

* This step engages auditory learning and is key in helping students memorize number facts. It
is very effective for auditory learners.

Example A Example B Example C

8 9+6=
Example D

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Addition With Counting On Practice

Skill applies: Step 1: Teach the Addition Counting On Statement:

"I touch the greater(est) number, say its name, and continue
counting on the TouchPoints of the other number(s).”

For Example A, touch the greater number. Say its name, “8.”
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11, 12.”
Continue counting on the TouchPoints of the 4: “9,10,
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Record the answer: 12.

answer aloud.
Reinforce the addition facts by repeating the problem and
greatest number as you say its
For long columns of numbers (Example B), cross out the
Then write the answer.*
name, and continue counting from the top downward.

7. Solve Examples C and D for additional practice.

* This step prevents students from counting a number twice.

9 5+Y+6+2-
Example B Example C Example D
Example A

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 Addition Without Regrouping Practice

Skill applies: Step 1: Teach the Arrow Statement:

"I start on the side with the arrow. The arrow is in the ones
column on the right side.”

2. For Example A, say the greater number in the ones column: “6,” and continue counting
on the TouchPoints of the 2: “7, 8.”

3. Record the answer: 8.

4. Repeat step 2 in the tens column: “4”, and continue counting on the TouchPoints of the 3:
“ 5, 6, 7. ”

5. Record the answer: 7.

6. Repeat the problem and answer aloud.* j

7. For Example B, start on the side with the arrow, the ones (O) column. Then move to
the tens (T) column, and then the hundreds (H) column, recording your answer for
each column.

8. Solve Example C using the previous steps. Then move to the thousands (TH) column.

* This step reinforces the ability to read and recognize large numbers.

Example A Example B Example C

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Tens | Ones H TH! H T

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28.64 6
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Addition With Regrouping Practice

Skill applies: Step 1: Teach the Regrouping Statement:

"T must regroup if my answer is greater than 9.”

of tens in
2. Introduce the regrouping box. Students will write the regrouped number
the box.
the greater
3. For Example A, begin in the ones column below the arrow. Say the name of
number “8,” and continue counting on the 7: “9-10, 11-12, 13-14, 15.”
Record the
4. Use the box to record the number of tens regrouped to the tens column.
5.*
number of tens, 1, in the box first. Then record the number of ones,
number,
5. Add the tens column starting at the top. You may also start with the greatest
cross it out, and continue counting from the top: “1, 2,3; 4,5, 6."
6. Record the answer: 6.

7. Forlong columns, Example B, repeat steps 1-6.

the same steps for
8. Solve for Examples C and D for 3- and 4-column problems following
the hundreds (H) and thousands (TH) columns.
5 before writing the
* This step is important to reduce number reversals. If students write the
regrouped 1 they are writing the number 51 instead of 15.

Example B Example C Example D

Example A
Tens} Ones

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Tens! Ones

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