Addition And Subtraction Facts Page 2
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22. Give the learners an addition facts grid and
One and two more than facts
show them how to record facts from their
The learners should be able to count on from the
‘known’ pile on the grid.
highest number to quickly find the answer to the facts.
For example: All the + 0 and + 1 and most of the
Make a dice labelled (+1, + 2, –1, –2, +1, –1) and
+ 2 facts and doubles.
another dice labelled (4, 5, 6, 7, 8, 9). After each roll
of the dice, the learner should immediately state
+
0
1
2
3
4
5
6
7
8
9
the complete fact.
0
0
1
2
3
4
5
6
7
8
9
Double facts
1
1
2
3
4
5
6
7
8
9
10
The double facts seem to be relatively easy to learn
2
2
3
4
and then form a good base for learning the near
3
3
4
5
6
doubles. For example, 6 + 7 as double 6 and 1 more.
4
4
5
6
8
Make and 0 facts
5
5
6
7
10
These facts are also relatively straightforward as
6
6
7
8
they can be ‘seen’, using the fingers on one hand (5
7
7
8
facts) or two hands (10 facts).
8
8
9
10
Subtraction facts linked to addition facts
9
9
10
Subtraction facts tend to be more difficult to
Recording the known facts on the grid allows
recall than the addition facts. Begin by sorting
the learner to see the facts they know and the
the subtraction facts into ‘known’ and ‘unknown’
ones they need to learn. The focus should be on
piles for each learner. Ask the learners to take one
developing strategies to learn the unknown ones.
of their ‘unknown’ facts and see if they can think
The remainder of this sequence is presented
which addition fact it is related to. For example,
as a series of ideas or approaches to help the
encourage them to see the link between 14 – 6 = 9
learners fill the specific gaps in their quick recall
and 6 + 9 = 14 and therefore use known addition
of the addition basic facts. Rather than working
facts to recall subtraction facts.
through each idea, choose the ones that best suit
the learner’s gaps. As the learner builds on their
mastery of addition facts, add these to the chart
and to the ‘known’ pile of facts.
Facts with 0
Write out the 0 facts and ask the learner what they
notice. They should observe that irrespective of
whether the 0 is the first or the second addend, the
result is the non-zero addend. For example 3 + 0 = 3.
Tertiary Education Commission Teaching Adults to Make Sense of Number to Solve Problems: Using the Learning Progressions
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