Addition Strip Board

Materials

- A board divided into squares (each 2cm x 2cm) across from left to right and 11 squares from top
to bottom. The topmost squares are numbered 1 to 18; from 1 to 10 in red and from 11 to 18 are
in blue. There is a red line that divides the board vertically, after the number 10.
- 2 sets of strips; one set is blue with symbols 1 to 9. The other set is red, which are subdivided
into squares by blue lines. The end square of each strip is marked with the symbol that
corresponds to the number of its squares.
- Charts 1

- Charts 2

Presentation

Presentation
1.

Have the child bring Chart 1, the two sets of strips, and the board to the table.

2.

Introduce the child to the board. Show the child the red line which shows us that we have
reached ten.

3.

Show the numbers at the top of the board and tell the child that this is where the answer
will be found.

4.

Show the child the strips you will be using for addition.

5.

Have the child take out all of the blue strips.

6.

Have the child place them randomly to the left of the chart.

7.

Have the child place them in order as shown below:

8.

Have the child take out the red strips and place them in order to the right of the board, as
shown below:

9.

Have the child choose one blue strip and place it on the first row. (For example the 4 strip)

10. You choose a red strip that will not make the number go
11. Place it to the right of the blue strip.

Table of addition of
one
4+1=5
4+2=6
4+3=7
4+4=
4+5=
4+6=
4+7=
4+8=
4+9=

12. Show the child that 4 plus 3 equals (point to the number on the chart) 7.
13. Have the child replace the strips.
14. Repeat but now make sure the number is larger than 10.
15. Show the child the red line and how this shows us that the number is bigger than ten.
16. Have the child replace the strips.
17. Show the child the first sheet of paper and tell the child that this is the table of 1.
18. Look at the first addition problem: 1 + 1 =
19. have the child place the blue 1 strip at the top of the board and the red 1 strip directly
next to it.
20. Show and say with the child: 1 + 1 = 2
21. Have the child fill in 2 for the answer on the paper.
22. Have the child replace the material and continue for the whole table of 1.
23. Encourage the child to do all of the tables.
24. Once he has done the tables 1 9, you can introduce control Chart 1 where the child can
check his work.
Notes
Be sure you have the child state the combination and say the final result even if he notices the
pattern of the answer (2, 3, 4, 5, etc.)
The child can then decorate the pages of tables and make a booklet of the tables.
Exercises
The child can work as in the presentation on the other tables.

Presentation 2
1.

Have the child set up the material as in Presentation 1.

2.

Have the child place a blue five and a red three together.

3.

Have the child read 5 plus 3 equals 8.

4.

Have the child then place a blue three and a red five.

5.

Have the child read 3 plus 5 equals 8.

6.

Discuss with the child which color comes first in the first equation and which color comes
first in the second equation.

7.

See how even if the order is different, the answer is the same. Say, So it does not matter
what the order is as long as the numbers are the same.

8.

Have the child replace the strips.

9.

Repeat doing a few more with the child.

Presentation 3
1.

Have the child set up the material as in Presentation 1.

2.

Have the child place the blue 8 strip on the board.

3.

Take a piece of squared paper and write 8 at the top. Tell the child, Lets see what makes
8.

4.

Have the child place the blue 1 strip on the board.

5.

Ask what red strip we will need to make 8.

6.

The child should then place the red 7 strip next to the blue 1 strip.

7.

Write on the squared paper 1 + 7 =8 and then read it with the child.

8.

Have the child place the blue 2 strip on the chart. He should then place the red 6 strip next
to the blue 2 strip.

9.

Record and read as before.

10. Repeat for as many combinations you can make to equal 8.

11. Tell the child that we are now going to look to see if there are any that are the same. Such
as 7 + 1 and 1 + 7, etc.
12. Place one set of each of the same combinations to the bottom of the board. As you remove
each one, cross it off the paper and explain to the child why you do so.
13. The child can then check his work on the addition Chart 2.

Purpose
Direct
To lead the child through all the possible combination in addition. None exist beyond the
combination of 9 + 9. The red line vertically dividing the board show up when the addition reaches
beyond 10 e.g. in the case of 8 (red) added to 5 (blue), the red line tells us how many went to
make up the 10 and how many there are extra and above 10.
It has the same purpose as the little counting cards placed at every ten in the snake game. The
red line, similarly to the counting card, teaches us how numbers are split into two sections; one
section is for the purpose of completely 10, the other section is the remainder and brings us that
much further towards completing another 10. This is the mechanism of addition that must be
learned.

Control of Error
The child checks the work with Charts 1 and 2.

Age

5 1/2 - 6 years

Substraction Strip Board

Materials
- A board divided into squares (each 2cm x 2cm) across from left to right and 11 squares from top
to bottom. The topmost squares are numbered 1 to 18; from 1 to 9 are in blue and from 10 to 18
are in red. There is a blue line that divides the board vertically after the number 9.
- 2 sets of strips, one set is blue with symbols 1 to 9. The other set is red, which are subdivided
into squares by blue lines. The end square of each strip is marked with the symbol that
corresponds to the number of its squares.
- A set of plain wooden strips (not colored or numbered) progressing in length from the first and
smallest strip (2cm x 2cm) by adding one square to its length with each succession strip so that
the last strip is 17 square long.
- Chart 1

Presentation 1
Presentation
1.

Have the child bring the material to the table.

2.

Show the child the new board. Show the numbers across the top and how number 1-9 are
blue and the numbers 10-18 are in red. Tell the child that the red line after the number 9
shows us that we will never have an answer bigger than 9.

3.

Have the child set up the blue strips and red strips as in the Addition Strip Board.

4.

Show the child the new blank strips and have the child lay them out in the same way as
the blue and red strips to the right of the board.
Diagram shows complete layout of the board, strips, and paper.

18
18
18
18
18
18
18
18
18

9
8
7
6
5
4
3
2
1

=
=
=
=
=
=
=
=
=

5.

Tell the child that we must first choose a minuend, such as 9

6.

Cover up the numbers 10-18 with the blank strip because, We dont need those numbers.

7.

Then decide how many you will take away from nine.

8.

Using the blue strips, place the one chosen (such as 5) directly to the left of the blank
strip.

9.

Read, 9 minus 5 is 4. Point to the 4 directly to the left of the blue strip.

10. Repeat a few times until the child understands what to do.
11. Introduce the tables written on the paper. Have him read the entire equation (18 9 = ).
Ask the child what the minuend is. Then do the problem on the chart to find the answer.
12. Point out that the answer will be written in blue. You can also point out that this will be the
only problem on the page.
13. Introduce the next page of the 17 tables.
14. Show the child how to cover up the 18 with the correct brown strip and repeat as for the
18 tables.
15. Repeat in this manner for all of the tables.
16. Once done, the child can check his work with the Subtraction Chart 1.
Exercises
The child works as in the presentation.

Presentation 2
Presentation
1.

Have the child bring the material to the table.

2.

Show the child the new board. Show the numbers across the top and how number 1-9 are
blue and the numbers 10-18 are in red. Tell the child that the red line after the number 9
shows us that we will never have an answer bigger than 9.

3.

Have the child set up the blue strips and red strips as in the Addition Strip Board.

4.

Show the child the new blank strips and have the child lay them out in the same way as
the blue and red strips to the right of the board.
Diagram shows complete layout of the board, strips, and paper.

4
4
4
4
4

0=
1=
2=
1 =
4=

4
3
2
3
0

5.

Take a piece of squared paper and write 4 at the top. Look at the top strip (the 4 red
strip). Tell the child that you will not take anything away from it. Record the equation 4 0
= 4.

6.

Look at the next combination of strips. Move the blue 1 strip to the bottom. Record the
equation 4 1 = 3.

7.

Repeat this for 4 2 = 2; 4 3 = 1; and 4 4 = 0.

Purpose
Direct
To give practice in subtraction leading to the memorization of the essential subtraction facts.

Control of Error
The child checks his work with Chart 1.

Age
5 1/2 - 6 years