Marshall Cavendish Maths Stage 1

Chapter 5 Addition Within 10

Lesson Plans
Lesson 1 (2 periods)

Chapter Opener
Use this picture to introduce the meaning of addition.

Teaching ideas
 Have pupils look at the picture. Ask: What is Tom doing? (He is drawing.)
 Ask: How many paintings has Tom drawn? (5) Where are the 5 paintings? (4 are on the wall,
1 is on the stool.)
 Draw a number bond on the board. Recall that we have learnt to make number pairs up to 9.
 In the number bond, write the parts (4, 1) and have pupils conclude the whole (5).
 Ask: How many paintings are there altogether? (5) Introduce the word 'add'. Explain that when
we add 1 painting and 4 paintings, we have 5 paintings.
 Ask: Are there other ways to find how many paintings there are altogether? (Answers will
vary. E.g. we can count them.)
 Point out that there are different ways to add to find the total number of objects.
 Tell pupils that they will learn more about addition in this chapter.
 Have pupils discuss in pairs the number of pencils they have altogether and how they find their
answers.
 Other possible probing questions:
– How many crayons are there altogether in the picture?
– How many birds are there altogether in the picture?

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Marshall Cavendish Maths Stage 1

A. Ways to add
Learning outcome(s)
 Add two numbers within 10.

Materials(s)
 3 red magnetic counters
 5 green magnetic counters

Vocabulary
 add
 sum

Note to teachers: In this section, pupils will explore the concept of adding two numbers using
counters as concrete representation. Next, they will move on to the pictures on the page and finally
arrive at the symbolic representation in the form of numbers and number bonds. Pupils should be
given opportunities to explain their thoughts and show their working when doing calculations or
solving problems, so that teachers know what they are thinking.

Let's Recall
 Begin by having pupils recall making number pairs up to 9. [Stage 1 Chapter 4, Sections A and B]
 Get a pupil to choose a number from 6 to 10, e.g. 7. Ask: What number pairs make 7? (0 and 7,
1 and 6, 2 and 5, 3 and 4)

Let's Learn Together

Teaching ideas
1. and 2.
 Begin by introducing pupils to the concept of adding.
 Show 3 red and 5 green magnetic counters on the board in separate groups.
 Ask: How many red counters are there? (3) How many green counters are there? (5)
 Combine the two groups of counters. Lead pupils to count them. How many counters are there
altogether? (8)
 Explain that when we group together separate objects, we are adding them. The answer, 8, is the
total number of objects.
 Have pupils look at Pupil’s Book p. 48.
 Have pupils look at 1. Lead them to say, 'There are 8 counters altogether.'
 Refer pupils to 2. Read the question and have pupils repeat each line after you.
 Draw a number bond on the board. Write the parts (2, 4) and leave the whole blank.
 Ask: What number do 2 and 4 make? (6) Complete the number bond and lead them to say,
'There are 6 goldfish altogether.'
 Highlight that we can use number pairs to add two numbers.

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Teaching ideas
3.
 Ask: We added two numbers using number pairs. Are there other ways to add? (Yes, by
counting on.)
 Have pupils look at Pupil’s Book p. 49.
 Have pupils look at 3. Read the question and have pupils repeat each line after you.
 Guide pupils to add 6 and 2 by counting on from 6. (6, 7, 8) Lead them to say, 'There are 8 rabbits
in all.'
 Point out that when we count on, the numbers get larger.

4.
 Have pupils look at 4. Introduce the word 'sum'. Explain that when we add 5 and 2, we are finding
the sum of the two numbers.
 Guide pupils to add 5 and 2 by counting on from 5. (5, 6, 7) Lead them to say, 'The sum of 5 and
2 is 7.'
 Ask: What is another way to find the sum of 5 and 2? (Answers will vary. E.g. by using
number pairs.)

For learners needing more support

Pupils may lose track of numbers when they count on. Tell them to write down the number they are
counting on from. Suggest that they use their fingers or draw tally marks as they count on.

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Teaching ideas
5.
 Have pupils look at Pupil’s Book p. 50.
 Read the question and have pupils repeat each line after you.
 Lead pupils to add 3 and 6 by counting on from 3 to get 9.
 Ask: If we count on from 6, will we get the same answer? (yes) Lead pupils to count on from 6
to get 9.
 Ask: Is it quicker to count on from 3 or from 6? (from 6) Point out that it is always quicker to
count on from the larger number.

Let's Discover
Material(s): 16 red counters per group
 Have pupils work in groups of four. Give each group 16 red counters.
 Prompt pupils to use the counters to represent the cherries in the picture.
 Have pupils discuss and explain how they find the answer.
 Conclude that the 5th bag will have 2 more cherries than the 4th bag, so there are 9 cherries in
the 5th bag.

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Let's Practise
1.

There are 7 butterflies in all.

2. 6, 7, 8, 9
9

Wrap up
Reinforce the concept of addition by referring pupils back to the chapter opener. Recall that we used
the number pair 1 and 4 to get 5 paintings altogether. Ask: How do we count on to get the answer?
(4, 5) Is it easier to count on from 1 or 4? (4)

Worksheet 1, pages 47–52

Have pupils do Worksheet 1 to practise the ways to add on their own.

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Marshall Cavendish Maths Stage 1

B. Writing Addition Sentences

Lesson 2 (2 periods)

Learning outcome(s)
 Write addition sentences.

Vocabulary
 addition sentence
 plus
 equals

Note to teachers: In this section, pupils will explore the concept of addition sentences. Pupils will use
cubes as concrete representation to help them add. Next, they will move on to the pictures on the
page and finally arrive at the symbolic representation in the form of addition sentences.

Let's Recall
 Begin by having pupils recall adding two numbers within 10.
[Stage 1 Chapter 5, Section A]
 Ask pupils how they can add 3 and 6 to find the total number of pens. (Answers will vary.
E.g. count on from 6 to get 9 pens.)

Let's Learn Together

Teaching ideas
1. and 2.
 Write ‘4 + 3 = 7’ on the board. Introduce the plus and equal symbols. Explain that + means ‘add’
and = means ‘equals’. Lead pupils to read ‘4 plus 3 equals 7’.
 Get 3 boys and 4 girls to stand facing the class. Separate the boys and the girls.
 Ask: If we add 4 more boys, how many boys are there altogether? (7) Get 4 more boys to join
the group of boys. Lead pupils to count on from 3 to 7 as each boy joins the group.
 In the same manner, get 3 girls to join the group of girls, counting on from 4 to 7. Conclude that
adding 3 to 4 gives the same total as adding 4 to 3.
 Ask: Do 4 + 3 and 3 + 4 give the same answer? (yes) Write on the board '4 + 3 = 7' and
'3 + 4 = 7'. Explain the commutative property of addition: changing the order of addition does not
change the answer.
 Have pupils look at Pupil’s Book p. 52. Go through 2 with the class.

Stop-Think-Go
Recall the meaning of 0. Conclude that 0 + 0 = 0.

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Let's Practise
1. (a) 5
5

(b) 9
9

(c) 7, 9
2, 9

(d) 0, 5, 5
5, 0, 5

For advanced learners

Encourage pupils to answer further question(s):
Is 0 + 5 the same as 5 + 0? (yes)

Wrap up
Material(s): 1 set of Addition Cards (TR08)
Reinforce the concept of addition sentences by having an activity. Shuffle a set of Addition Cards
(TR08). Get a pupil to come to the front and pick a random card, e.g. '1 + 2'. Have the pupil ask the
class, 'What is 1 plus 2?' The first pupil to give the correct answer gets to pick the next card.

Worksheet 2, pages 53–54

Have pupils do Worksheet 2 to practise writing addition sentences on their own.

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Marshall Cavendish Maths Stage 1

C. Solving 1-Step Addition Word Problems

Lesson 3 (2 periods)

Let's Recall
 Begin by having pupils recall writing addition sentences. [Stage 1 Chapter 5, Section B]
 Ask: Add 2 and 7. How do you write the addition sentence? (2 + 7 = 9)

Learning outcome(s)
 Solve 1-step addition word problems.

Note to teachers: In this section, pupils will learn to solve 1-step addition word problems using the
pictures on the page to help them add. Then they will arrive at the symbolic representation in the form
of addition sentences.

Let's Learn Together

Teaching ideas
1.
 Introduce 1-step addition word problems.
 Have pupils look at Pupil’s Book p. 54.
 Read the question and have pupils repeat each line after you.
 Explain that, when solving a word problem, there must be an addition sentence and a sentence in
words to answer the question.
 Lead pupils to read the addition sentence '3 + 2 = 5' and the answer, 'She bakes 5 cakes
altogether.'
 Guide pupils to see the key words in the problems. In this problem, the key words are '3 cakes'
and '2 more cakes' and ‘altogether’.
 Point out that we can check our answer by adding 3 and 2 in a different order. Instead of counting
on from 3, we can count on from 2 to get the answer.
 Conclude that 3 + 2 = 5 and 2 + 3 = 5.

For learners needing more support

If pupils have difficulty adding, guide them by counting on from 3 cakes, by counting on using fingers,
or by giving them counters to model the problem.

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Teaching ideas
2.
 Have pupils look at Pupil’s Book p. 55.
 Read the question and have pupils repeat each line after you.
 Ask: What numbers must we add? (4 and 5) What is the addition sentence? (4 + 5 = 9).
 Lead pupils to say, 'They buy 9 cups altogether.' Remind them that the last line is always a
sentence to answer the question.
 Highlight that in this problem, the key words are '4 cups', '5 cups' and ‘altogether’.
 Ask: How can you check your answer? (Add 4 and 5 in a different order. 5 + 4 = 9)

Let's Discover
Material(s): 1 piece of paper per pair
 Have pupils work in pairs. Give each pair 1 piece of paper.
 Prompt pupils to identify and count the different objects in the picture. (1 tree, 6 flowers, 4
butterfiles, 2 bees, 4 birds)
 Have pupils discuss and make other addition sentences.

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Marshall Cavendish Maths Stage 1

Let's Practise
1. 2, 4, 6
6

2. 3, 6, 9
9

Wrap up
Material(s): 1 set of Addition Cards (TR08)
Reinforce the concept of word problems by having an activity. Shuffle a set of Addition Cards (TR08).
Get a pupil to come to the front and pick a random card, e.g. '1 + 2'. Encourage three other pupils to
tell an addition story. For example, the 1st pupil says, 'I have 1 cake.' The 2nd pupil continues, 'My
sister has 2 cakes.' The 3rd pupil ends the story by saying, 'How many cakes are there altogether?'
The first pupil to answer correctly in a complete sentence gets to pick the next card.

Worksheet 3, pages 55–57

Have pupils do Worksheet 3 to practise solving 1-step addition word problems on their own.

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D. Adding Three Numbers

Lesson 4 (2 periods)

Learning outcome(s)
 Add three numbers within 10.

Material(s)
 2 red cubes
 3 blue cubes
 4 yellow cubes

Let's Recall
 Begin by having pupils recall solving 1-step addition word problems.
[Stage 1 Chapter 5, Section C]
 Ask: There are 5 girls and 3 boys on a school bus. How many pupils are there altogether?
(8)

Note to teachers: In this section, pupils will explore the concept of adding three numbers using
counters as concrete representation. Next, they will move on to the pictures on the page and finally
arrive at the symbolic representation in the form of addition sentences.

Let's Learn Together

Teaching ideas
1.
 Introduce adding three numbers by adding cubes.
 Show three number trains with 1, 2 and 3 cubes. Use a different colour for each number train.
Ask: How many cubes are there altogether? (6)
 Ask: How do we add 1, 2 and 3? (Answers will vary. E.g. add 1 and 2 first, then add 3 to the
sum.)
 Write on the board '1 + 2 + 3 = ?'. Explain that when adding three numbers, we add the first two
numbers, then add the third number to the sum of the first two numbers.
 Write on the board and explain each step:
1+2+3
=3+3
=6
 Have pupils look at Pupil’s Book p. 57.
 Go through 1 and have pupils relate the cubes to the penguins.
 Recall the commutative property of addition. Ask: If we add 2 and 3 first, then add 1, will the
answer be the same? (yes)
 Write on the board and explain each step:
2+3+1
=5+1
=6

For learners needing more support

If pupils have difficulty understanding the commutative property for three numbers, make three
number trains to show that we can connect the cubes in any order but the total number of cube
remains 6.

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Teaching ideas
2.
 Show three number trains with 2, 3 and 4 cubes. Use a different colour for each number train.
Ask: How many cubes are there altogether? (9)
 Have pupils look at Pupil’s Book p. 58.
 Ask: What animals do you see? (ducks, ducklings and swans) Prompt them to see that there
are 4 ducks, 3 ducklings and 2 swans.
 Write on the board '4 + 3 + 2 = ?'. Ask: Which two numbers can we add first? (4 and 3)
 Write on the board and explain each step:
4+3+2
=7 +2
=9
 Remind pupils that they should write a sentence to answer the question. Lead them to say, 'There
are 9 animals altogether'.

Let's Discover
Material(s): 9 counters per pair, 1 Answer Sheet (TR09) per pair
 Have pupils work in pairs. Provide each pair with 9 counters and 1 Answer Sheet (TR09).
 Prompt pupils to use the counters to represent the hens in the picture.
 Have pupils discuss to find all the ways. (1,1,7; 1, 2, 6; 1, 3, 5; 1, 4, 4; 2, 2, 5; 2, 3, 4; 3, 3, 3)

Stop-Think-Go
 Have pupils look at the two addition sentences. Ask: What is 4 + 0? (4) What is 2 + 2? (4)
 Guide pupils to see that 2 + 2 + 0 = 4 + 0. So the two additions are equal.

Common error(s)
Pupils may be careless and get the wrong sum when adding three numbers. Remind them that they
can always check their answer by adding in a different order. Also, remind them that it is easier to
count on from the greater number. For example, for the addition of 1, 2 and 3, we can write '3 + 2 + 1'
so that we can count on from 3 when we add 3 and 2.

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Let's Practise
1. 3, 2, 2, 5, 2
7
7

2. 4, 3, 2, 7, 2
9
9

3. 8

Wrap up
Material(s): 1 set of Addition Cards (TR08)
Reinforce the concept of adding three numbers by having an activity. Shuffle a set of Addition Cards
(TR08). Get a pupil to come to the front and pick a random card, e.g. '1 + 2' and write '1 + 2' on the
board using a black marker. Write, using a blue marker, a third number so that there are three
numbers to add, e.g. '1 + 2 + 5'. Get pupils to come to the board to show the working and the answer.
The first pupil to write the correct working and answer gets to pick the next card.

Worksheet 4, pages 58–61

Have pupils do Worksheet 4 to practise adding three numbers on their own.

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Marshall Cavendish Maths Stage 1

Lesson 5 (2 periods)

Mind Corner
Materials(s)
1.
 1 counter per pupil
 1 die per group
 1 Game Board (TR10) per group

Teaching ideas
1.
 Have pupils play the game in groups of three or four. Give each group 1 die and
1 Game Board (TR10). Give each pupil in the group a different coloured counter.
 Choose two pupils to demonstrate the game.

Consolidation
Reflection, page 62
Have pupils work on Reflection to check and reinforce their understanding.

Optional: Assign Revision Worksheet 1 to check on pupils' understanding for Chapters 1 to 5.

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