Add & Subtract With Numbers Through 10: Kids Build Number Sense Playing Math Games

Add & Subtract with Numbers through 10
Kids Build Number Sense

Playing Math Games 0
Add & Subtract Chicken Nuggets
Copyright Lisa Sandberg @ Lisa Luvs Math

Permission is granted to copy pages specifically designed
for teacher or student use by the original purchaser or licensee. The
reproduction of any other part of this product is strictly prohibited.
Copying any part of this product and placing on the Internet in any
form (even a personal / classroom website) is strictly forbidden.
Doing so is a violation of the Digital Millennium Copyright Act (DMCA).
Please do . . . Please DO NOT. . .

• Use this resource with students in • Give this resource to your
your classroom or for your own friends or colleagues without the
personal use. purchase of an additional license
for them.
• Buy additional licenses at a
reduced cost for others to use • Copy or modify any part of this
this resource. Go to your TpT document to offer to others for
Store “My Purchase” page. free or sale.
• Review this product to • Post this resource on a personal

recommend that others buy it by website, district websites, or sites
providing a direct link Lisa Luvs like Amazon Inspire.
Math’s store or product.
• Enjoy this product for years to • Post this resource (or any copy
come ( check back in your of this resource) for sale or
purchases for updated versions! ) free
Thank-you for respecting my work.

Lisa Sandberg, M.Ed.
Love One Another 1 © Lisa Luvs Math – L. Sandberg

Key Vocabulary
explore using pictures and visual representations
count compose
counting equal
number add
numeral (non-student word) compare
Commutative Property of Addition difference
total (sum) subtract
fewer than greater than
Counting is the bases for all future learning in mathematics so

understanding everything about the numbers is so extremely important.
Using these materials, your students will be using the following strategies as
they practice addition, subtraction and comparing numbers. Your students will
be. . .
• Using the counting numbers 0 – 1 0 (and/or higher)
• Practicing the count sequence zero through ten (and/or higher)
• Composing and decomposing numbers (taking numbers apart and putting
them back together)
• Developing understanding of the relationships between numbers
(numerals) and their quantity
• Developing mathematical vocabulary
• Preparing for counting higher number sequences in this grade and
beyond
• Comparing quantities (greater than, less than)
• Understand addition as putting together and adding to
• Understand subtraction as taking apart and taking from
• Materials for Learning Mathematics: Smiley Face

1 set of Chicken Nugget Counting Task Cards 0 - 1 0 denotes TOP of
Counting Numeral Cards 0 - 1 0 student cards
1 set of 10 Chicken Nugget Counters
1 Student Recording Sheet
Math Symbol Cards ( + - = < > )
• 6 Teacher Instruction Cards for Math Activities
• Vocabulary List (math terms with key vocabulary to develop or speak)
• The Mathematics developed in this resource
• The Materials & Materials Preparation
• The Lesson Delivery
• Strategies for including Number Talks with your students
• Print the card decks out on white card stock. If you are printing in gray scale, if desired, use color
card stock.
• After you print the playing cards, you are ready to print the card backs (optional). Choose any
paper design you would like or leave them plain.
Do a trial run with your printer as they all work differently.
• Lamination is recommended. Cut the cards out and use the laminator to reheat the cards by running
them through the laminator again. (I use my small home laminator.)
• Place each set in a Ziploc Bag, a travel soap box, or a small plastic photo box.
• Print as many sets as you would like but consider included options for play prior to printing so you
will have enough cards for the games you want to play. My minimum recommendation is 2 sets of
each page. (You can always print more!)
• The cards are designed so that the student knows the correct orientation. Each card has a small
smiley face in the upper right-hand corner. Teach your children to always have the smiley face at
the top. If it is at the bottom the smile will be upside down! (and so will the card).
• How many cards you introduce at a time will depend on your students’ prior knowledge about the
representations displayed on the cards. Use Task Card # 1 “Introducing the Card Decks”
Instructions start by using the 1 – 5 cards sorted in stacks by quantity. Wait to use the numeral
cards (1,, 2, 3, 4, 5).
• Beginning with the stack of ones, I asked the children what they noticed about each card:. What
the pictures were, how many was each picture showing, how did they figure it out? Let them unpack
the card information because more learning takes place due to better engagement and buy-in.
• Once the cards have been introduced, you will find games on the pages following. Have fun!

Add & Subtract . . . . Chicken Nuggets
TASK Cards and Games:

• Use this sequence based on the needs of your students, you decide how many days
for introductory time.
• The activities can be introduced whole class or small group, just make sure you model
everything for students!. Have the Resource Page “About Number Talks” available for
reference.
• Once your students are comfortable playing the card games and completing the Student
Response Forms, they should be used for free choice time, early finisher activities,
morning work, or placed in your Math Center.
Task Card #1
“Introducing the Card Decks” (no numerals or symbols yet)
• Options for introducing the materials are included on this Teacher Task Card. Other
Options are listed under Materials Preparation on the previous page.
• Familiarizing students with materials prior to use is critical to success in use.
Task Card #2
“Kids Play Memory Match” (Memory)
• You can use any of the following sets of cards: 2-3 decks of quantity card decks (C).
Add Numeral Cards (R). Using 2
• Using the Numeral Cards and the Popcorn Pattern Cards, play the Memory game as
directed. You can either remove duplicate numbers (3, 4, 5, 6, 7, 8, 9, 10) or keep them in
depending on the needs of your students. Using less or more cards is differentiation
option.
Task Card #3
“I Want Your Number!” (Go Fish!)
Add Numeral Cards (R). Finally, just play with numeral cards (A). It is a version of “Go Fish”.
Check the Task Card for Differentiation Ideas. You may want to consider having only 2
children play at a time as there are only going to be 22 - 33 cards. Add more cards sets
for larger groups of children.
Task Card #4
“The Game of Compare” (War)
Add Numeral Cards (R). Finally, just play with numeral cards (A). This game is a variation
for the Game of War. Kids LOVE this game. It is called The Game of Compare, to help
children better understand and meet the CCSS standards greater than and less than.
Continued on next page . . .

Continued page 2
Task Card #5
“Introducing the Numeral Card Deck, Counters & Math Symbols Using the CRA
Model of Instruction”
• This is an important part of instruction for the students prior to using the Student
Response sheets.
• Children need lots of practice connecting everything they are doing and bridging
everything together in a meaningful context.
• There are multiple ways kids can use the materials during this phase so let them
use in partner or in small groups, sharing their strategies and ideas.
Task Card #6
“Introducing the Student Recording Sheets”
• There are 4 different Student Responses: (cut them apart and use only the equation
needed)
• Addition,
• Subtraction,
• Addition and Subtraction with Greater Than
• Addition and Subtraction with Less Than,
• Students should be strongly encouraged to use these in conjunction with the other
materials. Filling them out without any connection to anything concrete is wasting a
child’s time. Kids needs LOTS of meaningful practice connecting numbers, quantities, and
symbols to their written expressions.
• Once the Response Forms are taught, children can use them in conjunction with the
card games.
Once the children know how to play each of the card games, place sets of cards in your Math Center or
set up as a Math Center rotation activity. Recheck the Task Cards for Differentiation Ideas as a
reminder.
The following pictures illustrate ideas for use beyond the games. Kids can use materials in pairs, small
groups or individually to build equations over and over again. Use of numerals can be brought in as
students are ready.
love one another © Lisa Luvs Math – L. Sandberg 5

o u ask The goal of Number Talks is computational fluency. This is
en y on s
Wh q uesti ir developed when students, looking for relationships between
kids out t he u numbers, share their thinking and reasoning in a
ab ing, yo safe classroom environment. SO POWERFUL!
k he
t hin sing t Instruction using counting, ten-frames, or patterned cards,
u
are MP’s! children sharing their strategies for figuring out any
S
quantity helps children begin seeing number relationships.
Tips for Number Talks – I LOVE THESE !
Ø Your students need a SAFE environment! This means…..

§ Accept all answers without ANY judgement, good or bad (I always just
smiled and ask “Anyone else have an idea?”) Responses such as “No”,
“Wrong”, “Not quite” or anything similar should be absent from your
classroom..
§ Encourage respectful listening
§ Offer students the opportunity to ask questions of each other
§ Allow students to self-correct. (it happens, usually after
they listen to other children’s responses)
Ø Encourage sharing and clarifying students’ thinking by asking probing

questions and making connections to their previous work. Every student
response should be followed with a question:
§ Why?
§ How did you get that answer?
§ Can you explain your thinking?
§ How many does it show?
§ How did you figure that out?
§ Did anyone figure it out differently?
§ How did you think about it?
§ Does this answer make sense? How do you know?
§ I noticed that you…………… Can you tell me about your thinking?
IDEA – write questions down on a 3 x 5 card continually referring to the card
until these kinds of questions come naturally for you. This is a huge
instructional shift but once you get kids sharing you will be amazed at what
they know (and don’t know) and you will be excited to have them share their
thinking!
Ø Be intentional about what you are teaching and how you are directing your
questions to draw out student thinking!

“Introducing the Card Decks” (no numerals or symbols yet)
1
Needed Materials:
Student: 10 counters and a blank sheet of construction paper
Teacher: 1 Card Deck (A deck is set of 0 – 1 0 cards)
Options for Play:
• Make sure each child has 10 counters and a blank sheet of construction paper.
• Using cards with lower amounts, hold up a patterned card for about 5 seconds (count in your head
1001. 1002, 1003, 1004, 1005) Ask, “ “How many objects did you see? Using your counters and paper, build
the pattern you saw. “ (pause)
• Give the children some time to recreate the pattern on their paper using their counters.
• Show the card again so the children can check their work. Allow time for correction.
• Do 3- 5 cards a day in a large or small group.
Number Talk Options: (Refer to “About Number Talks” page in resource.)
• After you introduce each card, spend time discussing the number of objects on the card and how
they are arranged Ask, “How did you figure out the number of ____________ on the card?” “Did
anyone get a different answer?” “How did you know where to place your counters?” “Did anyone
figure it out a different way?” Allow for student sharing, then move on to another card.
Differentiation:
• Make extra sets of ten-frame cards for each child in a small group and have the children find the
ten-frame card that matches the one you have held up.
• Just use the lower quantity cards until the children are secure in their recognition, then gradually add
higher numbers, (1, 2, 3, 4, 5) (6. 7. 8. 9. 10)
Love One Another © Lisa Luvs Math – L. Sandberg
“Kids Play Memory Match”

A game to play alone or with a friend. 2
Needed Materials:
For each student or pair of students: two or three decks cards (A deck is set of 0 – 1 0 cards)
Options for Play:
• Have a child lay 2 or 3 sets of the cards face-down on the table in an array (i.e 4 rows of 3 cards
each). Pointing to to each column and row, tell the student what they are called. Refer to them as
columns and rows as you explain the game. (This is informational only, but some students may
remember.)
• The students take turns turning over 2 cards, one at a time. As a card is turned over, the student
needs to say the number of objects represented on that card.
• If the card quantities match, the child gets to keep the cards. If they do not match, the cards are
turned back over face-down and it is the next students turn.
• Keep playing until all the matching pairs have been found.
• You can always ask “How do you know?” or “How did you figure that out? whenever possible.
Differentiation:
• Make extra sets of cards and have a small group of students find the matches without playing
memory.
• Just use the cards 0 - 5 until the students are secure in their recognition, then gradually add higher
quantities.
• Use all 3 or 4 decks of cards and students make matches locating all three matching quantities.

“I Want Your Number!”
This game is a variation of “Go Fish”.
3
It is best played in a small group setting but can be introduced whole group with 2 or 3 students and you
modeling.
Needed Materials:
2 - 4 decks cards for each small group of children (A deck is set of 0 – 1 0 cards)
Options for Play:
• Each child is dealt 3 cards. The rest of the cards are placed face-down on the table where all children can
reach them. This is the “Draw Stack”.
• Each child takes a turn asking any child for a card that will match one in their hand. The child may say “I want
your number three.”
• If the child answers, “I do not have a three”, the child draws a card from the draw stack, and it is the next
child’s turn.
• If the child has the number 3, it is given to the child who asked and the pair of “3’s” are placed on the table in
front of the child who asked.
• Move to the next player in the circle to the left. Keep moving around the circle, taking turns
• If a child runs out of cards, s/he draws three new ones from the stack and places them in their hand.
• Play continues until all the matches have been made. The player with the most matches is the winner.
• If the stack in the middle of the table runs out, play continues until no one has cards left.
• You can always ask “How do you know?” or “How did you figure that out? whenever possible.
Differentiation Ideas:
• Using lower numbered cards (i.e., 0 – 5). or higher numbered cards (i.e., 6 – 10) will provide opportunities for
differentiation with your students throughout the school year.
love one another © Lisa Luvs Math – L. Sandberg
“The Game of Compare”

4
This game is a variation of the “Game of War”.
Needed Materials:
2 - 4 decks cards for each small group of children (A deck is set of 0 – 1 0 cards)
Options for Play:
• Decide ahead of time if the greater number or the fewer number turned up wins the cards for each game.
• Deal all the cards around the circle. Make sure the cards dealt are stacked face-down in front of each child.
• Each child takes a card from their stack, laying it face-up in the middle of the table.. The children compare
their cards. The child with greater amount (or fewer amount) takes all the cards.
• If two or more children lay down a card with the equal amounts, and their number is the greatest (or
fewest), they play GREATER COMPARE or, if the fewest they play FEWER COMPARE.
• GREATER COMPARE or FEWER COMPARE- Each child lays an additional card face-up. The child with greater
number (playing GREATER COMPARE) turned up, or the fewer number (playing FEWER COMPARE) turned up
wins all the cards played that round.
• Check for understanding as children play the game by asking them how they know they have a greater
number on their card or a card with fewer? Use the Number Talk page for additional ideas.
Differentiation Ideas…..
• Use extra sets of cards and have a small group of children find the patterned card that matches the one
you have held up.
• Just use the lower quantity cards until the children are secure in their recognition (subitizing skills), then
gradually add higher numbers, This will provide opportunities for differentiation with your students
throughout the school year.
love one another © Lisa Luvs Math – L. Sandberg 8

“Introducing the Numeral Card Deck, Counters & Math
Symbols Using the CRA Model of Instruction” 5
Needed Materials:
• 0 – 1 0 card deck 0 – 1 0 numeral cards math symbol cards 10 counters pocket chart (for
display)
Options for Introduction :
• In numerical order, display a 0 – 1 0 card deck in the pocket chart.
• On the same day, or another day, add the numeral cards in next row.
• Add a set of ten counters in the next row.
• Finally, add the math symbol cards in final row.
• Model a math number sentence using the materials.
• Encourage children to come up and create a math number sentence using the materials.
• Once the students are familiar with the options for use, encourage use by placing materials in rotating
groups, your math center, or use as morning work . These materials have many options for differentiation!
Number Talk Options:
• After each set is placed in the pocket chart, ask the students what they notice and wonder about cards,
• Next ask them if they have any ideas how the materials can be used. Kids have great ideas!
• Have children use the card deck to build math sentences in the pocket chart.
Differentiation:
• The versatility of these materials makes them perfect for meeting the individual needs of each of your
students. From your student who is still counting and subitizing to your student who is adding, subtracting,
and comparing numbers.
• Beyond the card games, there are multiple activities your kiddos can do each day during center rotation time,
inside recess, early finisher time…..any time, every day
“Introducing the Student Recording Sheet” 6

Needed Materials:
• Student response sheet -0 – 1 0 card deck 0 – 1 0 numeral cards math symbol cards 10
counters
Options for Introduction :
• Using any of the above materials, have a student create an addition problem with an answer.
• Once you have a number sentence created, show your students the recording sheet and copy the
response onto the sheet.
• I encourage you to have students first create a problem using the materials, then record it on the
response sheet.
• Students may be tempted to just create problems ad fill in the response sheet, however, connecting
everything together in a meaningful context strengthens understanding and builds numerical
relationships..
Number Talk Options:
• Always take time to have student explain their understanding or process of what they just shared.
Refer to Number Talks Resource in this packet.
Differentiation:
• Have children work on the math action needed. If subtraction is a problem for them, have them build
and record subtraction sentences.
• Have children use lower numbers to build their confidence, adding higher quantities later.
• Incorporate the Student Response Sheets into some card games.

+ >
-
Student Recording Sheet
>
Greater
Love One Another
+
© Lisa Luvs Math – L. Sandberg
>
-
>
Less

Add

Subtract

Love One Another © Lisa Luvs Math – L. Sandberg Love One Another © Lisa Luvs Math – L. Sandberg Love One Another © Lisa Luvs Math – L. Sandberg
© Lisa Luvs Math – L. Sandberg © Lisa Luvs Math – L. Sandberg © Lisa Luvs Math – L. Sandberg © Lisa Luvs Math – L. Sandberg © Lisa Luvs Math – L. Sandberg
Love One Another

© Lisa Luvs Math – L. Sandberg © Lisa Luvs Math – L. Sandberg © Lisa Luvs Math – L. Sandberg © Lisa Luvs Math – L. Sandberg © Lisa Luvs Math – L. Sandberg
COUNTERS
© Lisa Luvs Math – L. Sandberg

14
Thank-You!
Thank-you for purchasing this resource from my store
Meaningful Mathematics from Lisa Luvs Math
Consider rating this resource on Teachers Pay Teachers, leaving feedback
that will help other teachers know how these materials can help them in
their classroom and YOU earn TpT credits for future purchases. Just click
your buyers page on the TpT website, go to the drop-down menu that
reads “My TpT” and click on “My Purchases”. Under each product you have
purchased there is a place to click on “Provide Feedback”. You can rate the
product and leave a comment, it is that easy! Next check your TpT Credit in
the drop-down menu and will find out just how much credit you receive!
Every 100 credits is worth $5 off products!
Lisa Sandberg, M.Ed.

If you have any questions or concerns about your purchase,
please email me at m3m.math.m@gmail.com
Thank you to the following TPT Clip Artists
Other Products You May Like
Love One Another John 13:34-35 15 © Lisa Luvs Math – L. Sandberg

Add & Subtract With Numbers Through 10: Kids Build Number Sense Playing Math Games

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Add & Subtract With Numbers Through 10: Kids Build Number Sense Playing Math Games

Uploaded by

Copyright:

Available Formats

Add & Subtract with Numbers through 10

Kids Build Number Sense

Copyright Lisa Sandberg @ Lisa Luvs Math

Please do . . . Please DO NOT. . .

• Review this product to • Post this resource on a personal

Thank-you for respecting my work.

Love One Another 1 © Lisa Luvs Math – L. Sandberg

Counting is the bases for all future learning in mathematics so

• Materials for Learning Mathematics: Smiley Face

Love One Another 3 © Lisa Luvs Math – L. Sandberg

TASK Cards and Games:

Continued on next page . . .

love one another © Lisa Luvs Math – L. Sandberg 5

Tips for Number Talks – I LOVE THESE !

Ø Your students need a SAFE environment! This means…..

Ø Encourage sharing and clarifying students’ thinking by asking probing

Love One Another 6 © Lisa Luvs Math – L. Sandberg

Love One Another © Lisa Luvs Math – L. Sandberg

“Kids Play Memory Match”

Love One Another 7 © Lisa Luvs Math – L. Sandberg

love one another © Lisa Luvs Math – L. Sandberg

“The Game of Compare”

love one another © Lisa Luvs Math – L. Sandberg 8

Love One Another © Lisa Luvs Math – L. Sandberg

“Introducing the Student Recording Sheet” 6

Love One Another 9 © Lisa Luvs Math – L. Sandberg

Love One Another

Love One Another © Lisa Luvs Math – L. Sandberg

Love One Another © Lisa Luvs Math – L. Sandberg

Love One Another 10 © Lisa Luvs Math – L. Sandberg

Love One Another

© Lisa Luvs Math – L. Sandberg

Lisa Sandberg, M.Ed.

Thank you to the following TPT Clip Artists

Other Products You May Like

Love One Another John 13:34-35 15 © Lisa Luvs Math – L. Sandberg

You might also like