A teacher sits with four kindergartners and is holding up her hand to count how many pencils they have on the desk.

Conceptual Addition (counting-on) Kindergarten Learning Track

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Conceptual Addition (counting-on) Kindergarten

Conceptual Addition is a beginning program for kindergarten students. It comes after they finish “Beginning Numerals.” You are teaching them the concept of addition.  They should also know how to write the numerals to 20 by memory or from dictation before starting.  We recommend using our “Rocket Writing for Numerals” to teach numeral writing.

Teacher-led instruction, not peer practice.

This is teacher-led instruction, rather than peer practice.  Each worksheet begins with an “I Do” portion that is a teacher modeled demonstration. That is followed by a “We Do” portion where the teacher leads the students in doing the problems together.  The last portion is called “You Do” which students should be able to do independently following the teacher modeling and leading on several items.

Begin by counting objects in both groups

For the first four worksheets you count all the objects in two groups to find the sum. When modeling slash the objects with a pencil as you count.  Teach the children to do the same.  The answer keys show the objects slashed.

“I can do this problem. I can add the butterflies by counting ALL the butterflies.
Watch me slash and count ALL the butterflies. [Slash while counting.]
One, two, three. There are three butterflies in all. One butterfly plus two butterflies equals three butterflies.
So they wrote three in the box. Touch here where the three is written as the answer. Good.
One butterfly plus two butterflies is how many butterflies, everybody? __________ Yes, three butterflies.
Now watch me do the next box.”

Later, begin with a number and count-on from there.

Starting in Set E you get the larger of the two numbers “going” and then slash and “count on” from there.

“I can do this problem. I can add two chicks plus four by counting on from four. Watch me get four going and
then slash and count the two chicks. F-f-o-o-u-u-r-r, [Slash while counting.] five, six. Four plus two equals six.
So they wrote six in the box. Touch here where the six is written as the answer. Good.
Two plus four is how many, everybody? __________ Yes, six.
Now watch me do the next box.”

In each worksheet, the students are asked to add the number and the items in each box and write the correct number. The teacher models and students are required to count by slashing the items shown.  Slashing ensures the count is correct. Besides cute items there are also dice to count, fingers to count and hash marks to count–so students can learn multiple ways of keeping track of numbers.

Passing a level requires 100% accuracy.  Students who make any errors should be worked with until they can complete the worksheet independently and get all the items correct.

This will prepare kindergarteners for learning the concept of addition.  Combined with Rocket Writing for Numerals it will set students up for success in elementary math.

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