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# Addition Charts (3, 4, 5 and 6)

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2. Knowledge Base
3. Mathematics
4. Memorization
5. Addition Charts (3, 4, 5 and 6)

#### Material

Chart 4, showing half the answers, eliminating the reversals.
Chart 5, further reduced to show only the answers 1 to 18.
Chart 6, blank, for placement of wooden answer tiles.
For each chart, a set of addition combinations (tickets) without the answer.
For each chart, a receptacle for completed problem tickets.
For chart 6, a box of wooden squares with the answers.
Chart 1 for checking.
Squared paper, pencil holder, pencil.

#### Presentation

1. Invite the child to the lesson.
2. Show him the addition Chart 3.
3. Ask him to bring the material to a table.
4. Bring one paper, underlay and pencil on a tray.
5. Point out the numbers on the left side and on the top of the chart.
6. “I’ll show you how to use this board.”
7. For example, “I’ll find six up here.”
8. Place dominant finger on six at the top.
9. “And  I’ll find 5 over here.”
10. Place sub dominant finger on five on left.
11. Slide dominant finger down and sub dominant finger to right.
12. Slide them until they meet, and stop in the square in which they meet.
13. Emphasize where they meet.
14. “Five and six make eleven!”
15. “Would you like to try with five and six?”
16. Give a couple more examples and ask the child to do the examples, too.
17. Once the child is secure, open the box.
18. Pull out a random card.
19. Ask the child to write the problem on the paper.
20. Place the card in the lid of the box.
21. “I know you can find the answer!”
22. Repeat this process a couple more times, then let the child work independently.
23. “When you are done, you can use Chart 1 to check your work!”
1. Invite the child to the lesson.
2. Show him the addition Chart 4.
3. Ask him to bring the material to a table.
4. Bring a pencil, paper, and underlay on a tray.
5. Emphasize that this chart is different, there are no blue numbers at the top.
6. “Watch this.”
7. Think of a problem, such as 4 plus 6.
8. Place your dominant finger on the smaller addend; in this example, on the 4.
9. Say “Four.”
10. Place your subdominant finger on the larger addend; in this example, on the 6.
11. Say “Six.”
12. Slide your dominant finger to the last box of the row.
13. Slide your dominant finger down in a column, until it lands in a box that is in the same row as your sub dominant finger.
14. Slide your sub dominant finger in its row to the right, until it meets in the same box as your dominant finger, in this case the 10 box.
15. “Ten! That’s what four and six makes!”
16. Do another example.
17. Give the child a couple examples to do.
18. Open the box of prepared slips.
20. Let the child work independently with the slips.

1. Invite the child to the lesson.
2. Show him the addition Chart 5.
3. Ask him to bring the material to a table.
4. Bring a pencil, paper, and underlay on a tray.
5. “Watch this.”
6. Think of a problem, such as 4 plus 8.
sub dominant finger on the 4 on the left.
8. “Four.”
dominant finger on the 8 on the left.
10. “Eight.”
11. Slide both fingers to the right, until they are in the last box of their rows.
12. Move your fingers diagonally, towards each other, one box at a time:
your dominant fingers goes down one box diagonally while your sub dominant fingers simultaneously goes up one box diagonally.
13. Continue this simultaneous finger jumping until you land in the same box.
14. “Oh, it’s 12!”
15. Ask the child to do it.
16. Do another example, and ask the child to do it after you.
17. Give the child an example that results in an odd number:
“Can you do 4 and 7?”
18. Allow the child to discover that his fingers have to jump down together, to the box in-between his two fingers.
19. “Yes, that’s it! There is only one place to go! It’s eleven!”
20. Open the box of prepared slips.
22. Let the child work independently with the slips.
1. Invite the child to the lesson.
2. Show him the addition chart 6.
3. Ask him to bring the material to a table.
4. “We don’t need paper or pencil this time.”
5. Look at the board with the child:
“There are no numbers here!”
6. Bring the box of prepared slips and the box of tiles.
7. Show the child the slips, but then close the box again.
8. Open the box of tiles and look at the child to emphasize the tiles.
9. Put the tiles on the table.
10. Pick out tiles to make a row that goes from 2 to 18.
11. Point out the difference between the six and the nine:
“See, the 6 curves a little more.”
12. Ask the child to organize the tiles with you, in columns based on their number.
13. Once all the tiles are organized, admire them:
“Wow, it looks like an upside-down stair!”
14. “We’re going to put these tiles where they are supposed to go!”
15. Take out a prepared slip and read it:
“Five plus eight.”
16. “You know the answer, right? Yes, thirteen!”
17. Slide a 13 tile down to isolate it.
18. Place your fingers in the same positions as with chart 3, and slide them together in the same way.
19. Place the tile on the square where your fingers meet.
20. Create excitement and stay with the child as he solves a few more problems.
21. “Alright, you can keep reading the slips and placing the tiles!”
22. “When you are done, I bet you know what chart to use to check! Right, chart 3!”

#### Exercises

Child works independently for all my presentations.