+1 Facts
Count up one to find the answer (the sum).
For example, if the problem is 5 + 1, then count up once from five (5, 6). Using a number line or a ruler to count up one provides hands on and visual support of this concept.

-1 Facts
Count back one to find the answer (the difference).
For example, if the problem is 5 - 1, then count back one from five (5, 4) Using a number line or a ruler to count back one provides hands on and visual support of this concept.

+0 Facts
Zero has no effect. The answer (the sum) will be the addend that is not zero.
For example, if the problem is 7 + 0, the answer is 7.

-0 Facts
Zero has no effect. The answer (the difference) will be the addend that is not zero.
For example, if the problem is 7 - 0, the answer is 7.

Adding Doubles
Use the doubles rap:
0 plus 0 equals 0, Oh!
1 plus 1 equals 2, Eew!
2 plus 2 equals 4, More!
3 plus 3 equals 6, Kicks!
4 plus 4 equals 8, That's Great!
5 plus 5 equals 10, Again!
6 plus 6 equals 12, Dig and Delve!
7 plus 7 equals 14, Let's Lean!
8 plus 8 equals 16, You're Keen!
9 plus 9 equals 18, Jelly Bean!
10 plus 10 equals 20, That's Plenty!

We use matching towers of linking cubes to support this concept development in class. Two rows or columns of pennies or blocks at home will provide hands-on support while practicing at home.

Subtracting a Number From Itself
The answer (the difference) is always zero when a number is subtracted from itself.
For example, 7 - 7 = 0.

Adding 2
Lots of practice counting by 2's will help students master this strategy. Look for items in everyday life that come in 2's: shoes, socks, mittens, gloves, ears, eyes, hands, and feet!

The odd and even rhymes come in handy:
Even Numbers:
0, 2, 4, 6, 8; Even numbers are really great!
Odd Numbers:
1, 3, 5, 7, 9; Odd numbers are just fine!

It is also helpful to label the number line in an AB pattern. The students will see that adding or subtracting 2 to a number that is labeled "A" will always result in an answer that is labeled "A". The same is true for adding and subtracting 2 to a number that is labeled "B".

For example, if the problem is 7 + 2, remember that 9 is next after 7 in the skip counting pattern (AB) for odd numbers.
If the problem is 4 + 2, remember that 6 is next after 4 in the skip counting pattern (AB) for even numbers.

While students are learning the skip counting patterns, I encourage them to recognize a plus 2 problem, look at the larger addend and say it, whisper the next number when counting up by 1's, and then say the answer.
For example, 4 + 2 is a plus 2 problem.
Say "4", whisper "5", then say the answer, "6".

Another helpful practice tool is to write the numbers in a number line from 0 to 30. Circle the odds with one color of crayon and circle the evens with another number. Label the numbers A and B in an AB pattern. Using pennies in columns of 2 is also an effective hands-on way to practice this skill at home. Using items that normally come in 2's will also reinforce this concept---wouldn't it be fun to do +2 problems with pairs of socks?!

Subtracting 2
Lots of practice counting backwards by 2's will help students master this strategy.

It is also helpful to label the number line in an AB pattern. The students will see that adding or subtracting 2 to a number that is labeled "A" will always result in an answer that is labeled "A". The same is true for adding and subtracting 2 to a number that is labeled "B".

While students are learning these patterns, I encourage them to recognize a minus 2 problem, look at the larger number and say it, whisper the next number when counting back by 1's, and then say the answer.

For example, 7 - 2 is a minus 2 problem.
Say "7", whisper "6", then say the answer "5".

Another helpful practice tool is to write the numbers in a number line from 0 to 30. Circle the odds with one color of crayon and circle the evens with another number. Label the numbers A and B in an AB pattern. Using pennies in columns of 2 is also an effective hands-on way to practice this skill at home. Using items that normally come in 2's will also reinforce this concept---wouldn't it be fun to do -2 problems with pairs of chopsticks?!

Doubles plus 1
This strategy is used when adding 2 numbers that are counting buddies. Note that the doubles strategy must be mastered before this concept is introduced.

For example, 4 + 5 is solved in the following manner:
4 and 5 are counting buddies because they are next to each on the number line.
First, find the smallest addend. (4 is smaller than 5)
Next, double the smallest addend. (4 plus 4 equals 8, That's Great!)
Last, add one to the doubles total to find the sum. (8 and 1 more is 9)

We also use matching towers of linking cubes, then add one more cube of a different color, to support this concept development in class. Using rows or columns of pennies will help reinforce this concept at //

We use towers of linking cubes to teach this concept in class. Rows or columns of pennies will help reinforce this concept at home.

Subtracting Half a Double
Subtracting half a double means recognizing that the subtraction problem is the reciprocal of a doubles fact. Again, the magic triangle and knowledge of fact families helps understand this concept.

For example, 6 + 6 = 12 is a doubles fact.
Subtracting half a double would be 12 - 6 = 6.
The students needs to look at a problem such as 12 - 6 and realize that it is "half of a double".
The answer is "the other half", or "6"!

Miscellaneous Facts
These are the "leftovers"---facts that don't fit into any of the above categories.
It is helpful to relate the fact to the nearest "make a 10" fact:

For example, 7 + 4.
Recognize that 7 + 3 equals 10.
Recognize that 4 is 1 more than 3, so 7 + 4 must be 1 more than 10.
7 + 4 = 11!

Another example is 8 + 4. Recognize that 8 + 4 is the same as 8 + 2, plus 2 more:
First, 8 + 2 equals 10.
Second, 10 plus 2 more is 12.
8 + 4 = 12!

Using the magic triangle will help your child master the reciprocal subtraction facts.
For example, 12 - 8 = 4 and 12 - 4 = 8 are the subtraction facts related to the second example above.