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Addition ot
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1 Car N
ds • g
Blacklin • Teachin
e M asters
Written and Edited by: Stephanie Herbek
Illustrated by: Patrick Merrell
Designed by: Ken Lambert

All rights reserved. This book is copyrighted. No part of this

book may be reproduced, stored in a retrieval system or trans-
mitted, in any form or by any means electronic, mechanical,
photocopying, recording or otherwise, without written permis-
sion, except for the use stated below.

Each blackline master is intended for reproduction in quantities

sufficient for classroom use. Permission is granted to the pur-
chaser
to reproduce each blackline master in quantities suitable for
noncommercial classroom use.

ISBN: 1-56911-080-8

Printed in China

Addition
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and m e addit le word prob you as o 1. Help your students develop number sense,
t o re cogniz e s im p t o a id o r w ords t
d re n s o lv rd s re s , . by filling your classroom with numbers,
chil rs, e ca ictu tion
d ig it numbe e a d y -to-us , s y m bols, p d y o rganiza
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s 136
r ber s r han h card
, mathematical operation symbols (+, -, <, >,
ontain lay num lor-coded fo on eac
book c c a r d s disp r e c o t u re d o =), and sets of things to count. Make
n. The da pic Als
additio le s s on, an o w s what is y reference. f il le d
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ar y reference to counting and adding in daily
use wit A -Glanc f t he boo c lassro
s - A t -
e bac k o
u bu il d a conversation, as you call students’
A Card t e d in th t o help yo a r o ut the
lo c a Lis t n. e! T e attention to the number of children who
and is ading additio rage fil s for
d e d is a Re ature about o m p a ct sto t e t h e card n are wearing a certain color, buying school
inc lu liter sac ina ed o
c h il dren’s ly b ecome d li n es. Lam ocket provid
wit h
ok quic
k
perfor
at e ep klin e lunch, or riding the bus.
This bo ng the m in th out the blac
d s a lo d s t o re the t e a r
of car them,
an em, pocket
sheets y, cut use th folder 2. Provide students with real-life
ra b il it o k . A s you e t h e
extra d
u
r o f t he bo g , t h en us examples of addition (“If those three boys
ck cov
e pyin
the ba hotoco torage
.
p a g e s for p f o r s are wearing boots, and these two girls are
maste
r over
s id e front c wearing boots, how many students are wearing
in
on the
boots in our classroom?”) Invite them to ask their
parents or grandparents how they use addition each day, and
post a list of these uses in your classroom.

3. Talk about the ways we use addition and places where addition is used, and visit some of these places.
Banks, grocery stores, the post office, and hardware stores are all places where addition is a helpful
“tool” to have. A quick field trip to a local business and a chat with some of the workers about the
importance of addition can be a great starting point for lessons on that subject.

4. Do an informal assessment of each student’s addition ability level by presenting him or her with a short
Pocket Chart Math — Addition © Learning Resources, Inc.

pre-test. (Or simply ask students to perform simple adding tasks using counters, as you observe their
techniques and accuracy. For example, say, “I have three counters, and you have two counters. If we put
our counters together, how many do we have in total?”) This may help you structure your lessons
according to the ability levels of the students in your classroom.

Notes about the book:

1. All of the addition activities in this book are written using small, simple numbers. To boost the
difficulty level of the exercises, substitute more challenging numbers.

2. Three sets of the numeral cards (0-9) included in this book have the same numeral printed on the front
and back side, so a situation does not arise causing you to need the number that appears on both the
front and the back side of a card. A fourth and fifth set of number cards are printed with different
numbers on the front and back of each card, so be aware that you may find it easier to do most
activities with the first three sets of number cards, but can use the fourth and fifth sets to supplement
the number cards as much as possible.

1
 Teaching Notes:
Number Review and Addition Terminology
Cards needed: (red )

0 1 2 3 4 5 6 7 8 9
is equal to
= plus equals

+
Presenting the concept:
Place the bug counting cards showing sets of 1-10 bugs in random order in the pocket chart, leaving
space near each bug card for a number card. Place number cards 1-10 on a flat surface near the pocket
chart. Ask student volunteers to come to the chart, count the bugs on one of the cards, and find the
number card that matches the number of bugs he or she counted. That student should then place the
number card in the pocket chart near the bug card he or she counted, and say the number aloud.

Repeat this activity for the numbers 11-20 by slightly modifying the parameters. Use all of the bug
picture cards to form groups of 11-20 bugs. For example, to represent a group of 11 bugs, place the
card with ten bugs on it next to a card with one bug on it. Ask a student to count the bugs and
locate the correct number cards (1 and 1) to represent the number of bugs they have counted. The
student should then place the number cards next to each other to form the number 11 near the bug
cards, and say the number aloud.

Pocket Chart Math — Addition © Learning Resources, Inc.

Extending the activity:
Preface your lesson by explaining that addition means putting numbers together. Place the + symbol
card in the pocket chart, and ask students to describe what they see (many of them may recognize
this mathematical sign). Explain that the + is called a plus sign, and place the plus word card in the
chart near the +. Tell students that when we add two numbers together, we place the + between the
two numbers we are adding. Demonstrate this concept by placing number cards on either side of the
+ (for example, 1 + 2). Say the words: “one plus two,” to represent the numbers you have displayed
in the pocket chart. Explain that the numbers 1 and 2 are called addends.

In a different spot in the pocket chart, place the =. Explain that it is called an equals sign, and
place the equals card and the is and equal to cards near the =. Tell students that the words equals or
is equal to can be used interchangeably, and mean the same thing. Place the = behind the number
sentence you created earlier (1 + 2 =), and read the sentence to the students: “one plus two
equals.” Can anyone fill in the answer? Explain that the answer (3) is called the sum. Build
additional number sentences for the students to practice reading aloud.

Note to teachers: Because many of your students may be non-readers, you may need to read the
instructions on each activity sheet aloud and explain the activities clearly.
2
 Name ___________________________________

Activity 1

Counting Clocks
Directions: Count each group of clocks and write the number on the line.
Pocket Chart Math — Addition © Learning Resources, Inc.

Look at the number sentence below. Read it aloud to a partner.

Circle the equals sign. Draw a line under the plus sign.

2 + 5 =7
3
 Teaching Notes: Horizontal Addition

Cards needed: (orange )

0 1 2 3 4 5 6 7 8 9
=
+
Presenting the concept:
Using the number and operations cards, build a simple addition problem horizontally in the
pocket chart (3 + 1 = 4 will work nicely). Leave plenty of space between the cards. Above the
numbers, place the appropriate bug cards (three bugs, one bug, and four bugs). Ask a student
volunteer to read the number sentence aloud (“three plus one equals four”) pointing to the
numbers and symbols as he or she reads them. Draw the students’ attention to the bug cards,
which serve as a pictorial representation of the numbers being added (addends) and the sum of
the two numbers. Ask students to count the bugs with you. Count three bugs, then one bug, and
then count all of the bugs together (four bugs). Explain that you just added three bugs to one
bug to equal four bugs! Repeat this activity with other simple number sentences such as:
1+2=3 0+2=2 2+2=4
3+2=5 4+0=4 2+3=5
Note: This is a good time to help students understand the Identity Property and the Commutative

Pocket Chart Math — Addition © Learning Resources, Inc.

Property. The Identity Property states that for addition, a + 0 = a; 0 + a = a. The Commutative
Property states that two addends can be written in any order to achieve the same sum (a + b = b + a).

Extending the activity:

Build a series of number sentences in the pocket chart, using the number and operations cards.
Leave the answer blank, and invite students to read the number sentence and add each pair of
addends to figure out each sum. You may wish to start with a selection of the following problems,
but note that all of the problems cannot be built simultaneously, due to limited quantities of
number and operations cards.
1+3=4 8+0=8 3+3=6 2+7=9 0+2=2
5 + 5 = 10 1+4=5 1+6=7 6+2=8 0+9=9
Note: Invite students to use a number line or the bug counting cards to compute the sums, if you
wish. Giving each student a set of counters (such as buttons, pennies, or checkers) may be
helpful, too, so he or she can physically represent each addend, then calculate the sum.

If you feel students are ready, try problems such as 2 + ___ = 5, and ask them to determine the
missing addend. This is a more advanced skill, so hold off until all students are ready for it.
4
 Name ___________________________________

Activity 2A

Add It Up!
Directions: Count up the carrots to add the numbers. Write the
answer in the box, and read each number sentence aloud.

3 + 3 =
1.

5 + 0 =
2.

1 + 2 =
3.

6 + 4 =
4.
Pocket Chart Math — Addition © Learning Resources, Inc.

7 + 1 =
5.

2 + 8 =
6.

5
 Name ___________________________________

Activity 2B

Add It Up, Too!

Directions: Add the numbers in each number sentence. Write the answer on the line,
and read each number sentence aloud. Use counters to help you add, if you need to.

1.
0+3= ____ 11.
6+6= ____
2.
5+2= ____ 12.
9+5= ____
3.
4+1= ____ 13.
10+0= ____
4.
2+2= ____ 14.
13+2= ____
5.
1+6= ____ 15.
17+1= ____
6.
3+7= ____ 16.
11+ 6= ____
Pocket Chart Math — Addition © Learning Resources, Inc.
7.
5+0= ____ 17.
0+12= ____
8.
8+1= ____ 18.
7 +4 = ____
9.
4+5= ____ 19.
8+7= ____
10.
5+3= ____ 20.
16+1= ____
6
 Teaching Notes: Vertical Addition

Cards needed: (yellow )

0 1 2 3 4 +

5 6 7 8 9
Presenting the concept:
Begin by creating an “equals bar” (the horizontal line that separates the addends from the sum
in a vertical addition problem). Using a recipe card or piece of poster board, cut narrow
rectangles in two sizes: 0.5" x 5.5" and 0.5" x 8.5". The longer cards will be used as the “equals
bar” in two-digit vertical addition problems, and the shorter bar will be used with single-digit
vertical addition problems. Color your equals bars so they are visible in the pocket chart.
Because vertical addition problems do not read from left to right, it may be more difficult for
children to “read” the problems as number sentences, as they did with the horizontal problems.
Build a simple vertical addition problem in the pocket chart, positioning an equals bar under
the second addend (in the same pocket). Explain that the equals bar is the same as the equals
sign or the words “is equal to” or “equals.” Show students where to put their answer (under the
equals bar) in a vertical addition problem.

Extending the activity:

One set at a time, build pairs of vertical addition problems with the same sums in the pocket
Pocket Chart Math — Addition © Learning Resources, Inc.

chart, side by side, based on the following list.

4 2 3 5 1 2 0 4 5 3
+ 1 ___
___ + 3 ___
+ 3 ___
+ 1 ___
+ 3 ___
+ 2 ___
+ 7 ___
+ 3 ___
+ 4 ___
+6
Ask students to solve the problems and place the correct answer card into the chart. Call
students’ attention to the Identity and Commutative Properties in the examples where these
principles are illustrated. As a follow-up to this activity (and for extra practice) invite students
to post their own addition problems in the pocket chart for their classmates to solve.
Note: Gauge your students’ readiness, and introduce single-digit addends with a sum that is
greater than 10. Use the same methods described above, but substitute your longer equals bar.
Some starter equations include:

4 3 10 9
+ 7 ___
___ + 9 ____ +6
+ 1 ___
7
 Name ___________________________________

Activity 3A

Up and Down Adding

Directions: Count up the bears to add the numbers.
Write the answer in the box.

4
1.
5
4.

+2 +6

1
2.
7
5.

+7 +0

Pocket Chart Math — Addition © Learning Resources, Inc.

3
3.
8
6.

+5 +2

8
 Name ___________________________________

Activity 3B

More Up and Down Adding

Directions: Add up the numbers in each addition problem. Write the answer in the box.
Use counters to help you add, if you need to.

1
1. 2.
5 3.
1 4.
3
+7 +4 +5 +6

2
5. 6.
3 7.
3 8.
0
+2 +7 +3 +1

0
9.
2
10.
6
11.
5
12.
Pocket Chart Math — Addition © Learning Resources, Inc.

+6 +4 +1 +2

9
13.
8
14.
8
15.
2
16.

+2 +0 +5 +6

9
 Teaching Notes: Advanced Addition

Cards needed: (green )

0 1 2 3 4 +

5 6 7 8 9 =
Presenting the concept:
After students have mastered adding two numbers, ask them to add three numbers!
Post an addition problem in the pocket chart horizontally. (4 + 2 + 1 = 7 is a good
one to start with.) Explain that one strategy for adding three numbers is to add the
first two numbers together, and then add the third number to the sum of the first
two numbers. For example, with the equation listed above, students would add 4
and 2 to get 6, and then add 1 to 6 for a total of 7. Build sample three-addend
vertical addition problems, and ask students to add the numbers and place the
correct answer card underneath the equals bar. Depending on the addends you
choose for your sample problems, you can use the bug counting cards (or actual
counters) to help students add the three numbers.

Extending the activity:

Pocket Chart Math — Addition © Learning Resources, Inc.

Addition with two-digit addends is a more advanced skill, but you may find that
some students are ready for it. The numeral cards in this book and your classroom
pocket chart are perfect for two-digit addition, especially without “carrying.”
(Carrying is a more advanced skill, and may not be well-illustrated using a pocket
chart.) Post vertical addition problems and work through
several of them as a class, explaining that the numbers in
the ones column are added first and the sum is written
below the equals bar, and then the numbers in the tens
column are added and the sum is written below
the equals bar.

10
 Name ___________________________________

Activity 4

Fancy Adding
Directions: Add up these fancy groups of numbers,
and write each sum in the box.

1.
2 2.
4 3.
7
3 0 1
+ 1 + 5 + 2

4.
6 5.
3 6.
2
5 4 2
+ 0 + 5 + 2
Pocket Chart Math — Addition © Learning Resources, Inc.

7.
11 8.
10 9.
42
+ 24 + 36 + 30

22
10.
75
11.
62
12.

+ 33 + 21 + 13
11
 Teaching Notes: Addition Story Problems

Cards needed: (blue )

0 1 2 3 4 +

5 6 7 8 9
Presenting the concept:
Apply addition to real-life situations by gathering up the following items and displaying them on a table or
countertop where all the students can see them:
• 4 blue crayons or markers • 2 red crayons or markers • 5 red checkers or circular buttons
• 1 red apple • 3 bananas (or pears) • 8 marbles
• 3 round balls (baseballs or basketballs would work well)
Get students used to the format of story problems by asking questions about the items they see on display.
1. How many of the items have a round shape?
(5 red checkers or buttons + 1 red apple + 8 marbles + 3 balls = 17 round items)
2. How many of the items are red? (2 red crayons + 5 red checkers or buttons + 1 red apple = 8 red items)
3. How many items can be eaten? (1 apple + 3 bananas [or pears] = 4 items that can be eaten)
4. How many items can be used to write with? (4 blue crayons + 2 red crayons = 6 items that can be used
for writing)
5. How many items are yellow? (3 bananas [or pears] + 0 other items = 3 yellow items).
Try to encourage students to look past the most obvious distinguishing features (for example, color) to think of
other ways the different kinds of items can be grouped together.

Pocket Chart Math — Addition © Learning Resources, Inc.

Extending the activity:
Read the following simple addition story problems, one at a time, and invite students to build corresponding
vertical addition equations using the number and operations cards and the pocket chart. (Note: The problems
get progressively more difficult.) You could also ask students to illustrate each story problem to help them
visualize it more effectively. (For example, for problem 1 below, students could draw 2 goldfish in a bowl, and
2 more in a bag ready to be added to the bowl.)
1. Grant has 2 goldfish in a bowl. His Dad brought him 2 more from the pet store. How many goldfish
does Grant have now? (4)
2. Moose the dog has 6 bones in his doghouse. Sam gives him 1 more bone. How many bones does Moose
have now? (7)
3. Mrs. Garcia ate 4 cookies after lunch, and 6 cookies after dinner. How many cookies did she eat that day? (10)
4. There were 7 tigers and 8 elephants riding in the huge zoo truck. How many animals were in the truck? (15)
5. There are 9 plums and 10 pineapples in the shopping cart. How many pieces of fruit are in the cart? (19)
6. The driver of the blue car honked the horn 2 times during the parade, 7 times in the traffic jam, and 3 times at
the squirrel in the road. How many times did the driver honk the horn? (12)
7. Dan hit 6 white golf balls, 1 blue golf ball, and 4 yellow golf balls. How many golf balls did Dan hit? (11)
8. John and Sarah baked 3 cherry pies, 2 apple pies, and 0 pumpkin pies. How many pies did John and Sarah bake? (5)
12
 Name ___________________________________

Activity 5

Story Problem Stumpers

Directions: Read each story problem and write the addends in the blanks.
Then add them up to find the sum, and write the sum in the box.

1. Keith ate 2 grape popsicles and 1 cherry popsicle.

How many popsicles did he eat?

____ + ____ =
2. We planted 4 fir trees and 2 maple trees. How many trees did we plant?

____ + ____ =
3. There are 6 rabbits on the porch, and 3 in the grass.
How many rabbits are there?

____ + ____ =
4. James washed 3 red cars, 5 white cars, and 5 blue cars.
How many cars did he wash?

____ + ____ + ____ =

Pocket Chart Math — Addition © Learning Resources, Inc.

5. Dad watered 1 tulip plant, 6 sunflowers, and 3 tomato plants.

How many plants did he water?

____ + ____ + ____ =

6. Our neighbor cooked 4 hot dogs, 2 hamburgers, and 1 bratwurst.
How many things did he cook?

____ + ____ + ____ =

13
 Teaching Notes:
Greater Than, Less Than, and Equal To
Cards needed: (purple )

0 1 2 3 4 5 6 7 8 9
+ = < >
greater less more
equal to equals is
than than than

Presenting the concept:

By first grade, many students understand that numbers can be greater than or less than each other (5 > 4).
This knowledge can be applied to addition problems, too. Begin by reviewing (or introducing) the symbols
of inequality: greater than (>) and less than (<). Place the < and > cards in the pocket chart, and the
corresponding word cards (greater than and less than) near the symbols. Also place the more than card near
the greater than cards, and explain that it is another way of saying greater than. Explain that numbers that
are greater than come after in counting, and numbers are less than come before in counting. Also remind
students that the point of the greater than or less than symbol always points to the smaller number.

Post a sample number comparison in the chart, such as 2 < 4. Ask students to read the expression (“two is
less than four”). Then post a greater than number comparison in the chart, such as 6 > 3. Ask students to
read that expression, too (“six is greater than [or more than] three”). Finally, place an expression of
equality in the chart, and ask students to read it (4 = 4; “four is equal to [or equals] four”). Post additional
inequality sentences in the chart, and ask students to read them aloud.

Pocket Chart Math — Addition © Learning Resources, Inc.

Extending the activity:
Build a simple vertical addition problem using the number and operations cards, on the left side of the
pocket chart. Then build another one on the right side of the pocket chart. Leave
space in the middle of the chart. Ask two students to come to the chart to add
the addends of their problem and post the correct sum card in the chart. After
the two students have completed their problem, ask the class to compare the
two sums. Are they equal to each other? Which one is smaller? Which one is
larger? Ask a third student volunteer to place the <, >, or = between the two
sums to represent the relationship of the two numbers. Place new addition
problems on the left and right sides of the chart, and repeat the activity.
Advance into two-digit addition problems or three-addend addition
problems, if you feel your class is up to the challenge.

14
 Name ___________________________________

Activity 6

Using <, >, and =

Follow the directions below to complete this sheet.

Directions: Draw a line between each term and its symbol.

plus >
equal to +
greater than <
less than =

Directions: Place a <, >, or + in the circle between the two numbers.

6 11 12 13
4 0 5 5
9 8 24 10
Pocket Chart Math — Addition © Learning Resources, Inc.

Directions: Do the addition problems, write each sum in its box,

and place a <, >, or + in the circle between the two sums.

1.
5 10 4 9 2.
3
3.
3
+ 2 + 0 + 11 + 2 6 3
+ 1 + 4

15
 Cards-At-A-Glance
Reading List Cards are shown as front-to-back pairs.
12 Ways to Get to 11
Eve Merriam
Simon & Schuster Books for Young 1 1 6 6 3 7 > +
Readers, NY: 1993

100 Days of School

Trudy Harris
2 2 7 7 3 7 > +
Milbrook Press, Brookfield, CT:

= > +
1999

Animals on Board
3 3 8 8 6
Stuart J. Murphy
HarperCollins Publishers, NY: 1998
4 4 9 9 6 =
A Collection for Kate
Barbara DeRubertis
Kane Press, NY: 1999
5 5 1 1 5 =
How Many Birds?
Don L. Curry
Capstone Curriculum Pub.,
Mankato, MN: 2000
6 6 2 2 5 =
Mission—Addition
Loreen Leedy 7 7 3 3 4 =
Holiday House, NY: 1997

More Bugs? Less Bugs?

Don L. Curry 8 8 4 4 4 =
Capstone Curriculum Pub.,
Mankato, MN: 2000

One More Bunny:

9 9 5 5 0 =
Adding From Ten to One
Rick Walton
Lothrop, Lee, & Shepard Books, 0 0 6 6 0 =
NY: 2000

Quack and Count

Keith Baker 0 0 7 7 1 =

Pocket Chart Math — Addition © Learning Resources, Inc.

Harcourt Brace, San Diego, CA:
1999

Scoop! Fishbowl Fun, 0 0 8 8 < +

Simple Addition
Monica Weiss
Troll Associates, Manwah, NJ: 1992
1 1 9 9 < +
Sea Sums
greater
Joy N. Hume plus

< +
than
Hyperion Books for Children,
NY: 1996
2 2 1 9 equals less
than

more

< +
is
Ten Toads and Eleven Lizards
Cass Hollander 3 3 1 9 than

is equal to
Modern Curriculum Press,
Cleveland, OH: 1994

4 4 2 8 > +

5 5 2 8 > +
16
1 2 3
4 5 6
7 8 9
3 2 1
6 5 4
9 8 7
0 0 0
1 2 3
4 5 6
0 0 0
3 2 1
6 5 4
7 8 9
1 2 3
4 5 6
9 8 7
3 2 1
6 5 4
7 8 9
1 1 2
2 3 3
9 8 7
8 9 9
7 7 8
6 6 5
5 4 4
0 0 1
= = =
= = =
= = =
< < <
< > >
> > >
+ + +
+ + +
+ + +
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