Learning Outcome

Uses real-world situations and concrete objects to model and solve single digit addition sums using flexible strategies.

Objective

Children will be able to practice ‘addition sums’ by counting with their fingers.

Prerequisites

• Children can count the numbers up to “10.”
• The teacher can have a simple check for understanding at the beginning of the lesson by asking the children to count the number of pictures by drawing on the board.

Introduction

• The teacher introduces the concept of addition using fingers.
• Call a child to the front and ask them to count the fingers on both hands (10).
• Allow all children to count their fingers to reinforce the idea.

Demonstration:

• Ask the child to close all fingers and make a fist, representing 0.
• The child then shows two fingers on the left hand and zero fingers on the right hand.
• The teacher asks the class to add 2 + 0 = 2.
• Repeat by increasing the number of fingers in one hand while keeping the other at zero to show that adding 0 does not change the number: 0 + 2 = 2.

Group Activity:

• Divide the children into two groups: A and B.
• A child from Group A shows three fingers on the right hand and four fingers on the left hand.
• The children in Group B must add and say the total: 3 + 4 = 7.
• Repeat with different numbers, allowing children to practice addition by counting fingers.

Reinforcement:

• After each sum, the teacher writes the addition statement on the board.
• Ask children to pick up the corresponding flashcard for the sum.
• Continue practicing until children are comfortable counting and combining numbers.

Notes for the teacher:

If any child has difficulty using fingers, the teacher can give the hand template provided as TLM.

Video: Addition using fingers – Coming soon

ISL Video: Addition using fingers – Coming soon

Activity 1: Addition Adventure

Objective: To practice addition up to 9 engagingly and interactively.

Importance of the activity for children:

Helps in developing:

1. Cognitive skills (Problem solving, memory and association)
2. Numerical skills (Number recognition)
3. Gross motor skills (Running, bending, picking the chits)
4. Fine motor skills (Hand-eye coordination, holding the card/chit)
5. Problem-solving skills (Associating the sum arrived at with the card kept)
6. Emotional skills (Builds confidence in numerical abilities, sense of achievement on completion builds self-esteem, pride in learning new skills)
7. Social skills (Listening, patience, playing together, helping each other)

Resources required:

1. Cards or small pieces of paper to write the additional sums
2. Markers or Pens
3. Small objects (candies or stickers) as rewards

Setting for the activity:
The activity can be done indoors or outdoors.

1. Create ‘Addition Cards’—simple single-digit addition problems (with sums up to 9) on the cards/paper. For example: 3+2, 5+1, 4+4, etc.
2. Hide these cards around a designated area/around the classroom.
3. Set up a small table with answers and rewards (Reward station).

Type of activity: Individual activity

Preparation of activity:
The teacher makes the necessary arrangements to start the scavenger hunt.

Role of the teacher:
Demonstrator and facilitator.

• Explain to the children that they will go on a scavenger hunt to find hidden addition problems.
• Once they find the card, they should solve the problem and bring it to the table and match it with the correct answer kept on the table.

Procedure:

• Start the scavenger hunt and let the children search for the hidden cards.
• Encourage them to help each other if needed.
• When a child finds a card, he or she should solve the addition problem.
• Once the children have the answer, they bring the card to the teacher at the table and match it with the answer kept on the table.
• If correct, the child receives a small reward.
• The hunt continues until all the cards are found and all problems are solved.

Observations:

1. Can the child solve single-digit addition problems correctly (sums up to 9)?
2. Does the child understand and interpret the addition problem written on the card?

Suggested Variation in the activity:

1. Divide the class into small teams. Each team works together to find and solve the addition problems. The team with the most correct answers wins.
2. Integrate simple obstacles (crawling under a table or hopping)

Conclusion:
Children would practice their addition skills and learn problem-solving in an engaging way.

Video: Addition adventure – Coming soon

ISL Video: Addition adventure – Coming soon

Check list for teacher:

Activity	Yes	No	Sometimes
Children can:
Identify numbers
Solving single digit addition problems
Use their fingers to do single digit additions
Complete the activity in the given time
Do the activity independently
Express verbally and through actions, expressions or gestures

Home Activity: Add using fingers

Worksheet: Add using fingers – Coming soon

Worksheet: Add using fingers (Enlarged) – Coming soon

Cross-Curricular Connection:

• In Art class:
  • Children can be asked to make addition problems with pictures. E.g., Draw 3 lotus + 2 lotuses = 5 lotus
  • Children can cut similar pictures and paste them and create a problem and solution
• In language class:
  • Children can be asked to speak a few sentences using numbers 0 to 9.
• In physical education class:
  • Keep chits with addition problems and instruct each child to pick one chit.
  • The problem should be to pick two varieties of things seen around. E.g., 2 pencils and 3 stones/pebbles.
  • After the allotted time, each child will show the objects collected and say aloud the total. E.g., I have 2 pencils and 3 pebbles. I have 5 objects.

Assessment:

Worksheet: Practice worksheet – Coming soon

Worksheet: Practice worksheet (Enlarged) – Coming soon

Worksheet: Assessment worksheet – Coming soon

Worksheet: Assessment worksheet (Enlarged) – Coming soon

LTM: DIY flashcards – Coming soon

LTM: Printable flashcards – Coming soon

Adaptations for addressing learner variability: Adaptations and strategies – Coming soon

Teacher Resource Document – Coming soon

Source and Attribution of images: All images used in the above Assets and Aids are originally created.

This digital material has been developed by the Sri Sathya Sai Vidya Vahini Inclusive Education Project, a unit of Sri Sathya Sai Central Trust, Prasanthi Nilayam, as a collaborative offering in the service of our nation.