# Addition & Subtraction to 20 Visual Strategy Math Mat

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(2 MB|4 pages)
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1. These mats are designed to allow students to independently explore and practice math concepts. Most mats can be used all year, eliminating the need to constantly prepare worksheets. Students can effortlessly record their thought processes and demonstrate their knowledge in many different ways.Math
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• Product Description
• StandardsNEW

This Math Mat is designed to be a tool for students to visually explore numbers and discover various ways to solve addition and subtraction problems. Mats can be laminated or sandwiched between contact paper to be used with dry erase pens. No more worksheets. Students can use them every day for the full year.

To view a video tutorial on some of the way the mat can be used, click on the link below.

Supports the following Lessons and more:

-Number Path & Number Line

-Part Part Whole Identification

-Subitizing/Cardinality

-Even Odd Patterning

-Moving to Make 10

-Counting On/Back

-Place Value

-Equal Difference

-Finding 2 Fives

-Building on a 10 Frame

-Using a Rekenrek

-Word Problem Planning

The Math Mat comes in teal, red, blue and black & white so students can have choice and to adapt for students with colour blindness or deficiencies.

Mats are designed to be printed as 11x17 however you can reduce them to 8.5x11 for assessment purposes.

Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ▯ - 3, 6 + 6 = ▯.
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
Total Pages
4 pages
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