This is such a great activity for my kids to practice their addition. The best part is that it is self-correcting and they can do it independently! They can either write their answers on the laminated mat or on the black and white copy provided.
This is a 2 tiered activity to help meet the needs of your students. The black cards are tier 1 and I use with my students who are working on addition problems involving the numbers 1-5. The red cards are Tier 2 and these would be for the kids who have a stronger grasp on addition and are working on numbers within 10.
In this activity the students will pick a tiered card, lay it on their addition mat, count the pictures, and then write the addition problem with a dry erase marker on their mat. Then they open the card to check to see if their number sentence matches the card.
I have also included black and white copies if you would rather have the kids fill out the recording sheet and turn in.
This activity meets the common core:
K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g. by using objects or drawings to represent the problem.
1.OA.1 Use addition and subtraction within 20 to solve one and two step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g. by using drawings and equations with a symbol for the unknown number to represent the problem.
1.OA.3 Apply properties of operations as strategies to add and subtract. Examples: If 8+3=11 is known, then 3+8=11 is also known.
1.OA.5 Relate counting to addition and subtraction (e.g. by counting on 2 to add 2.
1.OA.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).