Read questions aloud. Provide two separate groups of objects for student to combine.

Materials: 10-15 counters

How to use: Read prompt, give student two groups (e.g., 2 blocks here, 3 there), ask them to push together, count total. This is addition! Start with small numbers (1-3 each group). Key: physical combining first, then count.

When we put things together, we combine two groups to make one bigger group. This is the beginning of understanding addition! At this age, we don't need to write numbers or equations - we just move objects and count!

The Basic Idea

• Start with two separate groups
• Move them together into one group
• Count how many altogether
• The total is bigger than each group alone

Simple Example

• Group 1: 🍎🍎 (2 apples)
• Group 2: 🍎🍎🍎 (3 apples)
• Put together: 🍎🍎🍎🍎🍎
• Count: 1, 2, 3, 4, 5
• Answer: 5 apples altogether!

Real-Life Situations

We put things together all the time:
- Combining toys from two boxes
- Putting all our crayons in one pile
- Adding friends to a group
- Gathering all the blocks to build something big

Building Math Understanding

• This is how addition works!
• We're learning that combining makes more
• We're connecting actions to numbers
• We're preparing for later math

Step 1: Start with Two Groups

• Make sure groups are separate
• Can see each group clearly
• Know what's in each group

Example:
- Left side: ● ● ● (3 buttons)
- Right side: ● ● (2 buttons)

Step 2: Push or Move Groups Together

• Physically combine the objects
• Now they're all in one group
• Can be mixed up or still somewhat separate

Example:
- Together: ● ● ● ● ● (all buttons in one pile)

Step 3: Count the Combined Group

• Point to each object
• Say one number for each object
• Count: 1, 2, 3, 4, 5
• The last number is your answer!

Step 4: Say the Answer

• "There are 5 buttons altogether!"
• "All together we have 5!"
• "In total there are 5!"

Action Words

• Put together
• Combine
• Join
• Mix
• Push together
• Bring together

Question Words

• How many altogether?
• How many in all?
• How many total?
• How many when we put them together?

Toy Combination

Materials: Small toys (cars, blocks, bears)
1. Put 3 toys in one pile
2. Put 2 toys in another pile
3. "Let's put them together!"
4. Push piles together
5. Count: "How many toys altogether?"

Snack Time Math

Materials: Snacks (crackers, grapes, berries)
1. Give child 2 crackers in one hand
2. Give 3 crackers in other hand
3. "Put them on your plate together"
4. Count: "How many crackers to eat?"

Building Together

Materials: Building blocks
1. Child builds with 2 blocks
2. You give 2 more blocks
3. "Put them with your blocks"
4. Count: "How many blocks in your pile now?"

Story Acting

Tell a story, act it out:
"2 birds are in the tree. 1 more bird flies to the tree. Let's use these buttons to be birds. Show me what happens!"

At Home

• "You have 3 toy cars. Your brother has 2 toy cars. Put them together. How many cars?"
• "There are 2 shoes here and 2 shoes there. Let's put them together. How many shoes?"
• "You have 1 apple slice. Here's 1 more. Put them together. How many slices?"

At School

• "We have 3 red crayons and 2 blue crayons. Put them all together. How many crayons?"
• "There are 2 children at this table and 3 at that table. If they all come together, how many children?"
• "You found 2 puzzle pieces. Your friend found 1. Put them together. How many pieces?"

Outside

• "I see 2 flowers here and 3 flowers there. If we pick them all, how many flowers?"
• "You collected 3 rocks. I collected 2 rocks. Let's put them together. How many rocks?"

Dramatic Play

Children naturally put things together during play:
- Gathering all the toy food for a pretend meal
- Collecting all the dolls for a tea party
- Putting all the cars in the garage

Connect their play to math: "You put 2 plates with 3 plates. Now you have 5 plates for your tea party!"

Block Play

• "You built with 3 blocks. You added 2 more. You put them together. Now you have 5 blocks!"
• Building naturally involves combining

Art Projects

• "You made 2 red dots and 3 blue dots. How many dots altogether?"
• Creating involves putting elements together

Challenge 1: Not Keeping Groups Separate at First

• Problem: Child mixes everything immediately
• Solution: Use two containers or plates to keep groups apart initially
• Say: "This is group 1, this is group 2. Now let's put them together!"

Challenge 2: Counting Wrong After Combining

• Problem: Loses track when counting the combined group
• Solution: Line objects up before counting
• Or count slowly, moving each object aside

Challenge 3: Not Understanding "Altogether"

• Problem: Doesn't know what the question is asking
• Solution: Use consistent language
• Show physically what "altogether" means

Challenge 4: Starting to Count at Wrong Number

• Problem: Counts "3, 4, 5" instead of "1, 2, 3, 4, 5"
• Solution: Always count from 1 after putting together
• "Let's count all of them: 1, 2, 3..."

More Than Before

• When we put groups together, we get more than we started with
• "You had 2, now you have more!"
• This is an important idea

Two Parts Make a Whole

• Two separate groups become one whole group
• The whole is made of parts
• This is a foundation for understanding addition

Order Doesn't Matter

• 2 apples + 3 apples = 5 apples
• 3 apples + 2 apples = 5 apples
• Children might notice this naturally
• Don't make it formal, just acknowledge it

Use Very Small Numbers First

• Start with 1 + 1 or 1 + 2
• Work up to combinations that equal 5
• Don't rush to bigger numbers

Use Favorite Objects

• Use toys child loves
• Use favorite snacks
• Use objects from favorite books or shows
• Interest increases engagement!

Make It Physical

• Children must physically move the objects
• Don't just point - actually combine them
• Active involvement = better understanding

Repeat Many Times

• Children need lots of practice
• Use different objects each time
• Make it feel new and fun
• Repetition builds understanding

Celebrate Success

• "You put them together and counted!"
• "You found out how many altogether!"
• "Great combining!"

What we're doing IS addition:
- 2 + 3 = 5

But at Pre-K, we don't write it that way. We just:
- Put objects together
- Count
- Say how many

The symbols come later. The understanding starts now!

Can the child:
- Separate objects into two groups?
- Physically combine the groups?
- Count the combined group accurately?
- Answer "how many altogether?"
- Repeat with different objects?
- Explain what they did?

Once children can put together two small groups:
- They're ready for "adding to" (starting with a group and adding more)
- They can try with slightly bigger numbers
- They can start making their own combining stories
- They're building the foundation for formal addition!

Putting together is the first step in understanding addition!