Building Addition for Young Learners

Online Workshop


K-2 teachers, are you . . .


✔ struggling to help your students make sense of addition?

✔ unsure if the addition algorithm can help all your students?

✔ excited to learn powerful addition strategies and how to teach them?

✔ hoping to develop your own additive reasoning?

Yes! Sign me up!
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Ready to conquer addition?

We got you.

This workshop is everything you need. 7 modules, 7 weeks, a powerful transformation to make a REAL impact for your students.  $347

Get your school to pay it: Download the executive summary

Leaders - Looking for packages to support groups?

Schedule a call with Pam

"If you have even one student in your class that struggles with math, then take a Pam Harris workshop."

-Christopher Peterson, West High School, CA

From Participants of the Live Workshop

What will I learn from this workshop?
Why should I attend this workshop?

Leah thinks this workshop will help you be a better teacher, a better learner, and look at math in a way that brings understanding to you and your students!


What was the instruction like?

Angela says it has changed the way she thinks about math and the way she will teach math!


Is this workshop good for new or veteran teachers?

After participating in the workshop Sara has been able to experience what inquiry based teaching look likes and is excited to have her students be the leaders of their mathematical discussions.


Is this workshop useful for a leader/coach?

Sunny feels all educators will benefit from this course, first year teachers, veteran teachers, instructional coaches, anyone that works with students will walk away a better math educator.


What if I've taken a Pam Harris workshop before?

After attending the workshop, Caitlyn felt empowered and saw herself as a mathematician. She feels she can now transfer this feeling to the teachers she coaches and to students.

Stephanie has been to multiple Pam Harris workshops, but left this one with new things to ponder and renewed excitement.




A 7-week deep dive into developing counting and addition for young learners

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    • the top counting and addition strategies and how to help students transition from using counting strategies to additive thinking
    • the most important counting and additive models, the order to use, and their purposes
    • how to develop the counting sequence, using counting to solve problems and develop additive reasoning in young learners, K-2

Runs June 4, 2024 - September 23, 2024. That is 7 weeks of content  with 9 additional weeks access. All for $347!

I'm ready to register!

What is in the Workshop?

Module 1: What is Additive Reasoning?


What Will I Learn?

  • What "Math is Figure-Out-Able" means, what is real math, and what it means to mathematize
  • How to help students think like young mathematicians
  • Why it is important to develop reasoning, not just get answers
  • Two important addition relationships and strategies
  • Steps to take action in your classroom

Why Is This Important?

This is the why, the background, the setting that sets the stage for the rest of the workshop, so that you can implement lessons and strategies knowing how it all fits together.


Module 2: Building Counting Strategies


What Will I Learn?

  • What the various counting strategies are and what they can look like
  • What the big ideas are young learners need to develop
  • How to use a Landscape of Learning framework to recognize and plan for mathematical growth
  • What the various problem types are and how rigor is affected
  • How to help students grow their brains into more sophisticated thinking

Why Is This Important?

Learning to count is more than just singing the names of the numbers in order. Young students have so much to learn about one-to-one correspondence, numbers and quantity, and magnitude and hierarchy.

Giving students valuable experiences to develop these big ideas is not trivial. Teachers need to know the major milestones and how to help students develop these milestones.


Module 3: Building Single-digit Addition

What Will I Learn?

  • What the important additive relationships are that students need to build to own their addition facts
  • How to help young learners construct the meaning and language of “teens”
  • How to use the visual structure of the number rack and number line to support student growth
  • How to represent student thinking on the open number line
  • Instructional routines, Problem Strings, and games to build numerical relationships and develop additive strategies

Why Is This Important?

Moving young learners from counting to additive thinking is necessary for their brains to construct neural pathways of increased sophistication. Students may be able to get answers to addition problems through counting by ones, but they need to be able to think in groups larger than ones.

Students need to construct relationships between numbers in order to manipulate them with purpose and efficiency. Students benefit from seeing addition on models as visual representations of numerical and spatial relationships.


Module 4: Building Place Value Understanding

What Will I Learn?

  • Rich Task Activities to build the big idea of equivalency
  • How the place value understanding is more than just place value labeling
  • A Problem String to support and build place value equivalencies
  • What the instructional routine “Count Around” looks like and how it can help build place value understanding and additive thinking

Why Is This Important?

As students move beyond single-digit addition, they need to understand and have facility with our place value system in order to continue to construct relationships between numbers. Students need time and experience messing with our complicated number system in order to make sense of the multiplicative relationships conveyed through the location of digits.

This module focuses on how to build deep understanding of our base 10 system through multiple activities and instructional routines.


Module 5: Building Multi-digit Addition

What Will I Learn?

  • The 4 essential addition strategies students need
  • How to build the important model of the open number line
  • Which models are for building relationships and which models are efficient for computing
  • How models and strategies work together and how they differ
  • Games that support additive thinking and are easily differentiated
  • How to use Problem Talks for formative assessment
  • Steps to take action in your classroom

Why Is This Important?

You can solve any addition problem – that's reasonable to solve without a calculator - by using one of the four major addition strategies. It's not about a huge, undefinable set of strategies. Rather, it's about building relationships in students' minds so that these strategies become natural inclinations. Students look at the problem and let the numbers dictate the strategy based on the inherent relationships.

To construct these relationships, students need visual representations of addition as numerical and spatial relationships. Students also need to transition to use those models as tools for thinking. Teachers need to know the progression of models, which ones are transitional and temporary, which ones support efficient computing, and how to model-represent student thinking.


Module 6: Top 3 Types of Tasks for Student Success

What Will I Learn?

  • Rich tasks to develop concepts
  • Problem Strings to introduce and solidify strategies, models, and concepts
  • Problem Talks to compare strategies
  • How to sequence lessons to maximize learning
  • Steps to take action in your classroom

Why Is This Important?

This is the how-to-do-it module. We study different types of instructional tasks and routines, discerning their role in constructing mathematical ideas in learners’ brains. Our goal is to always be moving the math and the mathematician forward. Understanding how to use and leverage different instructional tasks allows you to ensure success for all your students all of the time.


Module 7: High-leverage Teacher Moves to Move the Math Forward

What Will I Learn?

  • High leverage teacher moves to encourage student sense making
  • Teacher moves that support equity and access
  • Teacher moves to differentiate — to support and challenge all learners
  • How to support meaningful discourse to facilitate learning
  • Steps to take action in your classroom

Why Is This Important?

Teaching in a way that allows all students to learn and grow is not a trivial task. In this module, you’ll learn the high-leverage teacher moves that make the learning happen like a pro.


Live Q&A Sessions With Pam

During the workshop you will have the opportunity to submit questions to Pam for her to answer during two live Q&A sessions. The sessions will be recorded and you will have access to them.

Registration ends May 31, 2024










Workshop starts June 4, 2024


Register now

What Participants Have to Say

This workshop is amazing! It has completely changed how I think about and how I will teach math!
This workshop is so engaging and fun. Everything was applicable and easy to see how can take it right back to the classroom.

Angela Cardenas - Instructional Coach 

This was so great! You can use every last thing from this workshop! Everyone is a mathematician when you believe that math is figureoutable.

Leah Jameson - Instructional Coach 

This workshop has opened my eyes to reaching "real math"! I wasnt sure if this workshop would apply to me since I teach kindergarten, but I learned so many new things that I can't wait to use in my classroom.

Tiffany Myers - kindergarten teacher

Pam has a positive and encouraging energy! I would tell others to participate in order to feel empowered and more competent as a math teacher.

Pam used case studies and interviews with real children of which she then showed video footage. This was so helpful instead of just discussing or predicting how our students would respond to her strategies. Pam also has such positive energy!

Sloan Hickey - kindergarten teacher 

Overall I am in awe. I knew relationships with numbers were important, but not sure how to do it. I would tell a friend to come with an open mind. I am new to 1st grade. I now know how to purposefully differentiate without being obvious.

Lorrie Crain - 1st grade teacher

Pam not only teaches you what to teach, but models how to teach it.

Sara Simpson - kindergarten teacher

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I’m Pam Harris and I empower teachers to be the teacher they want to be.


I have been working with educators for over 20 years as a classroom teacher, university instructor, and teacher trainer as well as writing books and creating resources for teachers.

As a beginner teacher, I worked hard to make lessons understandable and interesting but I didn’t realize how much I relied on rote memorization and repeating procedures until I immersed myself in math research. This fundamentally changed the way I do and teach mathematics so that teachers and students reason mathematically, not mimic like robots.

How Does The Workshop Compare?

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Learn more about how to earn credits through University of Massachusetts Global.

Take the Workshop on Any Device

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My Guarantees

If you complete my workshop and do not learn anything that you can use in your classroom, email me at [email protected] within 10 business days of the workshop ending and I will give you a full refund.

 You will feel very supported because there are live Q&A sessions to ask questions, bonus videos and materials, as well as optional activities.

 I estimate an average of 2 hours of work each week for this seven-week workshop. You will have access to the workshop content for 16 weeks.

Frequently Asked Questions (FAQ)

Registering for the workshop

The workshop experience

After the workshop ends

Share with educators who want to build more powerful counting and addition  strategies!