This is what we are using to learn how to do addition.  Please review and use these steps at home, I've showed you all this at our conferences, but just for reference.

Touch Math
Every student learns more effectively when taught according to his or her learning preference. Some are primarily visual, some are auditory, and others are tactile-kinesthetic.
Touch Math has uniquely addressed individual learning styles since this is a multi-sensory approach first became part of math. Touch Math contains dots and circles.

What Touch Math does:
Involves visual, auditory, and tactile experiences.
Reinforces number values.
Eliminates guessing and reduces errors dramatically.

Tips for reviewing the touchpoints at home:
`The numeral one is touched at the top while counting, "one."
`The numeral two is touched at the beginning and the end of the numeral while counting, "one, two."

`The numeral three is touched at the beginning, middle and end of the numeral while counting, "one,two,three."
`The numeral four touched and counted from top to bottom on the down strokes while counting, "one, two, three, four."
`The numeral five is touched and counted in the order, "one, two, three, four,five." The fourth touchpoint may be referred to as the "belly button" to help students remember it.
`The numeral six starts the use of dots with circles. Six is touched and counted from top to bottom, "one-two, three-four, five-six."
`The numeral seven is touched and counted from top to bottom, "one-two, three-four, five-six," then come back up and count "seven." The single touch point on the seven is referred to as the nose. Tell students, "Come back up and punch the seven in the nose."
`The numeral eight is touched and counted from left to right, "one-two, three-four, five-six, seven-eight." Tell students that the eight looks like a robot. They will count his head first, then his body.

`The numeral nine is touched and counted from top to bottom, "one-two, three-four, five-six," followed by the single dots, "seven, eight, nine." Tell students that the nine has a face-eyes and nose.

To do addition.  Have your students identify the smaller number and only put the touchpoints on the smaller number!  Say the bigger number and count the dots of the smaller number.   So if it was 5+2 you would say 5, 6,7 (counting the dots on the 2).  Ask if you need help.