Review of a few Common Core Standard

Math Strategies for Operations and

Algebraic Thinking, Grade 1

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Please see contents of the Zip folder for:Teacher Key (first 4 pages)and Student pages (pages 5-8)And 3 page teacher directions Word Doc

Mathematics, Grade 1, Operations & Algebraic Thinking2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Understand and apply properties of operations and the relationship between addition and subtraction.

3. Apply properties of operations as strategies to add and subtract.2

Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.)

Add and subtract within 20.· 5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).· 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).Work with addition and subtraction equations.· 7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

Let's make some math problems . . .

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Commutative property of addition

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*Part of # 6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4).

SAMPLE Problem

* 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)

Sample Problem

Can we solve this problem together?

6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9).

Can we solve this problem?

6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Can we solve this problem? ?

Sample

You know how to do these math problems:

7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example: 7 = 8 – 1

see next slide . . .

COMMON CORE STANDARDWork with addition and subtraction equations

Now, how about these?

7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example: 7 = 8 – 1

COMMON CORE STANDARDWork with addition and subtraction equations

7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

What is the meaning of the equal sign?

7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

What?

If these students started reading on page 6, what page are they on now if they read 13 pages?

Show your thinking on the number line.

Add arrows as you count up.

Fill in the numbers.

Finish this number sentence to match the problem:

_______ + _______ = ________

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

COMMON CORE STANDARD: Add and subtract within 20

5. Relate counting to addition and subtraction.

If these students started reading on page 9, what page are they on if they read 2 pages a day for three days?

Show your thinking on the number line.

Add arrows as you count up.

Fill in the numbers.

Finish this number sentence to match the problem:

_____ + ______ + _______ + _______ = ________

COMMON CORE STANDARD: Add and subtract within 20

5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

If this boy started reading on page 3, what page is he on if he reads 4 pages a day for three days?

Show your thinking on the number line.

Add arrows as you count up.

Fill in the numbers.

Finish this number sentence to match the problem:

______ + ______ + _______ + _______ = ________

COMMON CORE STANDARD: Add and subtract within 20

5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

If this student started reading on page 1, what page is she on now if she read 5 pages a day for three days?

Show your thinking on the number line.

Add arrows as you count up.

Fill in the numbers.

Finish this number sentence to match the problem:

______ + ______ + _______ + _______ = ________

COMMON CORE STANDARD: Add and subtract within 20

5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

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Please see contents of the Zip folder for:Teacher Key (first 4 pages)and Student pages (pages 5-8)And 3 page teacher directions Word Doc