Grade 1 - Strategies for Addition and Subtraction Unit
Standards covered:
- 1.3 Number and operations
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1.3A
Use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99.
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1.3D
Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10.
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1.3E
Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences.
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1.3F
Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20.
- 1.5 Algebraic reasoning
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1.5D
Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences.
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1.5G
Apply properties of operations to add and subtract two or three numbers.
The Strategies for Addition and Subtraction Unit involves understanding the processes of addition and subtraction in order to solve problems and answer questions such as:
- If we know all of the parts, how can we find the whole?
- If we know the whole and one of the parts, how can we find the missing part?
- Given an equation, can you create an addition or subtraction situation to match it? How can you prove it matches the equation?
Summative Assessment Task
Students determine how many balloons Betty has left after giving some to Ben. (0-14)
Given a total of 14 lemons, students determine if Mary has enough lemons to make two glasses of lemonade. (0-14)
Students determine if Riley read 17 pages in her book. (0-17)
Instructional Tasks/Formative Assessments
Students determine if Tyrone has a total of 20 inches of pencils. (0-20)
Students determine how many carrot stick are left on a plate after some are eaten. (0-14)
Students determine how many bean plants are left in Hank's garden. (0-19)
Students determine how many cat treats are left in the bag after Colin gives some to his cat. (0-12)
Given three sets of numbers, students determine the total number of birds that come to a birdbath. (0-20)
Students determine if Bella needs to draw one more orange on her paper to reach her goal of drawing 20 oranges. (0-20)
Students count the total number of mother and baby birds Hailey sees in three trees. (0-18)
Students determine how many more shoes Evan needs to find in his bedroom to have a total of six pairs of shoes. (0-12)
The N/A classification refers to TEKS Standards that cannot be assessed through problem solving.
For this reason, tasks have not been included for these particular standards.
K.7A K.7B K.9B K.9C K.9D