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).

Quarter 1

Quarter 2

Quarter 3

Quarter 4

Add and subtract within 20, developing fluency for addition and subtraction within 10*. Add and subtract within 20 using strategies such as:

Counting on (+/- 1 and 2)

* HCPSS includes 9 + 2

Add and subtract within 20, developing fluency for addition and subtraction within 10. Add and subtract within 20 using strategies such as:

Make Ten (i.e., 6 + 4 = 10, 10 – 3 = 7) Add 0

Add and subtract within 20, developing fluency for addition and subtraction within 10*. Add and subtract within 20 using strategies such as:

Doubles (i.e., 4 + 4 = 8, 6 = 3 - 3)

* HCPSS includes doubles beyond 10

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10*. Add and subtract within 20 using strategies such as:

+10 (i.e. 5 + 10 = 15)

* HCPSS includes as foundation for upcoming strategies

Mathematical operations are used in solving problems in which a new value is produced from one or more values.
Algebraic thinking involves choosing, combining, and applying effective strategies for answering quantitative questions.

Essential Questions

In what ways can operations affect numbers?
How can different strategies be helpful when solving a problem?

addition, add, subtraction, subtract, count on, count back, doubles, make ten

About the Math

This standard is connected to basic facts and resources from HCPSS Strategies at Work program should be used to teach these strategies. This standard should cover several months of the year and students should begin to show fluency in their fact acquisition as the year progresses.

Rich Tasks for Multiple Means of Engagement, Expression, and Representation (UDL)

Calculator Doubles (Van de Walle, K-3, p 101) Use the calculator and enter the "double maker" (2 X =) Let one child say, for example, "Seven plus seven." The child with the calculator should press 7, try to recall the double (14) and then press = to see the correct double on the display. (Note that the calculator is also a good way to practice +1 and +2 facts.)

Make 10 on the Ten-Frame (Van De Walle, K-3, p 103). Give students a mat with two ten-frames. A flash card can be shown or a fact can be said orally that represents a make ten and some more fact (ex 7 + 9). The students should first model each number on each of the separate ten-frames and then decide on the easiest way to show (without counting all) what the total is. The obvious (but not the only) choice is to move counters from one ten frame to make 10 on the other, Then you have 10 and whatever is leftover.

Say The Ten Fact (Van de Walle, K-3, p 106) Hold up a ten-frame and have children say the "ten fact". For a card with 7 dots, the response is "seven and three is ten." Later, with a blank ten-frame drawn on the board, say a number less than 10. Children start with that number and complete the "ten fact". If you say "four", they say, "four plus six is ten." (Little Tens Frames)

Van de Walle, K-3, Activity 4.5 "Double Images" Page 101

Rich Problem:
The total of two numbers is ten. What might the two numbers be? (Lilburn and Ciurak, Investigations, Tasks and Rubrics to Teach and Assess Math, p 30)

## 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).

## Quarter 1

## Quarter 2

## Quarter 3

## Quarter 4

developingfluency for addition and subtraction within 10*. Add and subtract within 20 using strategies such as:Counting on (+/- 1 and 2)

* HCPSS includes 9 + 2

developingfluency for addition and subtraction within 10. Add and subtract within 20 using strategies such as:Make Ten (i.e., 6 + 4 = 10, 10 – 3 = 7)

Add 0

developingfluency for addition and subtraction within 10*. Add and subtract within 20 using strategies such as:Doubles (i.e., 4 + 4 = 8, 6 = 3 - 3)

* HCPSS includes doubles beyond 10

+10 (i.e. 5 + 10 = 15)

* HCPSS includes as foundation for upcoming strategies

SAW3 Resources+1/+2

Lesson, PowerPoint

-1/-2

Lesson, PowerPoint

Fact Cards

Logs

Games

SAW3 ResourcesMake 10

Lesson, PowerPoint

Make 10 Enrichment

Lesson1, PowerPoint1

Lesson2, PowerPoint2

Fact Cards

Logs

Games

+/- Zero

Lesson, PowerPoint

+/- Zero Enrichment

Lesson, PowerPoint

Fact Cards

Logs

Games

SAW3 ResourcesAdding Doubles

Lesson, PowerPoint

Subtracting Halves

Lesson, PowerPoint

Fact CardsLogsGames

SAW3 Resources+Ten Lesson, Resource, PowerPoint+Ten Enrichmentt Lesson, PowerPointFact Cards and LogsGames

Mathematical operations are used in solving problems in which a new value is produced from one or more values.Enduring UnderstandingAlgebraic thinking involves choosing, combining, and applying effective strategies for answering quantitative questions.

In what ways can operations affect numbers?Essential QuestionsHow can different strategies be helpful when solving a problem?

addition, add, subtraction, subtract, count on, count back, doubles, make tenVocabulary (online dictionary, HCPSS Vocabulary Cards)

This standard is connected to basic facts and resources from HCPSS Strategies at Work program should be used to teach these strategies. This standard should cover several months of the year and students should begin to show fluency in their fact acquisition as the year progresses.About the MathRich Tasks for Multiple Means of Engagement, Expression, and Representation (UDL),"Seven plus seven." The child with the calculator should press 7, try to recall the double (14) and then press = to see the correct double on the display. (Note that the calculator is also a good way to practice +1 and +2 facts.)Rich Problem:The total of two numbers is ten. What might the two numbers be? (Lilburn and Ciurak, Investigations, Tasks and Rubrics to Teach and Assess Math, p 30)

Web Resources:Games and CentersLessonsStudent ResourcesVideo SegmentsPlus One Game (two dice)

Elevator Ride

One Less (11-20)

Make Ten Game

Facts of Ten

Fact Family House

Number Sentence Match

Sums of Ten

Addition Domino Train

I Have...Who Has? (Easy Facts)

Strike it Out

Smart Sums

Printable CentersDoubles FactsMake 10 on the Ten FrameMake 10 SquaresDot Card Addition

Near Double Match

Online GamesNumber Pairs to Make 20How Many Under the Shell?

Teaching Doubles

Teaching Make 10

Teaching +1,+2

Teaching Near Doubles

Bonds of Ten

Lesson Seeds

Rule It Out

Ten Pennies

Lesson Series

Let's Learn Those Facts

Doubles Flash Cards

Make Ten Flash Cards

Make Ten Bond Cards

Bridging Scaffold Sheets For Make 10

Near Doubles Flash Cards

Doubles Dice

Add 10 Grab Bag Recording Sheet

(Erin Reisberg, Centennial Lane)

Click on the book for additional activities.Children's LiteratureJack the Builder

Double the Ducks

Math for All Seasonsby Greg Tang

## Questions/Comments:

Contact John SanGiovanni at jsangiovanni@hcpss.org.Use and Sharing of HCPSS Website and Resources:Howard County Public Schools Office of Elementary Mathematics Curricular Projects has licensed this product under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.