Standard Essential Skills and Knowledge Clarification 1.OA.C.5 Relate counting to Knowledge of and ability to use • addition and subtraction (e.g., by addition counting strategies ( e.g., counting on 2 to add 2). Counting All, Counting On, Counting On from the Larger Number) to solve problems Knowledge of and ability to use • subtraction counting strategies (Counting Up To, Counting Back From) to problems 1.OA.C.6 Add and subtract within See the skills and knowledge that Providing various problem types and structures 20, demonstrating fluency for are stated in the Standard. does several things: addition and subtraction within 10. Helps students move away from the Use strategies such as counting overgeneralization that addition always means on; making ten joining and subtracting always means take away. (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = Helps build fluency with addition and subtraction. 14); decomposing a number leading to a ten (e.g., 13 4 = 13 Example: – 3 1 = 10 1 = 9); using the – – – relationship between addition and The store has 14 pencil boxes for sale. 6 are green and subtraction (e.g., knowing that 8 + the rest are purple. How many pencil boxes are purple? 4 = 12, one knows 12 8 – = 4); and creating equivalent but This chart for story problem structures can be found on easier or known sums (e.g., page 88 of the Common Core State Standards: adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Students should have numerous experiences building fluency through literature, by playing games, and through the use of engaging hands-on activities. A variety of concrete and virtual manipulatives should be available for students to use whenever possible. These include but are not
Standard Essential Skills and Knowledge Clarification 1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). • Knowledge of and ability to use addition counting strategies ( e.g., Counting All, Counting On, Counting On from the Larger Number) to solve problems • Knowledge of and ability to use subtraction counting strategies (Counting Up To, Counting Back From) to problems 1.OA.C.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). See the skills and knowledge that are stated in the Standard. Providing various problem types and structures does several things: Helps students move away from the overgeneralization that addition always means joining and subtracting always means take away. Helps build fluency with addition and subtraction. Example: The store has 14 pencil boxes for sale. 6 are green and the rest are purple. How many pencil boxes are purple? This chart for story problem structures can be found on page 88 of the Common Core State Standards: Students should have numerous experiences building fluency through literature, by playing games, and through the use of engaging hands-on activities. A variety of concrete and virtual manipulatives should be available for students to use whenever possible. These include but are not
M_1_OA_C_5_6_U_to20.docx