The student tosses ten two-color counters on the table and records how many of each color are facing up. Standard: K.OA.A.5 Essential Skills and Knowledge This standard focuses on students being able to add and subtract Fluently add and subtract within 5. Ability to numbers within 5. Adding and subtracting fluently refers to decomposition knowledge knowledge of procedures, knowledge of when and how to use and relationship between them appropriately, and skill in performing them flexibly, addition and subtraction to accurately, and efficiently. determine the sum or differences of various Strategies students may use to attain fluency include: problems Counting on (e.g., for 3+2, students will state, and “3,” then count on two more, 5,” and state the solution is “4, “5”) Counting back (e.g., for 4-3, students will state, and “4,” then count back three, 2, 1” and state the solution is “3, “1”) Counting up to subtract (e.g., for 5-3, students will say, and then count up until they get to 5, keeping track of “3,” how many they counted up, stating that the solution is “2”) Using doubles (e.g., for 2+3, students may say, know “I that 2+2 is 4, and 1 more is 5”) Using commutative property (e.g., students may say, “I know that 2+1=3, so 1+2=3”) Using fact families (e.g., students may say, know that “I 2+3=5, so 5-3=2”) Students may use electronic versions of five frames to develop fluency of these facts.
The student tosses ten two-color counters on the table and records how many of each color are facing up. Standard: K.OA.A.5 Fluently add and subtract within 5. Essential Skills and Knowledge Ability to decomposition knowledge and relationship between addition and subtraction to determine the sum or differences of various problems This standard focuses on students being able to add and subtract numbers within 5. Adding and subtracting fluently refers to knowledge of procedures, knowledge of when and how to use them appropriately, and skill in performing them flexibly, accurately, and efficiently. Strategies students may use to attain fluency include: Counting on (e.g., for 3+2, students will state, “3,” and then count on two more, “4, 5,” and state the solution is “5”) Counting back (e.g., for 4-3, students will state, “4,” and then count back three, “3, 2, 1” and state the solution is “1”) Counting up to subtract (e.g., for 5-3, students will say, “3,” and then count up until they get to 5, keeping track of how many they counted up, stating that the solution is “2”) Using doubles (e.g., for 2+3, students may say, “I know that 2+2 is 4, and 1 more is 5”) Using commutative property (e.g., students may say, “I know that 2+1=3, so 1+2=3”) Using fact families (e.g., students may say, “I know that 2+3=5, so 5-3=2”) Students may use electronic versions of five frames to develop fluency of these facts.
M_K_OA_A_1_5_U_Add_Subtrt.docx