appropriate terminology and symbols which include and are two different processes “+,” “–,” of addition “=”. Knowledge that Addition terminology: add, join, put together, plus, “taking combine, total apart” and from” “taking are two different processes Subtraction terminology: minus, take away, separate, of subtraction difference, compare Students may use document cameras or interactive whiteboards to represent the concept of addition or subtraction. This them the opportunity to communicate their thinking. Standard: K.OA.A.2 Essential Skills and Knowledge Using a word problem context allows students to develop their Solve addition and subtraction Ability to represent the understanding about what it means to add and subtract. Addition word problems, and add and process of solving various is putting together and adding to. Subtraction is taking apart, subtract within 10, e.g., by using types of addition and taking from, and comparing. Kindergarteners develop the objects or drawings to represent subtraction word problems concept of addition/subtraction by modeling the actions in word the problem. (CCSS, Page 88, Table 1) problem using objects, fingers, mental images, drawings, sounds, within 10 using objects and acting out situations, and/or verbal explanations. Students may drawings to develop use different representations based on their experiences, number sentences preferences, etc. They may connect their conceptual Knowledge of the different representations of the situation using symbols, expressions, types of word problems and/or equations. Students should experience the following (e.g., add to, result addition and subtraction problem types (see CCSS, Page unknown; take from, result 88,Table 1). unknown; put together/take apart, total unknown) which Add To word problems, such as, had 3 apples. Her “Mia lays the foundation for friend gave her 2 more. How many does she have now?” more difficult word problems
are two different processes of addition Knowledge that “taking apart” and “taking from” are two different processes of subtraction appropriate terminology and symbols which include “+,” “–,” and “=”. Addition terminology: add, join, put together, plus, combine, total Subtraction terminology: minus, take away, separate, difference, compare Students may use document cameras or interactive whiteboards to represent the concept of addition or subtraction. This them the opportunity to communicate their thinking. Standard: K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Essential Skills and Knowledge Ability to represent the process of solving various types of addition and subtraction word problems (CCSS, Page 88, Table 1) within 10 using objects and drawings to develop number sentences Knowledge of the different types of word problems (e.g., add to, result unknown; take from, result unknown; put together/take apart, total unknown) which lays the foundation for more difficult word problems Using a word problem context allows students to develop their understanding about what it means to add and subtract. Addition is putting together and adding to. Subtraction is taking apart, taking from, and comparing. Kindergarteners develop the concept of addition/subtraction by modeling the actions in word problem using objects, fingers, mental images, drawings, sounds, acting out situations, and/or verbal explanations. Students may use different representations based on their experiences, preferences, etc. They may connect their conceptual representations of the situation using symbols, expressions, and/or equations. Students should experience the following addition and subtraction problem types (see CCSS, Page 88,Table 1). Add To word problems, such as, “Mia had 3 apples. Her friend gave her 2 more. How many does she have now?”
M_K_OA_A_1_5_U_Add_Subtrt.docx