1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.*
1.OA.2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 1.OA.3 Apply properties of operations as strategies to add and subtract.2 *See Glossary, Table 1.

Anchor Standard/Mathematical Practice(s)

1. Make Sense and persevere in solving problems.

2.Reason abstractly and quantitatively.
3. Construct viable argents and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Information Technology Standard

1.SE.1.1
Use technology hardware and software responsibly.

Revised Bloom's Level of thinking: Remembering-number facts

Understanding- understand facts

Applying- solving problems by applying acquired knowledge and facts previously learned.

Learning Target/Task Analysis

I can...

1.OA.1

I can use strategies to solve addition and subtraction word problems within 10 (20).

adding to

taking from

putting together

taking apart

and comparing with an unknown number.

I can use objects, drawings and equations to solve addition and subtraction word problems.

1.OA.2.

I can solve word problems using three whole numbers.

I can use objects, drawings and number sentences to solve addition word problems.

Students write and illustrate their own word problems, play war with addition facts.
Have addition races to build fluency with facts enrichment

Instructional Resources: math journal, investigations unit 6

http://www.k-5mathteachingresources.com/1st-grade-number-activities.html games
Use wipe off boards to practice writing equations vertically and horizontally. Play addition bingo. Create a math bulletin board with key addition problem solving words. Create addition math centers- Sample activities- use dominoes to write addition facts, make ladybugs with dots on backs- write equations to match ladybugs. Books:
Fish Eye by Lois Ehlert
One More Bunny by Rick Walton
How Many Feet in the Bed? By Dianne Johnston Hamm
Dealing with Addition by Lynette Long
Domino Addition by Lynette Long

Notes and Additional Information

First grade students extend their experiences in Kindergarten by working with numbers to 20 to solve a new type of problem situation: Compare (See Unpacking Table 1 at end of document for examples of all problem types). In a Compare situation, two amounts are compared to find “How many more” or “How many less”. and must conceptualize that amount.
In addition, the language of “how many more” often becomes lost or not heard with the language of ‘who has more’. With rich experiences that encourage students to match problems with objects and drawings can help students master these challenges.
NOTE: Although First Grade students should have experiences solving and discussing all 12 problem types located in Table 1, they are not expected to master all types by the end of First Grade due to the high language and conceptual demands of some of the problem types. Please see Table 1 at the end of the Unpacking document for problem types that First Grade Students are expected to master by the end of First Grade. (Note: this Table is different than
the Table 1 in the original glossary found on the CCSS website.)

First Graders also extend the sophistication of the methods they used in Kindergarten (counting) to add and subtract within this larger range. Now, First Grade students use the methods of counting on, making ten, and doubles +/- 1 or +/- 2 to solve problems.
In order for students to read and use equations to represent their thinking, they need extensive experiences with addition and subtraction situations in order to connect the experiences with symbols (+, -, =) and equations (5 = 3 + 2). In Kindergarten, students demonstrated the understanding of how objects can be joined (addition) and separated (subtraction) by representing addition and subtraction situations using objects, pictures and words.

In First Grade, students extend this understanding of addition and subtraction situations to use the addition symbol (+) to represent joining situations, the subtraction symbol (-) to represent separating situations, and the equal sign (=) to represent a relationship regarding quantity between one side of the equation and the other.

First Grade students solve multi-step word problems by adding (joining) three numbers whose sum is less than or

equal to 20, using a variety of mathematical representations.

1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.*Common Core Standards1.OA.2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

1.OA.3 Apply properties of operations as strategies to add and subtract.

2*See Glossary, Table 1.

##

Anchor Standard/Mathematical Practice(s)

2.Reason abstractly and quantitatively.1.Make Sense and persevere in solving problems.3. Construct viable argents and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

##

1.SE.1.1Information Technology StandardUse technology hardware and software responsibly.

## Revised Bloom's Level of thinking: Remembering-number facts

## Understanding- understand facts

## Applying- solving problems by applying acquired knowledge and facts previously learned.

##

Learning Target/Task Analysis##

I can...## 1.OA.1

## I can use strategies to solve addition and subtraction word problems within 10 (20).

## adding to

## taking from

## putting together

## taking apart

## and comparing with an unknown number.

## I can use objects, drawings and equations to solve addition and subtraction word problems.

1.OA.2.## I can solve word problems using three whole numbers.

## I can use objects, drawings and number sentences to solve addition word problems.

##

Essential Vocabularystrategy, adding to, taking from, putting together, taking apart, compare, unknown, whole, decompose, compose##

Sample Assessments:##

Differentiation:##

Use pop cubes to visualize number sentences,teach touch math as a strategy to add, model writing equationsIntervention:interventions##

Students write and illustrate their own word problems, play war with addition facts.Enrichment:Have addition races to build fluency with facts

enrichment##

http://www.k-5mathteachingresources.com/1st-grade-number-activities.htmlInstructional Resources: math journal, investigations unit 6games

Use wipe off boards to practice writing equations vertically and horizontally. Play addition bingo. Create a math bulletin board with key addition problem solving words. Create addition math centers- Sample activities- use dominoes to write addition facts, make ladybugs with dots on backs- write equations to match ladybugs.

Books:Fish Eye by Lois Ehlert

One More Bunny by Rick Walton

How Many Feet in the Bed? By Dianne Johnston Hamm

Dealing with Addition by Lynette Long

Domino Addition by Lynette Long

##

First grade students extend their experiences in Kindergarten by working with numbers to 20 to solve a new type of problem situation: Compare (See Unpacking Table 1 at end of document for examples of all problem types). In a Compare situation, two amounts are compared to find “How many more” or “How many less”.Notes and Additional Informationand must conceptualize that amount.

In addition, the language of “how many more” often becomes lost or not heard with the language of ‘who has more’. With rich experiences that encourage students to match problems with objects and drawings can help students master these challenges.

NOTE: Although First Grade students should have experiences solving and discussing all 12 problem types located in Table 1, they are not expected to master all types by the end of First Grade due to the high language and conceptual demands of some of the problem types. Please see Table 1 at the end of the Unpacking document for problem types that First Grade Students are expected to master by the end of First Grade. (Note: this Table is different than

the Table 1 in the original glossary found on the CCSS website.)

First Graders also extend the sophistication of the methods they used in Kindergarten (counting) to add and subtract within this larger range. Now, First Grade students use the methods of counting on, making ten, and doubles +/- 1 or +/- 2 to solve problems.

In order for students to read and use equations to represent their thinking, they need extensive experiences with addition and subtraction situations in order to connect the experiences with symbols (+, -, =) and equations (5 = 3 + 2). In Kindergarten, students demonstrated the understanding of how objects can be joined (addition) and separated (subtraction) by representing addition and subtraction situations using objects, pictures and words.

In First Grade, students extend this understanding of addition and subtraction situations to use the addition symbol (+) to represent joining situations, the subtraction symbol (-) to represent separating situations, and the equal sign (=) to represent a relationship regarding quantity between one side of the equation and the other.

First Grade students solve multi-step word problems by adding (joining) three numbers whose sum is less than or

equal to 20, using a variety of mathematical representations.