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ESSENTIAL QUESTION

What strategies can help us become fluent with math facts? How are addition and subtraction related?

Common Core Standards 2017-2018 Common Assessments Print Unit 2
Primary - Math - Grade 1 - Unit 2
Addition and Subtraction
Students will explore addition and subtraction within 20 using objects and drawings, word problems, and strategies.
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In this unit, students will explore addition and subtraction within 20 with objects and drawings, word problems, using equations, and strategies.  Students will add 2 and 3 whole numbers.  Students will know what an equal sign represents.  Students will learn the following strategies:  turnaround facts, related facts, missing values, double facts, using number lines, counting on, counting back, and counting up. 

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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.

1.OA.4: 

Understand subtraction as an unknown-addend problem.

1.OA.5:

 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

1.OA.6:

Add and subtract within 20.

a.  Fluently add and subtract within 20.

b.  Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.  Use strategies such as counting on; making 10; decomposing a number leading to a 10; using relationship between addition and subtraction; creating  equivalent but easier or known sums. .

1.OA.7:

Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.

1.OA.8:

Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers.


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 Priorty Standards:

1.OA.1 I can use addition to solve word problems using objects, drawings and equations (within 20) 

1.OA.1 I can use subtraction to solve word problems using objects, drawings and equations (within 20)

1.OA.2 I can solve addition word problems that have three whole numbers by using objects, drawings and equations

1.OA.7 I can determine if an addition equation is true or false.

1.OA.7 I can determine if a subtraction equation is true or false. 

1.OA.3 I can use turnaround facts to add. 

1.OA.4 I can solve problems with missing values.

1.OA.5 I can count-on to add.

1.OA.5 I can count back to subtract.

1.OA.5 I can count up to subtract. 

 

 Supporting Standards:

1.OA.7 I know what an equal sign means.

 1.OA.6. I can fluently add by memory. (withing 10) (Facts +2 and +3 to 10 for fluency included in this unit.)

1.OA.6 I can fluently subtract by memory (within 10) (Facts -0 and -1 to 10 for fluency included in this unit.)

1.OA.6 I can fluently add by memory. (within 10) (Facts +4 and +5 to 10 for fluency included in this unit.)

1.OA. 6  I can fluently add using strategies. (withing 20)

1.OA.6 I can fluently subtract using strategies. (within 20)

  

 

 Thinking Strategies

Determing Importance

Visualizing

Making Connections 


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CRITICAL VOCABULARY Show All | Hide All | Top

add

addend

missing addend

number sentence

sum

equal

plus sign

subtract

minus sign

difference

counting on

counting back

counting up

true

false

related facts

turnaround facts

fact families

Doubles

Making ten

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LEARNING EXPERIENCES Show All | Hide All | Top
Educator Uploaded Plans (These are educators specific templates with included information and specifics)
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RESOURCES Show All | Hide All | Top

Books


Icky Bug Numbers


The Action of Subtraction


Mission of Addition


Powerpoint Adding 3 numbers with pictures in Teacher Shared Folder


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LITERACY STRATEGIES Show All | Hide All | Top

Thinking Strategies for Readers

Researchers who have studied the thinking processes of proficient readers conclude that if teachers taught the following strategies instead of much of the traditional skills-based reading curriculum, students who use the strategies would be better equipped to deal with a variety of texts independently (Keene and Zimmerman, 1997). These strategies are use­ful for composing meaning at both a text and word level.

Monitoring for Meaning

at a text level, readers . . .

pause to reflect on their growing understandings

recognize when they understand the text, and when they don’t

identify when and why the meaning of the text is unclear

identify the ways in which a text becomes gradually more understandable by reading past an unclear portion and by rereading text

decide if clarifying a particular confusion is critical to overall understanding

explore a variety of means to remedy confusion

consider, and sometimes adjust, their purpose for reading

check, evaluate and make revisions to their evolving interpretation(s) of text

at a word level, readers . . .

identify confusing words

employ a range of options for reestablishing meaningful reading (e.g., rereading, reading on, using words around the unknown word, using letters and sounds, using a meaningful substitution)

 

Activating, Utilizing and Building Background Knowledge (Schema)

at a text level, readers . . .

activate relevant, prior knowledge before, during and after reading

build knowledge by deliberately assimilating new learning with their related prior knowledge

clarify new learning by deleting inaccurate schema

relate texts to their world knowledge, to other texts and to their personal experiences

activate their knowledge of authors, genre, and text structure to enhance understanding

recognize when prior knowledge is inadequate and take steps to build knowledge necessary to understand

at a word level, readers . . .

apply what they know about sounds-letter relationships and word parts to make sense of unknown words

 

Asking Questions

at a text-level, readers . . .

generate questions before, during and after reading about the text’s content, structure and language

ask questions for different purposes, including clarifying their own developing understandings, making predictions, and wondering about the choices the author made when composing

realize that one question may lead to others

pursue answers to questions

consider rhetorical questions inspired by the text

distinguish between questions that lead to essential/deeper understandings and “just curious” types of questions

allow self-generated questions to propel them through text

contemplate questions posed by others as inspiration for new questions

at a word level, readers . . .

pose self-monitoring questions to help them understand unknown/unfamiliar words (e.g., “What would make good sense?”, “What would sound like language?”, “What would sound right and match the letters?”, “Is this a word I want to use as a writer? If so, how am I going to remember it?”)

 

Drawing Inferences

at a text level, readers . . .

draw conclusions about their reading by connecting the text with their schema

make, confirm, and/or revise reasonable predictions

know when and how to infer answers to unanswered questions

form unique interpretations to deepen and personalize reading experiences

extend their comprehension beyond literal understandings of the printed page

make judgments and create generalizations about what they read

create a sense of expectation as they read

at the word level, readers . . .

use context clues and their knowledge of language to predict the pronunciation and meaning of unknown/unfamiliar words

 

Determining Importance

at a text level, readers . . .

identify key ideas, themes and elements as they read

distinguish between important and unimportant information using their own purpose(s), as well as the text structures and word cues the author provides

use text structures and text features to help decide what is essential and what is extraneous

use their knowledge of important and relevant parts of text to prioritize what they commit to long-term memory and what they retell and/or summarize for others

consider the author’s bias/point of view

use the filter of essential/other to clarify usefulness when applying other cognitive strategies to their reading

at a word level, readers . . .

determine which words are essential to the meaning of the text

know when choosing to skip words/phrases of text will or will not impact their overall un­derstanding

make decisions about when unknown/unclear words need clarification immediately and accurately, and when substitutions can be used to maintain meaning and fluency

Creating Sensory Images

at a text level, readers . . .

immerse themselves in rich detail as they read

create images connected to the senses of sight, hearing, taste, touch and smell to enhance and personalize understandings

attend to “heart” images – feelings evoked while reading

revise their images to incorporate new information and new ideas revealed in the text

adapt their images in response to the images shared by other readers

at a word level, readers . . .

use visual, auditory and kinesthetic modes when learning how words work

use what they know about a word’s appearance (e.g., length, spacing above and below the line) to understand unknown words

ask themselves “Does that look right?” and “Does that sound right?” whencross-checking unknown words

 

Synthesizing Information

at a text level, readers . . .

continually monitor overall meaning, important concepts and themes while reading

recognize ways in which text elements fit together to create larger meaning

create new and personal meaning

develop holistic and/or thematic statements which encapsulate the overall meaning of the text

capitalize on opportunities to share, recommend and criticize books

attend to the evolution of their thoughts across time while reading a text, and while reading many texts

at a word level, readers . . .

select specific vocabulary from the text(s) to include in their synthesis because they know that specific language is highly meaning-laden

know when certain vocabulary is critical to the text’s overall meaning, and therefore, must be understood if comprehension is to be achieved

 

Problem Solving

at a text level, readers . . .

know that once meaning has broken down, that any of the other cognitive behaviors can be employed to repair understanding

use information from the three deep surface structure systems to repair text meaning

at a word level, readers . . .

use information from the three surface structure systems to solve word issues

select from a wide range of word strategies (e.g., skip and read on, reread, use context clues, use the letters and sounds, speak to a peer reader) to help make sense of unknown words

develop reading fluency

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