Represent and solve problems involving addition

and subtraction **1.OA.A.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 drawings and equations with a

symbol for the unknown number to represent the problem**Sample Activities:Word Problems (within 20):**

Bunk Bed Problem

Double Decker Bus Problem

One Duck Stuck

The Very Hungry Caterpillar

One Hunter

Rooster's Off to See the World

Two of Everything

Mouse Count

Ten Flashing Fireflies

Add to: Result Unknown

Take From: Start Unknown

Put Together/Take Apart: Total Unknown

Compare: Difference Unknown

Compare: Bigger Unknown

Compare: Smaller Unknown

Mixed Addition/Subtraction

1.OA.A.2

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.

Three Addends Problem Cards (all addends unknown)

**Understand and apply properties of operations and the relationship between addition and subtraction****1.OA.B.3** Apply properties of operations as strategies to

add and subtract. Examples: If 8+3=11 is known, then

3+8=11 is also known (Commutative property of addition).

To add 2+6+4, the second two numbers can be added to make

a ten, so 2+6+4=2+10=12 (Associative property of addition).**Sample Activities:****Turn Around Trains****Turn Around Dominoes****Also included in**** 1st Grade Math Centers:**

Domino Fact Families**Three Addends**

problem. For example, subtract 10-8 by finding the number

that makes 10 when added to 8.

Subtract from 10

Think Addition for Subtraction

counting on 2 to add 2).

Show One More

Show One Less

Show One More/One Less

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).

Count On One (v. 2)

Count On Two (v. 1)

Count On Three (v. 1)

Doubles Cover Up (v. 2)

Find Ten

Making Ten (v. 1)

Four in a Row Subtraction

Part Part Whole Cards

Count On Cover Up (within 10)

Doubles Cover Up (v. 1)

Doubles Towers

Doubles Path

Doubles Concentration

Cuisenaire Doubles

Make 10 with Cuisenaire Rods

Make Ten on the Ten Frame

Towers of Ten

Making Ten (v. 3)

Sums of Ten

Doubles Plus One Towers

The Difference Game (v. 1-3)

if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are

false? 6=6, 7=8-1, 5+2=2+5 , 4+1=5+2

True or False?

Equal Sums

each of the equations 8+ ? =11, 5 = □ – 3, 6+6 = □

Find the Missing Number

Extend the counting sequence**1.NBT.A.1** Count to 120, starting at any number less than 120. In

this range, read and write numerals and represent a number of

objects with a written numeral.**Sample Activities:**Missing Number Grids 1-50

Counting Cards (Set 3)

Ten Frame Path

Base Ten Path

Number Path

number represent amounts of tens and ones. Understand the

following as special cases:

a. 10 can be thought of as a bundle of ten ones – called a “ten.”

b. The numbers from 11 to 19 are composed of a ten and one,

two, three, four, five, six, seven, eight, or nine ones.

c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one,

two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

Tens and Ones with Snap Cubes

My Double Ten-Frame Riddle

of the tens and ones digits, recording the results of comparisons

with the symbols >, =, and <.

Comparing Two Digit Numbers

Scoop It

Ten Frame Compare

Greater Than 50

Who Has the Greater Sum? (v. 1)

**Use place value understanding and propertiesof operations to add and subtract**

and a one-digit number, and adding a two-digit number and a

multiple of 10, using concrete models or drawings and

strategies based on place value, properties of operations,

and/or the relationship between addition and subtraction; relate

the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens

and tens, ones and ones, and sometimes it is necessary to

compose a ten.

Adding Tens to a 2-Digit Number

Add Ten on the Number Line

What Number is ...?

less than the number, without having to count; explain the

reasoning used.

Ten More

Race Around -10 (v.1)

multiples of 10 in the range 10-90 (positive or zero differences),

using concrete models or drawings and strategies based on

place value, properties of operations, and/or the relationship

between addition and subtraction; relate the strategy to a

written method and explain the reasoning used.

Subtract Ten

Subtract Multiples of Ten