Review of a few Common Core Standard Math Strategies for Operations and Algebraic Thinking, Grade 1

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Review of a few Common Core Standard Math
Strategies for Operations and Algebraic Thinking,
Grade 1
Please see contents of the Zip folder
for Teacher Key (first 4 pages) and Student
pages (pages 5-8) And 3 page teacher directions
Word Doc
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2
Mathematics, Grade 1, Operations Algebraic
Thinking 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. Understand and apply properties of
operations and the relationship between addition
and subtraction. 3. Apply properties of
operations as strategies to add and subtract.2
Examples If 8 3 11 is known, then 3 8 11
is also known. (Commutative property of
addition.) Add and subtract within 20. 5.
Relate counting to addition and subtraction
(e.g., by counting on 2 to add 2). 6. Add and
subtract within 20, demonstrating fluency for
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). Work with addition and
subtraction equations. 7. Understand the
meaning of the equal sign, and determine 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.
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Let's make some math problems . . .
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SAMPLE Problem
Commutative property of addition
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SAMPLE Problem
Part of 6. Add and subtract within 20,
demonstrating fluency for addition and
subtraction within 10. Use strategies such as
using the relationship between addition and
subtraction (e.g., knowing that 8 4 12, one
knows 12 8 4).
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6. Add and subtract within 20,
demonstrating fluency for addition and
subtraction within 10. Use strategies such as
counting on making ten (e.g., 8 6 8 2 4
10 4 14)
Sample Problem
Can we solve this problem together?
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6. Add and subtract within 20, demonstrating
fluency for addition and subtraction within 10.
Use strategies such as decomposing a number
leading to a ten (e.g., 13 - 4 13 - 3 - 1 10
- 1 9).
Can we solve this problem?
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Sample
6. Add and subtract within 20, demonstrating
fluency for addition and subtraction within 10.
Use strategies such as creating equivalent but
easier or known sums (e.g., adding 6 7 by
creating the known equivalent 6 6 1 12 1
13).
?
Can we solve this problem?
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You know how to do these math problems
COMMON CORE STANDARD Work with addition and
subtraction equations
7. Understand the meaning of the equal sign, and
determine if equations involving addition and
subtraction are true or false. For example 7 8
1 see next slide . . .
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Now, how about these?
COMMON CORE STANDARD Work with addition and
subtraction equations
7. Understand the meaning of the equal sign, and
determine if equations involving addition and
subtraction are true or false. For example 7 8
1
11
What is the meaning of the equal sign?
7. Understand the meaning of the equal sign, and
determine 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.
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What?
7. Understand the meaning of the equal sign, and
determine 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.
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If these students started reading on page 6, what
page are they on now if they read 13 pages? Show
your thinking on the number line. Add arrows as
you count up. Fill in the numbers. Finish this
number sentence to match the problem _______
_______ ________
COMMON CORE STANDARD Add and subtract within
20 5. Relate counting to addition and
subtraction.
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If these students started reading on page 9, what
page are they on if they read 2 pages a day for
three days? Show your thinking on the number
line. Add arrows as you count up. Fill in the
numbers. Finish this number sentence to match
the problem _____ ______ _______
_______ ________
COMMON CORE STANDARD Add and subtract within
20 5. Relate counting to addition and
subtraction (e.g., by counting on 2 to add 2).
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.
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If this boy started reading on page 3, what page
is he on if he reads 4 pages a day for three
days? Show your thinking on the number line.
Add arrows as you count up. Fill in the
numbers. Finish this number sentence to match
the problem ______ ______ _______
_______ ________
COMMON CORE STANDARD Add and subtract within
20 5. Relate counting to addition and
subtraction (e.g., by counting on 2 to add 2).
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.
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If this student started reading on page 1, what
page is she on now if she read 5 pages a day for
three days? Show your thinking on the number
line. Add arrows as you count up. Fill in the
numbers. Finish this number sentence to match
the problem ______ ______ _______
_______ ________
COMMON CORE STANDARD Add and subtract within
20 5. Relate counting to addition and
subtraction (e.g., by counting on 2 to add 2).
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.
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Please see contents of the Zip folder
for Teacher Key (first 4 pages) and Student
pages (pages 5-8) And 3 page teacher directions
Word Doc
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(No Transcript)
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(No Transcript)