Primary Standards:
MAFS.1.OA.3.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making a ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums.
MAFS.1.OA.3.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2)
Connecting Standards:
MAFS.1.OA.4.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ?= 11, 5 = ? – 3, 6 + 6 = ?.
Content Knowledge:
It is not expected students will attain fluency with facts from this Unit within the timeframe of a single Unit. Fluency should be focused on and assessed throughout the year using games, centers, etc. It is the goal of the standard that students attain fluency with facts within totals of 10 by the end of the year.
Students in this Unit will begin to understand the concept of doubling. Through concrete and visual representations, they will begin to build their fluency of double facts within 10. Students will also continue to build upon the understanding of the relationship between addition and subtraction facts (e.g. 8 – 4 = ? can be solved with 4 + 4 = 8). Though no strategies are necessarily “mandatory” for students to use, many children find doubles facts easier, and can relate them to near doubles. It is important for students to recognize the concept that in math, one can often create equivalent, albeit easier sums such as thinking 3 + 4 = ? can be solved using 3 + 3 + 1 = ?.
These understandings will not be mastered in this Unit. Students should begin to explore and recognize these relationships and continue to further understand them throughout subsequent Units.
GCG 1 – Learning Goal: As a Mathematician, I will be able to Understand and Use Doubles to Add Fluency within 10
- Step 1: Represent Doubles using concrete tools within 10
- Step 2: Represent Doubles using drawings within 10
- Step 3: Represent using Doubles to Add using equations within 10
GCG 2 – Learning Goal: As a Mathematician, I will be able to Use Near Doubles to Add Fluency within 10
- Step 1: Represent Doubles Plus One/Two using concrete tools, drawings and equations within 10
- Step 2: Represent Doubles Minus One/Two using concrete tools, drawings and equations within 10
- Step 3: Use Near Doubles to solve word problems within 10
GCG 3 – Learning Goal: As a Mathematician, I will be able to Use Doubles to Subtract Fluency within 10