Primary Standards:
MAFS.K.OA.1.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
MAFS.K.OA.1.2 Solve addition and subtraction word problems, and add and subtract within 10 5, e.g., by using objects or drawings to represent the problem.
Connecting Standards:
MAFS.K.OA.1.5 Fluently add and subtract within 5. *(By the end of kindergarten, students should know addition and subtraction facts with totals to 5. They also demonstrate an understanding of what it means to add and subtract. Successful students should have a variety of experiences, using concrete models and drawings to show these combinations.)
Content Knowledge:
Students are not required to independently read the word problems in kindergarten.
In kindergarten, students are introduced to the operation of addition. It is important students recognize that math operations are active, and should explore the meanings of the operations in active ways e.g. acting out, using fingers, or direct modeling with objects).
Understanding math operations is not about key words, but rather key ideas. When students understand the actions of the operations, they will know when to add or subtract. In this Unit, students will begin to progress from acting out and modeling with objects to representing with drawings, including as a Part-Part-Whole model. Eventually in Unit 11 they will represent these situations using symbols in expressions and equations.
This Unit will focus on two addition situations; add to – result unknown and put together – total unknown. In both cases, students are looking for a sum or total. By posing many situations that show these actions, and through modeling and discussion of these actions, students begin to understand these examples of addition. To simplify the situations in this Unit, students will work only with numbers to a total of five. Eventually in Unit 11 students will blend both addition and subtraction situations, as well as work with numbers to a total of ten.
GCG 1 Learning Goal: As a Mathematician, I will be able to understand the operation of addition as adding to (result unknown)
- Step 1: Students can show they understand addition as adding to (result unknown) by acting out and using concrete tools to represent and solve problems
- Step 2: Students can show they understand addition as adding to (result unknown) by drawing pictures and providing verbal explanations to represent and solve a problem
- Step 3: Students can show they understand addition as adding to (result unknown) by matching their tools and/or drawings with a provided equation and/or expression and give a verbal explanation as to why they match
GCG 2 Learning Goal: As a Mathematician, I will be able to understand addition as putting together (result unknown)
- Step 1: Students can show they understand addition as putting together (result unknown) by acting out and using concrete tools to represent and solve problems
- Step 2: Students can show they understand addition as putting together (result unknown) by drawing pictures and providing verbal explanations to represent and solve a problem
- Step 3: Students can show they understand addition as putting together (result unknown) by matching their tools and/or drawings with a provided equation and/or expression and give a verbal explanation as to why they match