Unit Length and Description:
Length: 6 weeks
Description: This unit focuses on the
operations of addition and subtraction within 10, including the development
of the part and whole relationships. The link between addition and
subtraction is developed in this unit. Various strategies
for addition and subtraction are used to develop fact fluency for
addition and subtraction within 10.

Standards:
CCSS for Mathematical Content

CCSS #

CCSS Text

Operations and Algebraic Thinking

1.OA.1

Use
addition and subtraction within 20 to solve word problems involving
situations of adding to, take 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.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 = 2 + 10
= 12. (Associative property of
addition.)

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, demonstrating fluency for addition and subtraction
within 10. Use strategies such as
counting on; making 10 (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).

Standards for Mathematical Practice (MP)

MP.1

Make sense of problems and persevere in solving them

MP.2

Reason abstractly and quantitatively

MP.6

Attend to precision

MP.7

Look for and make use of structure

MP.8

Look
for and express regularity in repeated reasoning

CCSS for ELA Content

Writing

W.1.2

Write
informative/explanatory texts in which they name a topic, supply some facts
about the topic, and provide some sense of closure.

W.1.8

With
guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.

Speaking and Listening

SL.1.1

Participate
in collaborative conversation with diverse partners about grade 1 topics and texts with peers and adults in small and larger
groups.
a. Follow agreedupon rules for
discussions (e.g., listening to others with care, speaking one at a time
about topics and texts under discussion.)
b. Build on others talk in conversation
by responding to the comments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the
topics and texts under discussion.

Instructional Outcomes
1.OA.1: Use addition and subtraction
within 20 to solve word problems involving situations of adding to, take
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.
 I can use a symbol (e.g. ?, x) to represent an unknown number in a
problem.
 I can determine the
operation to solve word problems with unknowns.
 I can use different
strategies for addition to solve word problems within 20.
 I can use different
strategies for subtraction to solve word problems within 20.
 I can solve word problems
by adding 3 numbers in different ways.
1.OA.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 = 2 + 10
= 12. (Associative property of
addition.)
 I can use fact families to
help me solve addition problems. (commutative)
 I can explain how properties
of addition and subtraction work.
 I can use strategies to
solve addition and subtraction problems.
1.
OA.5: Relate
counting to addition and subtraction (e.g., by counting on 2 to add 2).
 I can count on from a given number.
 I can count back from a given number.
 I can explain how counting on relates to
addition.
 I can explain how counting back relates to
subtraction.
 I can explain how counting on relates to
subtraction.
1.OA.6: Add and subtract within 20,
demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on;
making 10 (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).
 I can add within 20.
 I can subtract within 20.
 I can use strategies to add
and subtract within 20.
 I can add fluently within
10.
 I can subtract fluently
within 10.
1.OA.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 = ＿.
 I can recognize partpartwhole
relationships of three numbers
 I can figure out the
missing value in an addition equation.
 I can figure out the
missing value in a subtraction problem.


Enduring Understandings:
·
Students
will understand the relationship between addition and subtraction.
·
Students
will understand the part and whole relationships within numbers.
·
Students
will compose and decompose the numbers 1 to 10.
·
Students
will solve various types of word problems using objects, drawings, and
symbols.
·
Students
will develop fact fluency for addition and
subtraction within 10.

Essential Questions:
·
How do we show that numbers work together?
·
How can we show and explain our thinking?
·
How does understanding numbers help me?
·
How do drawing pictures and words help me
understand numbers?
·
How can a problem be solved in different way?
