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, taking 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.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.

Numbers
and Operations in Base Ten

1.NBT.3

Compare
two twodigit numbers based on meanings of the tens and ones digits,
recording the results of comparisons with the symbols >, =, and <.

1.NBT.4

Add
within 100, including adding a twodigit number and a onedigit number, and
adding a twodigit 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 twodigit
numbers, one adds tens and tens, ones and ones, and sometimes it is
necessary to compose a ten.

1.NBT.5

Given
a twodigit number, mentally find 10 more or 10 less than the number,
without having to count; explain the reasoning used.

1.NBT.6

Subtract
multiples of 10 in the range 1090 from multiples of 10 in the range 1090
(positive or zero difference), 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.

Standards
for Mathematical Practice (MP)

MP.1

Make
sense and persevere in solving problems.

MP.2

Reason
abstractly and quantitatively.

MP.5

Use
appropriate tools strategically.

MP.6

Attend
to precision.

MP.7

Look
for and make use of structure.

Instructional
Outcomes

1.OA.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 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 solve word
problems by adding 3 numbers in different ways.
1.OA.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.
 I can add 3 numbers.
 I can identify
parts/addends in a word problem.
 I can show how to
solve word problems.
1.NBT.3: Compare two twodigit numbers
based on meanings of the tens and ones digits, recording the results of
comparisons with the symbols >, =, and <.
 I can identify the value of
each digit in a twodigit number.
 I can explain what each
symbol means (>, <, =).
 I can compare two 2 digit
numbers.
 I can use >, <, =
symbols to compare two 2 digit numbers.
1.NBT.4: Add within 100, including adding
a twodigit number and a onedigit number, and adding a twodigit 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 twodigit
numbers, one adds tens and tens, ones and ones; and sometimes it is
necessary to compose a ten.
 I
can show that in adding 2 digit numbers, you add ones to ones and tens
to tens.
 I
can recognize when to regroup to compose (make) a ten.
 I
can add a 2 digit number and a 1 digit number within 100.
 I
can add a 2 digit number and 1 digit number with regrouping within
100.
 I
can add a 2 digit number and a multiple of 10 within 100.
 I
can relate the strategy to an equation.
 I
can explain why I used a chosen strategy to solve a written equation.
1.NBT.5: Given a twodigit number,
mentally find 10 more or 10 less than the number, without having to count;
explain the reasoning used.
 I can mentally add 10 to a given 2digit
number.
 I can mentally subtract 10 from a given
2digit number.
 I can explain how to find 10 more from a given
2digit number.
 I can explain how to find 10 less from a given
2digit number.
1.NBT.6: Subtract multiples of 10 in the
range 1090 from multiples of 10 in the range 1090 (positive or zero
difference), 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.
 I can subtract multiplies of ten up to 90.
 I can choose a strategy to solve subtraction
problems with multiplies of 90.
 I can relate the strategy to an equation.
 I can explain why I used the chosen strategy
to solve a written equation.





Enduring Understandings:
·
I
can solve different types of addition and subtraction word problems and
equations using different strategies.
·
I
can use place value to compare two numbers.
·
I
can add twodigit and onedigit numbers with and without composing a group of
ten.
·
I
can explain how I got my answer.

Essential Questions:
·
What
happens when we join two quantities or take one from another?
·
How
can we find the total when we join two quantities?
·
How
can we find what is left when we take one quantity from another?
·
How
can we find the difference when we compare one quantity to another?
·
How
can we compare one quantity to another?
·
How
can I solve different types of addition and subtraction word problems using
different strategies?
·
How
do I explain my answer so that others understand my thinking?
