Math standards for the week:
MGSE1.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.
This standard builds on the work in Kindergarten by having students use a variety of mathematical representations (e.g., objects, drawings, and equations) during their work. The unknown symbols should include boxes or pictures, and not letters.
MGSE1.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, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
MGSE1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.
This standard asks for students to use subtraction in the context of unknown addend problems. Example: 12 – 5 = __ could be expressed as 5 + __ = 12. Students should use cubes and counters, and representations such as the number line and the100 chart, to model and solve problems involving the inverse relationship between addition and subtraction.
MGSE1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). This standard asks for students to make a connection between counting and adding and subtraction. Students use various counting strategies, including counting all, counting on, and counting back with numbers up to 20. This standard calls for students to move beyond counting all and become comfortable at counting on and counting back. The counting all strategy requires students to count an entire set. The counting and counting back strategies occur when students are able to hold the ?start number? in their head and count on from that number.
MGSE1.OA.6 Add and subtract within 20. a. 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). b. Fluently add and subtract within 10.
MGSE1.OA.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. This standard calls for students to work with the concept of equality by identifying whether equations are true or false. Therefore, students need to understand that the equal sign does not mean ?answer comes next?, but rather that the equal sign signifies a relationship between the left and right side of the equation. The number sentence 4 + 5 = 9 can be read as, ?Four plus five is the same amount as nine.? In addition, Students should be exposed to various representations of equations, such as: an operation on the left side of the equal sign and the answer on the right side (5 + 8 = 13) an operation on the right side of the equal sign and the answer on the left side (13 = 5 + 8) numbers on both sides of the equal sign (6 = 6) operations on both sides of the equal sign (5 + 2 = 4 + 3). Students need many opportunities to model equations using cubes, counters, drawings, etc.
MGSE1.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 = _. This standard extends the work that students do in 1.OA.4 by relating addition and subtraction as related operations for situations with an unknown. This standard builds upon the ?think addition? for subtraction problems as explained by Student 2 in MGSE1.OA.6. Student 1 5 = ___ – 3 I know that 5 plus 3 is 8. So, 8 minus 3 is 5.
Click the picture below to see the Math Standards for the year: