Standards with the same topic and subject but for other grades
Instant recognition of the amount in a set of objects (subitize) that are arranged in a familiar pattern such as the dots on number cubes; and
One more than, one less than, two more than, two less than.
Create and solve two-step practical problems involving addition, subtraction, or both addition and subtraction. (c)
Students should experience a variety of problem types related to addition and subtraction.
Addition and subtraction should be taught concurrently in order to develop understanding of the inverse relationship.
create their own story problems; and
Model and solve various types of story and picture problems using 10 or fewer concrete objects. (Types of problems should include joining, separating, and part-part-whole scenarios.)
The student will model adding and subtracting whole numbers, using up to 10 concrete objects.
Using concrete materials (e.g., base-10 blocks, connecting cubes, beans and cups, etc.) to explore, model and stimulate discussion about a variety of problem situations helps students understand regrouping and enables them to move from the concrete to the abstract. Regrouping is used in addition and subtraction algorithms.
Conceptual understanding begins with concrete and contextual experiences. Next, students must make connections that serve as a bridge to the symbolic. Student-created representations, such as drawings, diagrams, tally marks, graphs, or written comments are strategies that help students make these connections.