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.
Lessons for this standard
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Similar standards in other grades
One more than, one less than, two more than, two less than.
visualize the action in the story problem and draw a picture to show their thinking; and
create their own story problems;
model the problem using manipulatives, representations, or number sentences/equations.
The problem types most appropriate for students at this level include: Common Addition and Subtraction Problem Types - Join (Result Unknown): Sue had 4 pennies. Josh gave her 2 more. How many pennies does Sue have altogether?; Separate (Result Unknown): Sue had 8 pennies. She gave 5 pennies to Josh. How many pennies does Sue have now?; Part-Part-Whole (Whole Unknown): Josh has 4 red balloons and 3 blue balloons. How many balloons does he have?; Part-Part-Whole (Both Parts Unknown): Josh has 5 balloons. Some of them are red and some of them are blue. How many balloons can be blue and how many can be red?