Organization: SAVVAS Product Name: envisionmath2.0 NYC Summer in the City Grade 1 Product Version: 1 Source: IMS Online Validator Profile: 1.2.0 Identifier: realize-a940894b-94a0-3634-85c4-756ebee7cf15 Timestamp: Monday, December 7, 2020 11:47 AM EST Status: VALID! Conformant: true ----- VALID! ----- Resource Validation Results The document is valid. ----- VALID! ----- Schema Location Results Schema locations are valid. ----- VALID! ----- Schema Validation Results The document is valid. ----- VALID! ----- Schematron Validation Results The document is valid. Curriculum Standards: Contar hasta 120, empezando con cualquier número menor que 120. En este rango, leer y escribir numerales y representar una cantidad de objetos con un numeral escrito. - 1.NBD.A.1 Group tens to solve problems. - 1.NC.10 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used. - M.1.13 Find numbers that are more or less than a given number. - 1.NC.14 Count tens and ones to find a two-digit number. - 1.NC.11 Use drawings to solve problems with tens and ones. - 1.NC.12 Read and write numerals, and represent a number of objects with a written numeral, to 100. - NC.1.NBT.7 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. - NC.1.NBT.5 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. Note: Problems should be represented using objects, drawings, and equations with a symbol for the unknown number. Problems should be solved using objects or drawings, and equations - NY-1.OA.1 Apply properties of operations as strategies to add and subtract. For example: 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.) Note: Students need not use formal terms for these properties. - NY-1.OA.3 Understand that the two digits of a two-digit number represent amounts of tens and ones. - NC.1.NBT.2 Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. - NC.1.NBT.3 Count to 150, starting at any number less than 150. - NC.1.NBT.1 The student will demonstrate an understanding of equality through the use of the equal symbol. - 1.15 Demonstrate that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens, with 0 ones. - NC.1.NBT.2.c (6a) Add and subtract within 20. 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). (6b) Fluently add and subtract within 10. - NY-1.OA.6 Put together/Take Apart-Addend Unknown - NC.1.OA.1.b Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). - NY-1.OA.5 Add to/Take from-Change Unknown - NC.1.OA.1.a Counting on - NC.1.OA.6.a Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. - 1.1.1.1 Read, write and represent whole numbers up to 120. Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. - 1.1.1.2 Count, with and without objects, forward and backward from any given number up to 120. - 1.1.1.3 Using a number line - NC.1.OA.6.e Find a number that is 10 more or 10 less than a given number. - 1.1.1.4 The student will count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. - 1.1d Decomposing a number leading to a ten - NC.1.OA.6.c Making ten - NC.1.OA.6.b Represent and solve real-world and mathematical problems using addition and subtraction up to ten. - 1.N.2.1 Creating equivalent but simpler or known sums - NC.1.OA.6.f Demonstrate fluency with basic addition facts and related subtraction facts up to 10. - 1.N.2.3 Understand two-digit numbers are composed of ten(s) and one(s). - 1.NBT.A.2 Compare two two-digit numbers using the symbols >, = or <. - 1.NBT.A.3 Understand that 10 can be thought of as a bundle of 10 ones – called a “ten”. - 1.NBT.A.1 Count by 10s to 120 starting at any number. - 1.NBT.A.4 The student will write the numerals 0 to 110 in sequence and out-of-sequence. - 1.1b Aplicar las propiedades de las operaciones como estrategias para sumar y restar.3 Ejemplos: Si se sabe que 8 + 3 = 11, entonces también se sabe que 3 + 8 = 11 (Propiedad conmutativa de la suma). Para sumar 2 + 6 + 4, los dos últimos números se pueden sumar para formar diez, por lo que 2 + 6 + 4 = 2 + 10 = 12. (Propiedad asociativa de la suma). - 1.OA.B.3 The student will count forward orally by ones to 110, starting at any number between 0 and 110. - 1.1a Read and write numerals and represent a number of objects with a written numeral. - 1.NS.A.2 Count to 120, starting at any number less than 120. - 1.NS.A.1 Count by 5s to 100 starting at any multiple of five. - 1.NS.A.4 Count backward from a given number between 20 and 1. - 1.NS.A.3 Sumar y restar hasta 20, demostrando facilidad para sumar y restar hasta 10. Utilizar estrategias tales como contar hacia adelante; formar diez (por ej., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); descomponer un número para llegar a diez (por ej., 13 – 4 = 13 – 3 - NY-1.OA.6a Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. - NY-1.NBT.5 The student, given up to 110 objects, will group a collection into tens and ones and write the corresponding numeral. - 1.2a The student, given up to 110 objects, will compare two numbers between 0 and 110 represented pictorially or with concrete objects, using the words greater than, less than or equal to. - 1.2b Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. - NY-1.NBT.1 Understand that the two digits of a two-digit number represent amounts of tens and ones. - NY-1.NBT.2 Demonstrate fluency with addition and subtraction within 10. - NC.1.OA.9 Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. - 1.1.2.1 Compare-Difference Unknown - NC.1.OA.1.c Compose and decompose numbers up to 12 with an emphasis on making ten. - 1.1.2.2 Demonstrate fluency with addition and subtraction within 10. - 1.RA.C.8 Add and subtract within 20. - 1.RA.C.7 Recognize the relationship between counting and addition and subtraction. Skip count by 2s, 5s, and 10s. - 1.1.2.3 Relacionar el conteo con la suma y la resta (por ej., contar de 2 en 2 para sumar 2). - 1.OA.C.5 Apply the commutative and associative properties as strategies for solving addition problems. - NC.1.OA.3 Sumar y restar hasta 20, demostrando facilidad para sumar y restar hasta 10. Utilizar estrategias tales como contar hacia adelante; formar diez (por ej., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); descomponer un número para llegar a diez (por ej., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); utilizar la relación entre la suma y la resta (por ej., sabiendo que 8 + 4 = 12, se sabe que 12 – 8 = 4); y crear sumas equivalentes pero más fáciles o conocidas (por ej., sumar 6 + 7 creando el equivalente conocido 6 + 6 + 1 = 12 + 1 = 13). - 1.OA.C.6 Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. - NC.1.OA.4 The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight or nine tens (and 0 ones). - M.1.10c Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. - NY-1.NBT.2b Dado un número de dos dígitos, hallar mentalmente 10 más o 10 menos que el número sin tener que contar; explicar el razonamiento utilizado. - 1.NBD.C.5 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). - NY-1.NBT.2c Write numerals to show how many objects are in a group. - 1.NC.6 Find number patterns on a number chart. - 1.NC.4 Count to 120 using an open number line. - 1.NC.5 Count by 1s to 120. - 1.NC.2 Create simple patterns using objects, pictures, numbers and rules. Identify possible rules to complete or extend patterns. Patterns may be repeating, growing or shrinking. Calculators can be used to create and explore patterns. - 1.2.1.1 Count on a number chart to 120 - 1.NC.3 Count by 10s to 120. - 1.NC.1 Demonstrate that subtraction can be solved as an unknown-addend problem. - 1.RA.B.6 Use properties as strategies to add and subtract. - 1.RA.B.5 Identify, create, complete, and extend repeating, growing, and shrinking patterns with quantity, numbers, or shapes in a variety of real-world and mathematical contexts. - 1.A.1.1 The student, given an ordered set of ten objects and/or pictures, will indicate the ordinal position of each object, first through tenth. - 1.3 The student will create and solve single-step story and picture problems using addition and subtraction within 20. - 1.6 The student, given a familiar problem situation involving magnitude, will select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, 500). - 1.5a 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). - M.1.1 Solve word problems by drawing pictures and writing equations. - 1.OA.17 Entender que los dígitos de un número de dos dígitos representan cantidades de decenas y unidades. - 1.NBD.B.2 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). - M.1.5 Use the same addends to write two different equations with the same sum. - 1.OA.14 Comparar dos números de dos dígitos en base al significado de los dígitos de las unidades y las decenas, anotando los resultados de las comparaciones con los símbolos >, = y <. - 1.NBD.B.3 Apply properties of operations as strategies to add and subtract (e.g., 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). Instructional Note: Students need not use formal terms for these properties. - M.1.3 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. - M.1.9 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10 and 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). - M.1.6 Use doubles facts to solve doubles-plus-one facts. - 1.OA.22 Use addition or subtraction basic facts to represent a given problem situation using a number sentence. - 1.2.2.4 Memorize doubles facts. - 1.OA.21 Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. - 1.2.2.1 Count on to add using an open number line. - 1.OA.20 Entender que los dígitos de un número de dos dígitos representan cantidades de decenas y unidades. Entender los siguientes como casos especiales: Los números 10, 20, 30, 40, 50, 60, 70, 80, 90 se refieren a una, dos, tres, cuatro, cinco, seis, siete, ocho o nueve decenas (y 0 unidades). - 1.NBD.B.2c Determine if equations involving addition and subtraction are true. - 1.2.2.2 Make subtraction easier by making 10 to subtract. - 1.OA.29 Use mental math to add tens to two-digit numbers. - 1.NC.21 Recognize numbers to 20 without counting (subitize) the quantity of structured arrangements. - 1.N.1.1 Make 10 to add numbers to 20. - 1.OA.24 Use doubles facts to solve doubles-plus-2 facts. - 1.OA.23 Read, write, discuss, and represent whole numbers up to 100. Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks. - 1.N.1.3 Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. - 1.N.1.2 Find a number that is 10 more or 10 less than a given number up to 100. - 1.N.1.5 Count forward, with and without objects, from any given number up to 100 by 1s, 2s, 5s and 10s. - 1.N.1.4 Solve problems that call for addition of three whole numbers whose sum is within 20. - 1.RA.A.2 Use knowledge of number relationships to locate the position of a given whole number on an open number line up to 20. - 1.N.1.7 Compare and order whole numbers from 0 to 100. - 1.N.1.6 Use addition and subtraction within 20 to solve problems. - 1.RA.A.1 Use objects to represent and use words to describe the relative size of numbers, such as more than, less than, and equal to. - 1.N.1.8 The student will recognize and describe with fluency part-whole relationships for numbers up to 10. - 1.7a Add within 100. - 1.NBT.B.5 Calculate 10 more or 10 less than a given number mentally without having to count. - 1.NBT.B.6 Utilizar la suma y la resta hasta 20 para resolver problemas verbales relacionados con sumar, quitar, unir, separar y comparar con valores desconocidos en cualquier posición, por ej., representar el problema utilizando objetos, dibujos y ecuaciones con un símbolo en lugar del número desconocido. - 1.OA.A.1 Understand the two digits of a two-digit number represent amounts of tens and ones. 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I_fa551d4b-9e2e-39d2-bfa4-969fa60384c6_R/BasicLTI.xml I_fb253e21-239e-30b2-9b79-3c355ca1d2a2_R/BasicLTI.xml I_fb9ef86d-7bc8-3d2a-9008-72256b5a4252_R/BasicLTI.xml I_fce2fcee-5477-3a99-a4ea-b1ac2f09fbc3_1_R/BasicLTI.xml I_fd1253f2-8272-3ad4-8d12-4f354ae164e9_1_R/BasicLTI.xml I_fd2f8548-d125-32e3-bf08-0ac3a40f0c49_1_R/BasicLTI.xml I_fe53ccaf-ac0e-37e9-bb1b-18d441f750ee_1_R/BasicLTI.xml I_fe7afb25-ddd0-37a9-9a49-1b113fb9e381_1_R/BasicLTI.xml I_fea85dff-553c-31e2-8c83-1a813ea06152_1_R/BasicLTI.xml I_feea8c3b-ecdb-3fd3-afe7-2cb694bf1308_1_R/BasicLTI.xml I_ff122a7e-dccb-36b7-beb5-931d2c595299_R/BasicLTI.xml I_ff30f4b0-1847-3dbe-82df-e7957472218a_1_R/BasicLTI.xml Title: enVisionmath2.0 NYC Summer in the City Grade 1 Description: enVisionmath2.0 NYC Summer in the City Grade 1 Lesson 1: Add in Any Order Lesson 1: Add in Any Order Interactive Student Edition: Grade 1 Lesson 1 Add in Any Order: Solve & Share Curriculum Standards: Use the same addends to write two different equations with the same sum. Apply properties of operations as strategies to add and subtract (e.g., 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). Instructional Note: Students need not use formal terms for these properties. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. For example: 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.) Note: Students need not use formal terms for these properties. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add in Any Order: Visual Learning Curriculum Standards: Use the same addends to write two different equations with the same sum. Apply properties of operations as strategies to add and subtract (e.g., 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). Instructional Note: Students need not use formal terms for these properties. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. For example: 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.) Note: Students need not use formal terms for these properties. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add in Any Order: Do You Understand? Curriculum Standards: Use the same addends to write two different equations with the same sum. Apply properties of operations as strategies to add and subtract (e.g., 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). Instructional Note: Students need not use formal terms for these properties. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. For example: 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.) Note: Students need not use formal terms for these properties. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add in Any Order: Practice Curriculum Standards: Use the same addends to write two different equations with the same sum. Apply properties of operations as strategies to add and subtract (e.g., 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). Instructional Note: Students need not use formal terms for these properties. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. For example: 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.) Note: Students need not use formal terms for these properties. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add in Any Order: Interactive Practice Buddy Lesson 1: Homework & Practice Curriculum Standards: Use the same addends to write two different equations with the same sum. Apply properties of operations as strategies to add and subtract (e.g., 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). Instructional Note: Students need not use formal terms for these properties. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. For example: 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.) Note: Students need not use formal terms for these properties. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Lesson 1: Homework & Practice Curriculum Standards: Use the same addends to write two different equations with the same sum. Apply properties of operations as strategies to add and subtract (e.g., 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). Instructional Note: Students need not use formal terms for these properties. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. For example: 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.) Note: Students need not use formal terms for these properties. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Add in Any Order: Quick Check Curriculum Standards: Use the same addends to write two different equations with the same sum. Apply properties of operations as strategies to add and subtract (e.g., 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). Instructional Note: Students need not use formal terms for these properties. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. For example: 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.) Note: Students need not use formal terms for these properties. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Lección 1: Sumar en cualquier orden Libro interactivo del estudiante: Grado 1 Lección 1 Sumar en cualquier orden: Resuélvelo y coméntalo Curriculum Standards: Use the same addends to write two different equations with the same sum. Apply properties of operations as strategies to add and subtract (e.g., 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). Instructional Note: Students need not use formal terms for these properties. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. For example: 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.) Note: Students need not use formal terms for these properties. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Sumar en cualquier orden: Aprendizaje visual Sumar en cualquier orden: ¿Lo entiendes? Curriculum Standards: Use the same addends to write two different equations with the same sum. Apply properties of operations as strategies to add and subtract (e.g., 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). Instructional Note: Students need not use formal terms for these properties. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. For example: 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.) Note: Students need not use formal terms for these properties. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Sumar en cualquier orden: Práctica Curriculum Standards: Use the same addends to write two different equations with the same sum. Apply properties of operations as strategies to add and subtract (e.g., 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). Instructional Note: Students need not use formal terms for these properties. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Apply the commutative and associative properties as strategies for solving addition problems. Use properties as strategies to add and subtract. Apply properties of operations as strategies to add and subtract. For example: 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.) Note: Students need not use formal terms for these properties. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Determine if equations involving addition and subtraction are true. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Sumar en cualquier orden: Amigo de práctica interactiva Lección 1: Tarea y práctica Curriculum Standards: Aplicar las propiedades de las operaciones como estrategias para sumar y restar.3 Ejemplos: Si se sabe que 8 + 3 = 11, entonces también se sabe que 3 + 8 = 11 (Propiedad conmutativa de la suma). Para sumar 2 + 6 + 4, los dos últimos números se pueden sumar para formar diez, por lo que 2 + 6 + 4 = 2 + 10 = 12. (Propiedad asociativa de la suma). Aplicar las propiedades de las operaciones como estrategias para sumar y restar. Ejemplos: Si se sabe que 8 + 3 = 11, entonces también se sabe que 3 + 8 = 11 (Propiedad conmutativa de la suma). Para sumar 2 + 6 + 4, los dos últimos números se pueden sumar Apply properties of operations as strategies to add and subtract. For example: 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.) Note: Students need not use formal terms for these properties. Lección 1: Tarea y práctica Curriculum Standards: Aplicar las propiedades de las operaciones como estrategias para sumar y restar.3 Ejemplos: Si se sabe que 8 + 3 = 11, entonces también se sabe que 3 + 8 = 11 (Propiedad conmutativa de la suma). Para sumar 2 + 6 + 4, los dos últimos números se pueden sumar para formar diez, por lo que 2 + 6 + 4 = 2 + 10 = 12. (Propiedad asociativa de la suma). Aplicar las propiedades de las operaciones como estrategias para sumar y restar. Ejemplos: Si se sabe que 8 + 3 = 11, entonces también se sabe que 3 + 8 = 11 (Propiedad conmutativa de la suma). Para sumar 2 + 6 + 4, los dos últimos números se pueden sumar Apply properties of operations as strategies to add and subtract. For example: 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.) Note: Students need not use formal terms for these properties. Sumar en cualquier orden: Comprobación rápida Curriculum Standards: Aplicar las propiedades de las operaciones como estrategias para sumar y restar.3 Ejemplos: Si se sabe que 8 + 3 = 11, entonces también se sabe que 3 + 8 = 11 (Propiedad conmutativa de la suma). Para sumar 2 + 6 + 4, los dos últimos números se pueden sumar para formar diez, por lo que 2 + 6 + 4 = 2 + 10 = 12. (Propiedad asociativa de la suma). Aplicar las propiedades de las operaciones como estrategias para sumar y restar. Ejemplos: Si se sabe que 8 + 3 = 11, entonces también se sabe que 3 + 8 = 11 (Propiedad conmutativa de la suma). Para sumar 2 + 6 + 4, los dos últimos números se pueden sumar Apply properties of operations as strategies to add and subtract. For example: 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.) Note: Students need not use formal terms for these properties. Lesson 2: Solve Word Problems with Facts to 10 Lesson 2: Solve Word Problems with Facts to 10 Interactive Student Edition: Grade 1 Lesson 2 Solve Word Problems with Facts to 10: Solve & Share Curriculum Standards: Solve word problems by drawing pictures and writing equations. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 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. Note: Problems should be represented using objects, drawings, and equations with a symbol for the unknown number. Problems should be solved using objects or drawings, and equations Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Apply properties of operations as strategies to add and subtract. For example: 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.) Note: Students need not use formal terms for these properties. Solve Word Problems with Facts to 10: Visual Learning Curriculum Standards: Solve word problems by drawing pictures and writing equations. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 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. Note: Problems should be represented using objects, drawings, and equations with a symbol for the unknown number. Problems should be solved using objects or drawings, and equations Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Apply properties of operations as strategies to add and subtract. For example: 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.) Note: Students need not use formal terms for these properties. Solve Word Problems with Facts to 10: Do You Understand? Curriculum Standards: Solve word problems by drawing pictures and writing equations. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 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. Note: Problems should be represented using objects, drawings, and equations with a symbol for the unknown number. Problems should be solved using objects or drawings, and equations Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Apply properties of operations as strategies to add and subtract. For example: 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.) Note: Students need not use formal terms for these properties. Solve Word Problems with Facts to 10: Practice Curriculum Standards: Solve word problems by drawing pictures and writing equations. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 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. Note: Problems should be represented using objects, drawings, and equations with a symbol for the unknown number. Problems should be solved using objects or drawings, and equations Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Apply properties of operations as strategies to add and subtract. For example: 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.) Note: Students need not use formal terms for these properties. Solve Word Problems with Facts to 10: Interactive Practice Buddy Lesson 2: Homework & Practice Curriculum Standards: Solve word problems by drawing pictures and writing equations. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 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. Note: Problems should be represented using objects, drawings, and equations with a symbol for the unknown number. Problems should be solved using objects or drawings, and equations Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Apply properties of operations as strategies to add and subtract. For example: 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.) Note: Students need not use formal terms for these properties. Lesson 2: Homework & Practice Curriculum Standards: Solve word problems by drawing pictures and writing equations. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a given number between 20 and 1. Use addition and subtraction within 20 to solve problems. 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. Note: Problems should be represented using objects, drawings, and equations with a symbol for the unknown number. Problems should be solved using objects or drawings, and equations Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Apply properties of operations as strategies to add and subtract. For example: 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.) Note: Students need not use formal terms for these properties. Solve Word Problems with Facts to 10: Quick Check Curriculum Standards: Solve word problems by drawing pictures and writing equations. 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). The student will create and solve single-step story and picture problems using addition and subtraction within 20. The student will recognize and describe with fluency part-whole relationships for numbers up to 10. The student will demonstrate fluency with addition and subtraction within 10. Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations. Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. Use addition or subtraction basic facts to represent a given problem situation using a number sentence. Represent and solve real-world and mathematical problems using addition and subtraction up to ten. Demonstrate fluency with basic addition facts and related subtraction facts up to 10. Add to/Take from-Change Unknown Put together/Take Apart-Addend Unknown Compare-Difference Unknown Count backward from a g