INSTRUCTIONAL FOCUS DOCUMENT
Grade 1 Mathematics
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UNIT OVERVIEW
This unit bundles student expectations that address generating and solving addition and subtraction problems, explaining solution strategies, and applying basic addition and
subtraction fact strategies. According to the Texas Education Agency, mathematical process standards including application, a problem-solving model, tools and techniques,
communication, representations, relationships, and justifications should be integrated (when applicable) with content knowledge and skills so that students are prepared to use
mathematics in everyday life, society, and the workplace.
Prior to this unit, in Unit 10, students used a variety of objects, pictorial models, and properties of operations, and strategies to generate and solve addition and subtraction
problems using data represented in picture and bar-type graphs. Students represented and explained solution strategies using words, objects, pictorial models, and number
sentences, including number sentences with an unknown in any position. Students explored and applied relationships found in basic addition and subtraction facts to solve
problems.
During this unit, students will refine their understanding of addition and subtraction. Students will generate and solve addition and subtraction problems within 20 using a variety
of objects, pictorial models, and strategies. Students will apply basic fact strategies and properties of operations (additive identity, associative property of addition, and
commutative property of addition) to add and subtract two or three numbers, including determining the unknown when the unknown may be any one of three or four terms in the
equation. Students will represent and explain their solution strategies using words, objects, pictorial models, and number sentences, including explaining the role of the equal
sign in an equation. Thorough understanding of analyzing problem situations and using the problem-solving process in addition and subtraction situations within 20 is critical to
setting the foundation for students’ success in mathematics as they progress through future grade levels.
After this unit, in Grade 2, students will apply flexible strategies based on place value and properties of operations to solve and represent addition and subtraction situations
within 1,000, including adding and subtracting two- and three-digit numbers with regrouping. The relationship between place value and each flexible method and/or model will be
emphasized in order to prepare students for the transition to standard addition and subtraction algorithms. Continued use of basic addition and subtraction fact strategies to
solve problems will lead to automatic recall and fact fluency.
In Grade 1, generating and solving addition and subtraction problems using a variety of objects, pictorial models, and strategies; representing and explaining solution strategies
using words, objects, pictorial models, and number sentences, including number sentences with an unknown in any position; and applying basic addition and subtraction fact
strategies are included within the Grade 1 Texas Response to Curriculum Focal Points (TxRCFP): Solving problems involving addition and subtraction. This unit is supporting
the development of the Texas College and Career Readiness Standards (TxCCRS): I. Numeric Reasoning, II.D. Algebraic Reasoning – Representations, VIII. Problem Solving
and Reasoning, IX. Communication and Representation, and X. Connections.
According to Clements and Sarama (2009), “Many U.S. textbooks provide only the simplest meanings for given addition and subtraction problems. Textbooks also do little with
subitizing or counting, automatization of which aids arithmetical reasoning, and de­emphasize counting strategies. This has caused an inconsistent effect on student’s use of
strategies. Longitudinal studies show that a significant proportion of students still rely on inefficient counting strategies to solve arithmetical problems mentally in the upper
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Grade 1 Mathematics
TITLE : 01M_U15_Operation Connections_Nov2014 - ABILENE ISD
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grades” (p. 65).
Clements, D. & Sarama, J. (2009). Learning and teaching early math the learning trajectories approach. New York, NY: Routledge.
Texas Education Agency & Texas Higher Education Coordinating Board. (2009). Texas college and career readiness standards. Retrieved from
http://www.thecb.state.tx.us/collegereadiness/crs.pdf
Texas Education Agency. (2013). Texas response to curriculum focal points for kindergarten through grade 8 mathematics. Retrieved from
http://projectsharetexas.org/resource/txrcfp-texas-response-curriculum-focal-points-k-8-mathematics-revised-2013
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS
UNIT CONCEPTS
Numeric Reasoning
Mathematics Grade 1 Unit 15 PA 01
Provide variety of counting manipulatives. Provide the
following concession stand price list. Orally present the
following problem situations and tasks:
The Concession Stand Price List for the local youth
baseball league is shown below.
Addition
Multiple Representations
Subtraction
Whole Numbers
Algebraic Reasoning
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UNIT UNDERSTANDINGS
Addition can be modeled by the action of joining (sums of whole
numbers up to 20).
What is the part to whole relationship in addition situations?
Why is the order of the numbers (addends) important or not
important in addition situations?
What types of strategies can be used to solve addition
situations?
page 2 of 41 INSTRUCTIONAL FOCUS DOCUMENT
Grade 1 Mathematics
TITLE : 01M_U15_Operation Connections_Nov2014 - ABILENE ISD
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS
UNIT CONCEPTS
Equations
Equivalence
Expressions
Multiple Representations
Number Sentences
Properties of Operations
Solution Strategies
Solve
1) Use the Concession Stand Price list to solve the
problem situations. For each problem situation:
Create a concrete model and record a number
sentence to represent and solve the problem
situation.
Orally explain the mathematical relationship
between the problem situation and how the
concrete model and number sentence represent
the operation used to solve the problem.
Orally describe the strategies and processes
used to solve the problem.
Associated Mathematical Processes
Application
Communication
Justification
Problem-Solving Model
Relationships
Representations
Tools and Techniques
a) Nancy bought a hot dog at the concession
stand. Her mother gave her money to spend. Now
she has $10 left. How much money did Nancy’s
mom give her to spend?
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UNIT UNDERSTANDINGS
How does the placement of the unknown determine the strategy
used to solve addition situations?
Subtraction can be modeled by the action of separating (differences of
whole numbers within 20).
What is the part to whole relationship in subtraction situations?
Why is the order of the numbers (minuend and subtrahend)
important or not important in subtraction situations?
What types of strategies can be used to solve subtraction
situations?
How does the placement of the unknown determine the strategy
used to solve subtraction situations?
Part-part-whole and comparing situations represent either addition or
subtraction (sums and differences of whole numbers within 20).
How does a part-part-whole situation represent addition?
How does a part-part-whole situation represent subtraction?
What types of strategies can be used to solve part-part-whole
situations?
How does a comparing situation represent addition?
How does a comparing situation represent subtraction?
What types of strategies can be used to solve comparing
situations?
How does the placement of the unknown determine the strategy
used to solve part-part-whole or comparing situations?
page 3 of 41 INSTRUCTIONAL FOCUS DOCUMENT
Grade 1 Mathematics
TITLE : 01M_U15_Operation Connections_Nov2014 - ABILENE ISD
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS
UNIT CONCEPTS
b) Sam spent exactly $11 at the concession stand.
He bought nachos and one other item. What other
item did Sam buy?
c) Kathy bought a chicken nugget meal and a
pretzel at the concession stand. How much money
did Kathy spend?
d) Kerry had $19 to spend at the concession stand.
If she bought a hamburger meal, how much money
did she have left?
e) Chris spent exactly $16 at the concession stand.
He purchased a smoothie, a chicken nugget meal,
and one other item. What other item did Chris buy?
f) How much more does one dozen tacos cost than
a pretzel?
g) The concession decided to add kettle corn to
their menu. If the kettle corn costs $6 less than a
medium pizza, how much is the kettle corn?
2) Use the Concession Stand Price List to create and
solve a problem situation for each number sentence. For
each problem situation:
Create a concrete model to represent and solve
the problem situation.
Orally explain the mathematical relationship
between the problem situation, the concrete
model, and the number sentence.
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UNIT UNDERSTANDINGS
Concrete objects and pictorial models can be used to solve addition
and subtraction problems (sums and differences of whole numbers
within 20).
How can concrete objects be used to represent and solve
addition problems? (e.g., How can concrete objects be used to
represent and solve 16 + 3 = ?)
How can pictorial models be used to represent and solve
addition problems? (e.g., How can pictorial models be used to
represent and solve 16 + 3 = ?)
How can concrete objects be used to represent and solve
subtraction problems? (e.g., How can concrete objects be used
to represent and solve 19 – 2 = ?)
How can pictorial models be used to represent and solve
subtraction problems? (e.g., How can pictorial models be used
to represent and solve 19 – 2 = ?)
How can it be determined if the solution makes sense?
When adding two non-zero whole numbers, the sum will always be
larger than each of the addends (sums of whole numbers within 20).
How can the sum of two non-zero whole numbers be described?
When subtracting two non-zero whole numbers (with the minuend
larger than the subtrahend), the difference will always be smaller than
the minuend (differences of whole numbers within 20).
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Grade 1 Mathematics
TITLE : 01M_U15_Operation Connections_Nov2014 - ABILENE ISD
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS
UNIT CONCEPTS
Orally describe the strategies and processes
used to solve the problem.
a) 8 + 2 + ___ = 15
b) 19 – ___ = 10
Standard(s): 1.1A , 1.1B , 1.1C , 1.1D , 1.1E , 1.1F ,
1.1G , 1.3B , 1.3D , 1.3E , 1.3F , 1.5D , 1.5E , 1.5F ,
1.5G
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UNIT UNDERSTANDINGS
How can the difference of two non-zero whole numbers (with the
minuend larger than the subtrahend) be described?
Basic fact strategies, including making 10 and decomposing a number
leading to 10, can be applied to addition and subtraction problems
(sums and differences of whole numbers within 20).
What strategies and patterns can be found in basic addition and
subtraction facts?
Solutions to problems can be represented and explained using words,
concrete objects, pictorial models, and number sentences (sums and
differences of whole numbers within 20).
How can words be used to communicate an understanding of a
problem situation and the solution strategy?
How can concrete objects and pictorial models be used to
communicate an understanding of a problem situation and the
solution strategy?
How can a number sentence be used to communicate an
understanding of a problem situation and the solution strategy?
What relationships can be found in the words, concrete objects,
pictorial models, and number sentences used to explain the
solution process for a problem?
Problem situations can be created to illustrate a given number
sentence (sums and differences of whole numbers within 20).
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Grade 1 Mathematics
TITLE : 01M_U15_Operation Connections_Nov2014 - ABILENE ISD
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS
UNIT CONCEPTS
SUGGESTED DURATION :
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UNIT UNDERSTANDINGS
How do the operation and each term in a number sentence
determine the context of the problem situation?
What types of problem situations may be represented using
addition?
What types of problem situations may be represented using
subtraction?
Equivalence between two expressions in a number sentence is
indicated by an equal sign.
What role does the equal sign play in a number sentence?
Number patterns within properties of numbers and operations can be
used to describe relationships within addition and subtraction
equations and applied to solve problems (sums and differences of
whole numbers within 20).
What strategies can be used to determine an unknown in a
number sentence?
What properties of numbers and operations can be used to
determine an unknown in a number sentence?
How can the relationship between addition and subtraction be
used to determine an unknown in a number sentence?
Why is the order of the numbers (addends) important or not
important in addition situations?
Why is the order of the numbers (minuend and subtrahend)
important or not important in subtraction situations?
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MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS
Misconceptions:
Some students may think they must add or subtract in the order that the numbers are presented in the problem rather than performing the operation based on the meaning
and action(s) of the problem situation.
Some students may think subtraction is commutative rather than recognizing the minuend as the total amount and the subtrahend as the amount being subtracted (e.g., 5
– 3 is not the same as 3 – 5, etc.).
Some students may think the equal sign means that an operation must be performed on the numbers on one side and the result of this operation is recorded on the other
side of the equal sign rather than understanding that operations and/or individual numbers can be on either side of the equal sign as long as they represent equal
quantities.
Underdeveloped Concepts:
Some students may not recognize the difference between an addition situation and a subtraction situation based on the context of the problem.
Some students may confuse the –, +, and = symbols due to not fully understanding the meaning of each symbol.
Some students may correctly determine related addition number sentences, but have difficulty determining the subtraction number sentences within a fact family.
Some students may solve a problem accurately but have difficulty explaining their strategies and solution processes.
UNIT VOCABULARY
Addend – a number being added or joined together with another number(s)
Compose numbers – to combine parts or smaller values to form a number
Counting (natural) numbers – the set of positive numbers that begins at one and increases by increments of one each time {1, 2, 3, ..., n}
Decompose numbers – to break a number into parts or smaller values
Difference – the remaining amount after the subtrahend has been subtracted from the minuend
Equal sign – a mathematical symbol representing equivalence
Equation – a mathematical statement composed of equivalent expressions separated by an equal sign
Expression – a mathematical phrase, with no equal sign, that may contain a number(s), an unknown(s), and/or an operator(s)
Fact families – related number sentences using the same set of numbers
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Minuend – a number from which another number will be subtracted
Number sentence – a mathematical statement composed of numbers, and/or an unknown(s), and/or an operator(s), and an equality or inequality symbol
Strip diagram – a linear model used to illustrate number relationships
Subtrahend – a number to be subtracted from a minuend
Sum – the total when two or more addends are joined
Term – a number and/or an unknown in an expression separated by an operation symbol(s)
Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3, ..., n}
Related Vocabulary:
Addition
Addition symbol
Change unknown
Compare
Join
Minus
Operation
Part-part-whole
Plus
Quantity
Reasonable
Relationship
Result unknown
Separate
Solution
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Start unknown
Strategy
Subtraction
Subtraction symbol
Total
Unknown
Value
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SYSTEM RESOURCES
xxx
OTHER RESOURCES
Mathematics Grade 1 Implementation TAG Tool
Mathematics Grade 1 TEKS Introduction and Focal Points with Aligned
Standards
Texas Education Agency:
Texas Education Agency - Revised Mathematics TEKS: Side-by-Side TEKS
Comparison
Project Share Gateway at www.projectsharetexas.org (click on the Resource
Index; search for Side by Side)
Texas Education Agency - Revised Mathematics TEKS: Vertical Alignment Charts
Project Share Gateway at www.projectsharetexas.org (click on the Resource
Index; search for Vertical Alignment)
Texas Higher Education Coordinating Board and Texas Education Agency:
Texas College and Career Readiness Standards (beginning on page 59 or a11)
TEKS#
SE#
TEKS
1.1
Mathematical process standards. The student uses
mathematical processes to acquire and demonstrate
mathematical understanding. The student is
expected to:
1.1A
Apply mathematics to problems arising in
everyday life, society, and the workplace.
UNIT LEVEL SPECIFICITY
Apply
MATHEMATICS TO PROBLEMS ARISING IN EVERYDAY LIFE, SOCIETY, AND THE WORKPLACE
Note(s):
The mathematical process standards may be applied to all content standards as appropriate.
TxRCFP:
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TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
Developing an understanding of place value
Solving problems involving addition and subtraction
Analyzing attributes of two-dimensional shapes and three-dimensional solids
Developing the understanding of length
TxCCRS:
X. Connections
1.1B
Use a problem-solving model that incorporates
analyzing given information, formulating a plan or
strategy, determining a solution, justifying the
solution, and evaluating the problem-solving
process and the reasonableness of the solution.
Use
A PROBLEM-SOLVING MODEL THAT INCORPORATES ANALYZING GIVEN INFORMATION,
FORMULATING A PLAN OR STRATEGY, DETERMINING A SOLUTION, JUSTIFYING THE
SOLUTION, AND EVALUATING THE PROBLEM-SOLVING PROCESS AND THE
REASONABLENESS OF THE SOLUTION
Note(s):
The mathematical process standards may be applied to all content standards as appropriate.
TxRCFP:
Developing an understanding of place value
Solving problems involving addition and subtraction
Analyzing attributes of two-dimensional shapes and three-dimensional solids
Developing the understanding of length
TxCCRS:
VIII. Problem Solving and Reasoning
1.1C
Select tools, including real objects, manipulatives,
paper and pencil, and technology as appropriate,
Select
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TEKS#
SE#
TEKS
and techniques, including mental math,
estimation, and number sense as appropriate, to
solve problems.
UNIT LEVEL SPECIFICITY
TOOLS, INCLUDING REAL OBJECTS, MANIPULATIVES, PAPER AND PENCIL, AND TECHNOLOGY
AS APPROPRIATE, TO SOLVE PROBLEMS
Select
TECHNIQUES, INCLUDING MENTAL MATH, ESTIMATION, AND NUMBER SENSE AS
APPROPRIATE, TO SOLVE PROBLEMS
Note(s):
The mathematical process standards may be applied to all content standards as appropriate.
TxRCFP:
Developing an understanding of place value
Solving problems involving addition and subtraction
Analyzing attributes of two-dimensional shapes and three-dimensional solids
Developing the understanding of length
TxCCRS:
VIII. Problem Solving and Reasoning
1.1D
Communicate mathematical ideas, reasoning, and
their implications using multiple representations,
including symbols, diagrams, graphs, and
language as appropriate.
Communicate
MATHEMATICAL IDEAS, REASONING, AND THEIR IMPLICATIONS USING MULTIPLE
REPRESENTATIONS, INCLUDING SYMBOLS, DIAGRAMS, AND LANGUAGE AS APPROPRIATE
Note(s):
The mathematical process standards may be applied to all content standards as appropriate.
TxRCFP:
Developing an understanding of place value
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TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
Solving problems involving addition and subtraction
Analyzing attributes of two-dimensional shapes and three-dimensional solids
Developing the understanding of length
TxCCRS:
IX. Communication and Representation
1.1E
Create and use representations to organize,
record, and communicate mathematical ideas.
Create, Use
REPRESENTATIONS TO ORGANIZE, RECORD, AND COMMUNICATE MATHEMATICAL IDEAS
Note(s):
The mathematical process standards may be applied to all content standards as appropriate.
TxRCFP:
Developing an understanding of place value
Solving problems involving addition and subtraction
Analyzing attributes of two-dimensional shapes and three-dimensional solids
Developing the understanding of length
TxCCRS:
IX. Communication and Representation
1.1F
Analyze mathematical relationships to connect
and communicate mathematical ideas.
Analyze
MATHEMATICAL RELATIONSHIPS TO CONNECT AND COMMUNICATE MATHEMATICAL IDEAS
Note(s):
The mathematical process standards may be applied to all content standards as appropriate.
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TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
TxRCFP:
Developing an understanding of place value
Solving problems involving addition and subtraction
Analyzing attributes of two-dimensional shapes and three-dimensional solids
Developing the understanding of length
TxCCRS:
X. Connections
1.1G
Display, explain, and justify mathematical ideas
and arguments using precise mathematical
language in written or oral communication.
Display, Explain, Justify
MATHEMATICAL IDEAS AND ARGUMENTS USING PRECISE MATHEMATICAL LANGUAGE IN
WRITTEN OR ORAL COMMUNICATION
Note(s):
The mathematical process standards may be applied to all content standards as appropriate.
TxRCFP:
Developing an understanding of place value
Solving problems involving addition and subtraction
Analyzing attributes of two-dimensional shapes and three-dimensional solids
Developing the understanding of length
TxCCRS:
IX. Communication and Representation
1.3
Number and operations. The student applies
mathematical process standards to develop and use
strategies for whole number addition and
subtraction computations in order to solve
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TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
problems. The student is expected to:
1.3B
Use objects and pictorial models to solve word
problems involving joining, separating, and
comparing sets within 20 and unknowns as any
one of the terms in the problem such as 2 + 4 = [ ];
3 + [ ] = 7; and 5 = [ ] – 3.
Use
OBJECTS AND PICTORIAL MODELS TO SOLVE WORD PROBLEMS INVOLVING JOINING,
SEPARATING, AND COMPARING SETS WITHIN 20 AND UNKNOWNS AS ANY ONE OF THE
TERMS IN THE PROBLEM
Including, but not limited to:
Whole numbers
Counting (natural) numbers – the set of positive numbers that begins at one and
increases by increments of one each time {1, 2, 3, ..., n}
Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3, ..., n}
Addition
Sum – the total when two or more addends are joined
Addend – a number being added or joined together with another number(s)
Addition of whole numbers within 20
Subtraction
Difference – the remaining amount after the subtrahend has been subtracted from the
minuend
Minuend – a number from which another number will be subtracted
Subtrahend – a number to be subtracted from a minuend
Subtraction of whole numbers within 20
Solutions recorded with a number sentence
Number sentence – a mathematical statement composed of numbers, and/or an
unknown(s), and/or an operator(s), and an equality or inequality symbol
Number sentences, or equations, with equal sign at beginning or end
Unknown in any position
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TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
Concrete models
Sets of objects within 20
Base-10 blocks, linking cubes, counters, etc.
Pictorial models
Base-10 pictorials, number lines, strip diagrams, etc.
Strip diagram – a linear model used to illustrate number relationships
Mathematical and real-world problem situations
Problems involving action
Joining problems
Result unknown
Change unknown
Start unknown
Separating problems
Result unknown
Change unknown
Start unknown
Problems with no action
Part-part-whole problems
Whole unknown
Part unknown
Compare problems
Difference unknown
Larger part unknown
Smaller part unknown
Recognition of addition and subtraction as inverse operations
Addition can be reversed by subtraction.
Subtraction can be reversed by addition.
Fact families – related number sentences using the same set of numbers
Note(s):
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TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
Grade Level(s):
Kindergarten modeled the action of joining to represent addition and the action of
separating to represent subtraction.
Grade 1 introduces comparison problems.
Various mathematical process standards will be applied to this student expectation as
appropriate.
TxRCFP:
Solving problems involving addition and subtraction
TxCCRS:
I. Numeric Reasoning
II.D. Algebraic Reasoning – Representations
VIII. Problem Solving and Reasoning
IX. Communication and Representation
X. Connections
1.3D
Apply basic fact strategies to add and subtract
within 20, including making 10 and decomposing a
number leading to a 10.
Apply
BASIC FACT STRATEGIES TO ADD WITHIN 20, INCLUDING MAKING 10 AND DECOMPOSING A
NUMBER LEADING TO A 10
Including, but not limited to:
Whole numbers
Counting (natural) numbers – the set of positive numbers that begins at one and
increases by increments of one each time {1, 2, 3, ..., n}
Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3, ..., n}
Addition
Sum – the total when two or more addends are joined
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TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
Addend – a number being added or joined together with another number(s)
Addition of whole numbers within 20
Solutions recorded with a number sentence
Number sentence – a mathematical statement composed of numbers, and/or an
unknown(s), and/or an operator(s), and an equality or inequality symbol
Number sentences, or equations, with equal sign at beginning or end
Decompose numbers – to break a number into parts or smaller values
Compose numbers – to combine parts or smaller values to form a number
Basic fact strategies for addition
Making 10
Composing two addends to form a sum of 10
Hidden tens
Decomposing a number leading to a 10
Plus 9
Adding 9 is equivalent to adding 10 and subtracting 1.
Plus 10
Add 1 ten in the tens place and add 0 in the ones place.
Doubles
Adding two of the same addend
Double plus/minus 1
Consecutive addends
Double the smaller addend and add 1, or double the larger addend and subtract 1.
Hidden doubles
Decompose an addend to form a doubles fact.
In-betweens
Addends that have exactly one number between them consecutively.
Double the number between the addends.
Fact families – related number sentences using the same set of numbers
Recognition of addition and subtraction as inverse operations
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TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
Commutative property
Sum does not change when the order of the addends are switched.
Plus 0 (additive identity)
Adding zero to a number does not affect the total.
Plus 1
Adding 1 related to sequential counting
Counting on
Begin with one addend and count on the amount of the other addend.
Apply
BASIC FACT STRATEGIES TO SUBTRACT WITHIN 20, INCLUDING MAKING 10 AND
DECOMPOSING A NUMBER LEADING TO A 10
Including, but not limited to:
Whole numbers
Counting (natural) numbers – the set of positive numbers that begins at one and
increases by increments of one each time {1, 2, 3, ..., n}
Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3, ..., n}
Subtraction
Difference – the remaining amount after the subtrahend has been subtracted from the
minuend
Minuend – a number from which another number will be subtracted
Subtrahend – a number to be subtracted from a minuend
Subtraction of whole numbers within 20
Solutions recorded with a number sentence
Number sentence – a mathematical statement composed of numbers, and/or an
unknown(s), and/or an operator(s), and an equality or inequality symbol
Number sentences, or equations, with equal sign at beginning or end
Last Updated 10/30/2014
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TEKS#
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UNIT LEVEL SPECIFICITY
Decompose numbers – to break a number into parts or smaller values
Basic fact strategies for subtraction
Counting back
Begin with the minuend and count back the amount of the subtrahend.
Counting up
Begin with the subtrahend and count up to the minuend.
Fact families – related number sentences using the same set of numbers
Recognition of addition and subtraction as inverse operations
Minus 0 (additive identity)
Subtracting 0 from a number does not affect the total.
Minus 1
Subtracting 1 related to sequentially counting backward once
Minus 2
Subtracting 2 related to sequentially counting backward twice
Minus 9
Subtracting 9 is equivalent to subtracting 10 and adding 1.
Decompose the subtrahend
Decompose the subtrahend to form a known fact.
Decompose the minuend
Decompose the minuend to form a known fact.
Note(s):
Grade Level(s):
Grade 1 introduces applying basic fact strategies to add and subtract within 20.
Grade 2 will recall basic facts to add and subtract within 20 with automaticity.
Various mathematical process standards will be applied to this student expectation as
appropriate.
TxRCFP:
Solving problems involving addition and subtraction
Last Updated 10/30/2014
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page 19 of 41 INSTRUCTIONAL FOCUS DOCUMENT
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SUGGESTED DURATION :
xxx
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
TxCCRS:
I. Numeric Reasoning
IX. Communication and Representation
1.3E
Explain strategies used to solve addition and
subtraction problems up to 20 using spoken words,
objects, pictorial models, and number sentences.
Explain
STRATEGIES USED TO SOLVE ADDITION AND SUBTRACTION PROBLEMS UP TO 20 USING
SPOKEN WORDS, OBJECTS, PICTORIAL MODELS, AND NUMBER SENTENCES
Including, but not limited to:
Whole numbers
Counting (natural) numbers – the set of positive numbers that begins at one and
increases by increments of one each time {1, 2, 3, ..., n}
Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3, ..., n}
Mathematical and real-world problem situations
Addition
Sum – the total when two or more addends are joined
Addend – a number being added or joined together with another number(s)
Addition of whole numbers within 20
Subtraction
Difference – the remaining amount after the subtrahend has been subtracted from the
minuend
Minuend – a number from which another number will be subtracted
Subtrahend – a number to be subtracted from a minuend
Subtraction of whole numbers within 20
Detailed explanation of solution process and strategy
Addition strategies
Making 10
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TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
Hidden tens
Plus 9
Plus 10
Doubles
Doubles plus/minus 1
Hidden doubles
In-betweens
Fact families
Commutative property
Plus 0 (additive identity)
Plus 1
Counting on
Subtraction strategies
Counting back
Counting up
Fact families
Minus 0 (additive identity)
Minus 1
Minus 2
Minus 9
Decompose the subtrahend
Decompose the minuend
Connection between information in the problem and problem type
Addition situations
Subtraction situations
Part-part-whole situations
Comparison situations
Relationship between quantities of objects used, pictures drawn, and number sentences
to the problem situation
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xxx
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
Explanation using spoken words
Appropriate mathematical language for addition and subtraction situations
Labels for quantities represented
Explanation using objects
Base-10 blocks, linking cubes, counters, etc.
Explanation using pictorials
Base-10 pictorials, number lines, strip diagrams, etc.
Strip diagram – a linear model used to illustrate number relationships
Explanation using number sentences
Number sentence – a mathematical statement composed of numbers, and/or an
unknown(s), and/or an operator(s), and an equality or inequality symbol
Addition symbol represents joining
Addend + addend = sum
Sum = addend + addend
Subtraction symbol represents separating
Minuend – subtrahend = difference
Difference = minuend – subtrahend
Equal symbol represents a relationship where expressions on each side of the
equal sign represent the same value
Note(s):
Grade Level(s):
Kindergarten explained the strategies used to solve problems involving adding and
subtracting within 10 using spoken words, concrete and pictorial models, and number
sentences.
Grade 2 will add up to four two-digit numbers and subtract two-digit numbers using mental
strategies and algorithms based on knowledge of place value and properties of
operations.
Various mathematical process standards will be applied to this student expectation as
Last Updated 10/30/2014
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TITLE : 01M_U15_Operation Connections_Nov2014 - ABILENE ISD
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xxx
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TEKS
UNIT LEVEL SPECIFICITY
appropriate.
TxRCFP:
Solving problems involving addition and subtraction
TxCCRS:
I. Numeric Reasoning
II.D. Algebraic Reasoning – Representations
VIII. Problem Solving and Reasoning
IX. Communication and Representation
X. Connections
1.3F
Generate and solve problem situations when
given a number sentence involving addition or
subtraction of numbers within 20.
Generate, Solve
PROBLEM SITUATIONS WHEN GIVEN A NUMBER SENTENCE INVOLVING ADDITION OR
SUBTRACTION OF NUMBERS WITHIN 20
Including, but not limited to:
Whole numbers
Counting (natural) numbers – the set of positive numbers that begins at one and
increases by increments of one each time {1, 2, 3, ..., n}
Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3, ..., n}
Addition
Sum – the total when two or more addends are joined
Addend – a number being added or joined together with another number(s)
Addition of whole numbers within 20
Subtraction
Difference – the remaining amount after the subtrahend has been subtracted from the
minuend
Minuend – a number from which another number will be subtracted
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TEKS
UNIT LEVEL SPECIFICITY
Subtrahend – a number to be subtracted from a minuend
Subtraction of whole numbers within 20
Number sentence – a mathematical statement composed of numbers, and/or an unknown(s),
and/or an operator(s), and an equality or inequality symbol
Number sentences, or equations, with an equal sign at the beginning or end
Unknown in any position
Generate and solve mathematical and real-world problem situations when given an addition
number sentence.
Appropriate mathematical language
Connection between information in the problem and problem type
Addition situations
Part-part-whole situations
Comparison situations
Start unknown situations
Change unknown situations
Result unknown situations
Generate and solve mathematical and real-world problem situations when given a subtraction
number sentence.
Appropriate mathematical language
Connection between information in the problem and problem type
Subtraction situations
Part-part-whole situations
Comparison situations
Start unknown situations
Change unknown situations
Result unknown situations
Note(s):
Grade Level(s):
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TITLE : 01M_U15_Operation Connections_Nov2014 - ABILENE ISD
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TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
Grade 1 introduces generating and solving problem situations when given a number
sentence involving addition and subtraction of whole numbers within 20.
Grade 2 will generate and solve problem situations for a given mathematical number
sentence involving addition and subtraction of whole numbers within 1,000.
Various mathematical process standards will be applied to this student expectation as
appropriate.
TxRCFP:
Solving problems involving addition and subtraction
TxCCRS:
I. Numeric Reasoning
II.D. Algebraic Reasoning – Representations
VIII. Problem Solving and Reasoning
IX. Communication and Representation
X. Connections
1.5
Algebraic reasoning. The student applies
mathematical process standards to identify and
apply number patterns within properties of numbers
and operations in order to describe relationships.
The student is expected to:
1.5D
Represent word problems involving addition and
subtraction of whole numbers up to 20 using
concrete and pictorial models and number
sentences.
Represent
WORD PROBLEMS INVOLVING ADDITION OF WHOLE NUMBERS UP TO 20 USING CONCRETE
AND PICTORIAL MODELS AND NUMBER SENTENCES
Including, but not limited to:
Whole numbers
Last Updated 10/30/2014
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TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
Counting (natural) numbers – the set of positive numbers that begins at one and
increases by increments of one each time {1, 2, 3, ..., n}
Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3, ..., n}
Addition
Sum – the total when two or more addends are joined
Addend – a number being added or joined together with another number(s)
Addition of whole numbers within 20
Represent mathematical and real world problem situations
Concrete models
Objects represent the quantities described in the problem situation.
Base-10 blocks, linking cubes, counters, etc.
Pictorial models
Pictures drawn represent the quantities described in the problem situation.
Base-10 pictorials, number lines, strip diagrams, etc.
Solutions recorded with a number sentence
Number sentence – a mathematical statement composed of numbers, and/or an
unknown(s), and/or an operator(s), and an equality or inequality symbol
Numbers represent the quantities described in the problem situation.
Number sentences, or equations, with an equal sign at the beginning or end
Oral and written descriptions
Explanation of relationship between objects, pictorials, and numbers and the
information in the problem situation
Represent
WORD PROBLEMS INVOLVING SUBTRACTION OF WHOLE NUMBERS UP TO 20 USING
CONCRETE AND PICTORIAL MODELS AND NUMBER SENTENCES
Including, but not limited to:
Last Updated 10/30/2014
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TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
Whole numbers
Counting (natural) numbers – the set of positive numbers that begins at one and
increases by increments of one each time {1, 2, 3, ..., n}
Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3, ..., n}
Subtraction
Difference – the remaining amount after the subtrahend has been subtracted from the
minuend
Minuend – a number from which another number will be subtracted
Subtrahend – a number to be subtracted from a minuend
Subtraction of whole numbers within 20
Represent mathematical and real-world problem situations
Concrete models
Objects represent the quantities described in the problem situation.
Base-10 blocks, linking cubes, counters, etc.
Pictorial models
Pictures drawn represent the quantities described in the problem situation.
Base-10 pictorials, number lines, strip diagrams, etc.
Solutions recorded with a number sentence
Number sentence – a mathematical statement composed of numbers, and/or an
unknown(s), and/or an operator(s), and an equality or inequality symbol
Numbers represent the quantities described in the problem situation.
Number sentences, or equations, with an equal sign at the beginning or end
Oral and written descriptions
Explanation of relationship between objects, pictorials, and numbers and the
information in the problem situation
Note(s):
Grade Level(s):
Grade 1 introduces representing word problems involving addition and subtraction of whole
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xxx
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
numbers up to 20 using concrete and pictorial models and number sentences.
Grade 2 will represent and solve addition and subtraction word problems where unknowns
may be any one of the terms in the problem.
Various mathematical process standards will be applied to this student expectation as
appropriate.
TxRCFP:
Solving problems involving addition and subtraction
TxCCRS:
I. Numeric Reasoning
II.D. Algebraic Reasoning – Representations
VIII. Problem Solving and Reasoning
IX. Communication and Representation
X. Connections
1.5E
Understand that the equal sign represents a
relationship where expressions on each side of
the equal sign represent the same value(s).
Understand
THE EQUAL SIGN REPRESENTS A RELATIONSHIP WHERE EXPRESSIONS ON EACH SIDE OF
THE EQUAL SIGN REPRESENT THE SAME VALUE(S)
Including, but not limited to:
Term – a number and/or an unknown in an expression separated by an operation symbol(s)
Expression – a mathematical phrase, with no equal sign, that may contain a number(s), an
unknown(s), and/or an operator(s)
Equal sign – a mathematical symbol representing equivalence
Equation – a mathematical statement composed of equivalent expressions separated by an
equal sign
Multi-step solutions represented with one number sentence, or equation, per step
All expressions separated by equal signs must be equivalent.
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TITLE : 01M_U15_Operation Connections_Nov2014 - ABILENE ISD
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TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
Note(s):
Grade Level(s):
Grade 1 introduces an understanding that the equal sign represents a relationship where
expressions on each side of the equal sign represent the same value(s).
Grade 2 will represent and solve addition and subtraction word problems where unknowns
may be any one of the terms in the problem.
Various mathematical process standards will be applied to this student expectation as
appropriate.
TxRCFP:
Solving problems involving addition and subtraction
TxCCRS:
II.D. Algebraic Reasoning – Representations
IX. Communication and Representation
1.5F
Determine the unknown whole number in an
addition or subtraction equation when the
unknown may be any one of the three or four
terms in the equation.
Determine
THE UNKNOWN WHOLE NUMBER IN AN ADDITION OR SUBTRACTION EQUATION WHEN THE
UNKNOWN MAY BE ANY ONE OF THE THREE OR FOUR TERMS IN THE EQUATION
Including, but not limited to:
Whole numbers
Counting (natural) numbers – the set of positive numbers that begins at one and
increases by increments of one each time {1, 2, 3, ..., n}
Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3, ..., n}
Addition
Sum – the total when two or more addends are joined
Last Updated 10/30/2014
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TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
Addend – a number being added or joined together with another number(s)
Addition of whole numbers within 20
Subtraction
Difference – the remaining amount after the subtrahend has been subtracted from the
minuend
Minuend – a number from which another number will be subtracted
Subtrahend – a number to be subtracted from a minuend
Subtraction of whole numbers within 20
Term – a number and/or an unknown in an expression separated by an operation symbol(s)
Expression – a mathematical phrase, with no equal sign, that may contain a number(s), an
unknown(s), and/or an operator(s)
Equal sign – a mathematical symbol representing equivalence
Equation – a mathematical statement composed of equivalent expressions separated by an
equal sign
Unknown as any one of the three terms in the equation
a + b = __
Join the addends (a + b) to determine the missing sum (c).
a + __ = c
Count on from the addend (a) to the sum (c) to determine the missing addend (b).
Subtract the addend (a) from the sum (c) to determine the missing addend (b).
__ + b = c
Count on from the addend (b) to the sum (c) to determine the missing addend (a).
Subtract the addend (b) from the sum (c) to determine the missing addend (a).
a – b = __
Subtract the subtrahend (b) from the minuend (a) to determine the missing
difference (c).
a – __ = c
Count up from the difference (c) to the minuend (a) to determine the missing
subtrahend (b).
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TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
Subtract the difference (c) from the minuend (a) to determine the missing
subtrahend (b).
__ – b = c
Count up or join the subtrahend (b) and the difference (c) to determine the missing
minuend (a).
Unknown as any one of the four terms in the equation
__ + b = c + d
Add the addends (c + d), and then subtract the addend (b) to determine the
missing addend (a).
a + __ = c + d
Add the addends (c + d), and then subtract the addend (a) to determine the
missing addend (b).
a + b = __ + d
Add the addends (a + b), and then subtract the addend (d) to determine the
missing addend (c).
a + b = c + __
Add the addends (a + b), and then subtract the addend (c) to determine the
missing addend (d).
__ – b = c – d
Subtract to determine the difference of the minuend and subtrahend (c – d), and
then add the subtrahend (b) to determine the missing minuend (a).
a – __ = c – d
Subtract to determine the difference of the minuend and subtrahend (c – d), and
then subtract this difference from the minuend (a) to determine the missing
subtrahend (b).
a – b = __ – d
Subtract to determine the difference of the minuend and subtrahend (a – b), and
then add the subtrahend (d) to determine the missing minuend (c).
a – b = c – __
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TITLE : 01M_U15_Operation Connections_Nov2014 - ABILENE ISD
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TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
Subtract to determine the difference of the minuend and subtrahend (a – b), and
then subtract this difference from the minuend (c) to determine the missing
subtrahend (d).
a + b + c = __
Join the first two addends (a + b), and then add the third addend (c) to determine
the missing sum (d).
Join the second two addends (b + c), and then add the first addend (a) to
determine the missing sum (d).
a – b – c = __
Subtract the first subtrahend (b) from the minuend (a), and then subtract the
second subtrahend (c) from this difference to determine the missing difference (d).
Unknown as any one of the four terms in an equation with multiple operations
a – b + c = __
Subtract the second term (b) from the first term (a), and then add the third term (c)
to this difference to determine the missing solution (d).
a + b – c = __
Add the first term (a) to the second term (b), and then subtract the third term (c)
from this sum to determine the missing solution (d).
__ + b = c – d
Subtract the minuend and the subtrahend (c – d), and then subtract the addend (b)
from this difference to determine the missing addend (a).
a + __ = c – d
Subtract the minuend and the subtrahend (c – d), and then subtract the addend (a)
from this difference to determine the missing addend (b).
a + b = __ – d
Add the addends (a + b), and then add the subtrahend (d) to this sum to
determine the missing minuend (c).
a + b = c – __
Add the addends (a + b), and then subtract this sum from the minuend (c) to
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TITLE : 01M_U15_Operation Connections_Nov2014 - ABILENE ISD
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TEKS#
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TEKS
UNIT LEVEL SPECIFICITY
determine the missing subtrahend (d).
Note(s):
Grade Level(s):
Grade 1 introduces determining the unknown whole number in an addition or subtraction
equation when the unknown may be any one of the three or four terms in the equation.
Grade 2 will represent and solve addition and subtraction word problems where unknowns
may be any one of the terms in the problem.
Various mathematical process standards will be applied to this student expectation as
appropriate.
TxRCFP:
Solving problems involving addition and subtraction
TxCCRS:
I. Numeric Reasoning
II.D. Algebraic Reasoning – Representations
VIII. Problem Solving and Reasoning
IX. Communication and Representation
1.5G
Apply properties of operations to add and subtract
two or three numbers.
Apply
PROPERTIES OF OPERATIONS TO ADD TWO OR THREE NUMBERS
Including, but not limited to:
Whole numbers
Counting (natural) numbers – the set of positive numbers that begins at one and
increases by increments of one each time {1, 2, 3, ..., n}
Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3, ..., n}
Last Updated 10/30/2014
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page 33 of 41 INSTRUCTIONAL FOCUS DOCUMENT
Grade 1 Mathematics
TITLE : 01M_U15_Operation Connections_Nov2014 - ABILENE ISD
SUGGESTED DURATION :
xxx
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
Addition
Sum – the total when two or more addends are joined
Addend – a number being added or joined together with another number(s)
Addition of whole numbers within 20
Commutative property of addition – if the order of the addends are changed, the sum will remain
the same
Two addends
Three addends
Associative property of addition – if three or more addends are added, they can be grouped in
any order, and the sum will remain the same
Two addends
Hidden tens
Decompose an addend to form a tens fact.
Hidden doubles
Decompose an addend to form a doubles fact.
Three addends
Additive identity – the sum/difference is not affected when zero is added/subtracted to a number
Apply
PROPERTIES OF OPERATIONS TO SUBTRACT TWO NUMBERS
Including, but not limited to:
Whole numbers
Counting (natural) numbers – the set of positive numbers that begins at one and
increases by increments of one each time {1, 2, 3, ..., n}
Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3, ..., n}
Subtraction
Difference – the remaining amount after the subtrahend has been subtracted from the
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TITLE : 01M_U15_Operation Connections_Nov2014 - ABILENE ISD
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SE#
TEKS
UNIT LEVEL SPECIFICITY
minuend
Minuend – a number from which another number will be subtracted
Subtrahend – a number to be subtracted from a minuend
Subtraction of whole numbers within 20
Recognition of addition and subtraction as inverse operations
Fact families – related number sentences using the same set of numbers
Additive identity – the sum/difference is not affected when zero is added/subtracted to a number
Subtraction is not commutative even though addition is commutative.
Note(s):
Grade Level(s):
Grade 1 introduces applying properties of operations to add and subtract two or three
numbers.
Various mathematical process standards will be applied to this student expectation as
appropriate.
TxRCFP:
Solving problems involving addition and subtraction
TxCCRS:
I. Numeric Reasoning
IX. Communication and Representation
ELPS#
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language
proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of
each subject in the required curriculum.
School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated
commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.
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ELPS#
SUGGESTED DURATION :
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SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS
in a manner that is linguistically accommodated to help the student acquire English language proficiency.
http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4
Choose appropriate ELPS to support instruction.
ELPS.c.1
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to
meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically
accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is
expected to:
ELPS.c.1A
use prior knowledge and experiences to understand meanings in English
ELPS.c.1B
monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and
grade-level vocabulary
ELPS.c.1D
speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying
ideas by defining or describing when exact English words are not known)
ELPS.c.1E
internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept
and language attainment
ELPS.c.1F
use accessible language and learn new and essential language in the process
ELPS.c.1G
demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one
commensurate with grade-level learning expectations
ELPS.c.1H
develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and
analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2
The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly
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ELPS#
SUGGESTED DURATION :
xxx
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language
acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all
instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's
level of English language proficiency. The student is expected to:
ELPS.c.2A
distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B
recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant
clusters
ELPS.c.2C
learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D
monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E
use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F
listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language
attainment
ELPS.c.2G
understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and
contexts are familiar to unfamiliar
ELPS.c.2H
understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I
demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken
messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3
The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary
with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced
high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and
enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded)
commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A
practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce
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ELPS#
SUGGESTED DURATION :
xxx
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
English words in a manner that is increasingly comprehensible
ELPS.c.3B
expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing
people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using
routine language needed for classroom communication
ELPS.c.3C
speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as
more English is acquired
ELPS.c.3D
speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E
share information in cooperative learning interactions
ELPS.c.3F
ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and
expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended
speaking assignments
ELPS.c.3G
express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a
variety of social and grade-appropriate academic topics
ELPS.c.3H
narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I
adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J
respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and
language attainment.
ELPS.c.4
The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the
beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level
learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated
(communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1,
certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A
learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as
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Grade 1 Mathematics
TITLE : 01M_U15_Operation Connections_Nov2014 - ABILENE ISD
ELPS#
SUGGESTED DURATION :
xxx
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B
recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C
develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used
routinely in written classroom materials
ELPS.c.4D
use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to
enhance comprehension of written text
ELPS.c.4E
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm
understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly
challenging language
ELPS.c.4G
demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to
questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H
read silently with increasing ease and comprehension for longer periods
ELPS.c.4I
demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of
supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with
content area needs
ELPS.c.4J
demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between
ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area
needs
ELPS.c.4K
demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and
performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5
The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be
at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level
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Grade 1 Mathematics
TITLE : 01M_U15_Operation Connections_Nov2014 - ABILENE ISD
ELPS#
SUGGESTED DURATION :
xxx
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated
(communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1,
certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing
system. The student is expected to:
ELPS.c.5A
learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B
write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C
spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is
acquired
ELPS.c.5D
edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate
with grade-level expectations as more English is acquired
ELPS.c.5E
employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F
write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in
increasingly accurate ways as more English is acquired
ELPS.c.5G
narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
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Grade 1 Mathematics
TITLE : 01M_U15_Operation Connections_Nov2014 - ABILENE ISD
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SUGGESTED DURATION :
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