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 problems. The student is expected
to:
1.3(C) Compose 10 with two or more addends with and without concrete objects.
1.3C Composing Ten (Whole group format at three levels of proficiency)
 Level 1: The student completes the ten frame by drawing dots in the cells, then writes
the correlating number sentence. The first addend is given.
 Level 2: The student completes the ten frame by drawing dots in the cells, then writes
the correlating number sentence.
 Level 3: The student completes the ten frame using three different colors of dots to
fill the cells. The student writes the correlating number sentence with three addends.
Complete the ten frames to write a number sentence that makes 10.
1.3C Compose 10 (with 2 addends and objects)
Complete the ten frames to write a number sentence that makes 10.
1.3C Compose 10 (with 2 addends and objects)
Use three colors to complete the ten frames. Write a number sentence for each ten
frame.
1.3C Compose 10 (with 3 addends and objects)
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 problems. The student is expected
to:
1.3(B) 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.
1.3(E) Explain strategies used to solve addition and subtraction problems up to 20
using spoken words, objects, pictorial models, and number sentences.
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:
1.5(D) Represent word problems involving addition and subtraction of whole numbers
up to 20 using concrete and pictorial models and number sentences.
1.3B, 1.3E, 1.5D Addition: Two examples of assessment are shown, both concrete and pictorial.
All three types of problems are given: joining, separating, and comparing.
 If using (concrete) counters or linking cubes:
“Listen as I read the problem. Use your cubes to show the action in the problem.”
“Now show the action on the number line.”
“Complete the number sentence to represent this problem.”
“How did you find your answer?”
 If using pictorial representations:
“Listen as I read the problem. Draw a picture to show the action in the problem.”
“Now show the action on the number line.”
“Complete the number sentence to represent this problem.”
“How did you find your answer?”
Read and solve the word problem about pencils.
1.3B, 1.3E, 1.5D: Represent, solve, and explain addition and subtraction problems. (0-12)
Read and solve the word problem about trucks.
1.3B, 1.3E, 1.5D: Represent, solve, and explain addition and subtraction problems. (0-12)
Read and solve the word problem about dogs.
1.3B, 1.3E, 1.5D: Represent, solve, and explain addition and subtraction problems. (0-12)
Read and solve the word problem about pencils.
1.3B, 1.3E, 1.5D: Represent, solve, and explain addition and subtraction problems. (0-12)
Vroom!
Read and solve the word problem about dogs.
1.3B, 1.3E, 1.5D: Represent, solve, and explain addition and subtraction problems. (0-12)
Read and solve the word problem about dogs.
1.3B, 1.3E, 1.5D: Represent, solve, and explain addition and subtraction problems. (0-12)
FIRST GRADE
1.2 NUMBER AND OPERATIONS. The student applies mathematical process
standards to represent and compare whole numbers, the relative position and
magnitude of whole numbers, and relationships within the numeration system
related to place value. The student is expected to:
1.2(A) Recognize instantly the quantity of structured arrangements.
PERFORMANCE TASK ONLY
1.2A: Subitize (0-10) Use dominoes (real tiles or domino pictures), dot cards, 10-frames cards,
and/or other tools with structured arrangements.
”What number do you see?” Show the student a structured arrangement for about 1
second. (Repeat.)
1.2A Subitizing
1.2A Subitizing
1.2A Subitizing
1.2A Subitizing
1.2A Subitizing
1.2A Subitizing
1.2A Subitizing
1
10
one
ten
1
1111 1111
1.2A Subitizing
2
two
nine
11
1111 1111
1.2A Subitizing
3
8
three
eight
111
1111 111
1.2A Subitizing
4
7
four
seven
1111
1111 11
1.2A Subitizing
5
6
five
six
1111
1111 1
1.2 NUMBER AND OPERATIONS. The student applies mathematical process
standards to represent and compare whole numbers, the relative position and
magnitude of whole numbers, and relationships within the numeration system
related to place value. The student is expected to:
1.2(B) Use concrete and pictorial models to compose and decompose numbers up to
120 in more than one way as so many hundreds, so many tens, and so many ones.
1.2(C) Use objects, pictures, and expanded and standard forms to represent numbers
up to 120.
1.2B and 1.2C: Forms of Numbers: The student will show multiple forms of a number* from 0 to
120. 1.2B can be done with place value tiles or with pictures of place value tiles.
 Using pictorial representations: Show the student a pictorial representation of a
number. “What number is shown?” Ask the student to select the representations that
are equal in value to the given number. “Which of these shows the same number?”
 Using concrete models: Show the student a concrete representation of a number using
place value tiles. “What number is shown?” Ask the student to create a representation
that is equal in value to the given number. (An option for scaffolding is to create three
choices out of place value tiles. One or two of the choices should be equal in value.
Rather than asking the student to create the representation, he/she will select the
representation.)
Two Options: This can be done individually and/or as a group task (worksheet-format).
1.2B and 1.2C Compose, Decompose, and Represent Numbers to 120
What number is shown?
Write the number:
____________
Finish the expanded form of the
number:
_____ hundreds + _____ tens +
_____ ones
Which of these show(s) the same value as the number you wrote?
Write the number:
____________
Finish the expanded form of
the number:
_____ hundreds + _____ tens
+ _____ ones
Write the number:
____________
Finish the expanded form of the
number:
_____ hundreds + _____ tens +
_____ ones
1.2 NUMBER AND OPERATIONS. The student applies mathematical process
standards to represent and compare whole numbers, the relative position and
magnitude of whole numbers, and relationships within the numeration system
related to place value. The student is expected to:
1.2(D) Generate a number that is greater than or less than a given whole number up
to 120.
1.2D: Generate Numbers: The student is shown a number* from 0 to 120.
 “Tell me a number that is greater than (given number).” (Students can be asked to
“write” the number…)
 “Tell me a number that is less than (given number).” (Students can be asked to
“write” the number…)
*Given numbers can be spoken or written.
Two Options: This can be done individually and/or as a group task (worksheet-format).
Students may speak or write the generated numbers.
1.2D Generate numbers greater than and less than a given number up to 120
For each number card, write a number that is greater than the number and less than
the number.
Less than 79
Less than 101
Less than 46
Less than 80
79
101
46
80
Greater than 79
Greater than 101
Greater than 46
Greater than 80
1.2 NUMBER AND OPERATIONS. The student applies mathematical process
standards to represent and compare whole numbers, the relative position and
magnitude of whole numbers, and relationships within the numeration system
related to place value. The student is expected to:
1.2(E) Use place value to compare whole numbers up to 120 using comparative
language.
1.2(G) Represent the comparison of two numbers to 100 using the symbols >, <, or =.
1.2E and 1.2G: Compare Numbers: The student is shown two numbers.
 “Write the number of tens and ones for each of these numbers. What can you tell me
about the value (size) of these two numbers?” Initially, teachers may need to prompt students
to use comparative language.
 “Look at the number sentence below the numbers. Write the symbol that shows the
relationship between the two numbers.”
1.2E and 1.2G Compare numbers with place value, symbols, and language
Write how many ones and tens each number has.
59
71
ones
ones
tens
tens
Write >, <, or = to make the sentence true.
59
71
Write how many ones and tens each number has.
85
24
ones
ones
tens
tens
Write >, <, or = to make the sentence true.
85
24
1.2E and 1.2G Compare numbers with place value, symbols, and language
Write how many ones and tens each number has.
30
29
ones
ones
tens
tens
Write >, <, or = to make the sentence true.
30
29
Write how many ones and tens each number has.
92
97
ones
ones
tens
tens
Write >, <, or = to make the sentence true.
92
97
1.2 NUMBER AND OPERATIONS. The student applies mathematical process
standards to represent and compare whole numbers, the relative position and
magnitude of whole numbers, and relationships within the numeration system
related to place value. The student is expected to:
1.2(F) Order whole numbers up to 120 using place value and open number lines.
1.2F: Order Numbers: The student is given three to five numbers and an open number line*.
 “Write the number of hundreds, tens, and ones for each of these numbers. Write the
numbers on the open number line in the correct positions.
*Two Options: This can be done individually and/or as a group task (worksheet-format).
1.2F Order numbers using place value and an open number line.
109
119
ones
ones
tens
tens
hundreds
hundreds
70
60
ones
ones
tens
tens
hundreds
hundreds
102
99
ones
ones
tens
tens
hundreds
hundreds
Write the numbers in the correct order on the number line.
1.2F Order numbers using place value and an open number line.
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 problems. The student is expected
to:
1.3(D) Apply basic fact strategies to add and subtract within 20, including making 10
and decomposing a number leading to a 10.
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:
1.5(G) Apply properties of operations to add and subtract two or three numbers.
1.3D, 1.5G: Making 10, Using Properties of Operations (Addition) There are two levels for this
assessment.
 Pictorial Representation: The word problem may be read to the students. Students are
expected to make a simple drawing that shows each category, circle ten in the drawing,
complete the number sentence, and solve.
 Concrete Objects: Rather than drawing a simple picture, students use the space to
represent the numbers in the problem. Students “make ten” by grouping sets that add to
ten. (Students can be guided in writing the number sentence, if needed.)
Note that (in making ten) students are using both the associative and commutative properties
of operations. Students do not need to know the terminology.
Read the math story. Make a simple math drawing with labels. Circle ten and solve.
Bill went to the store. He bought 8 apple, 3 bananas, and one
pear. How many pieces of fruit did he buy?
_________ + _________ + _________ = _________
+ ________ = _________
Bill bought ________ pieces of fruit.
Mia got several new toys for her birthday. She got 2 dolls, 7
balls and three games. How many toys did she receive?
_________ + _________ + _________ = _________
+ ________ = _________
Mia received ________ new toys.
1.3D, 1.5G Level 1: Making ten to solve addition, properties of operations (within 12)
Read the math story. Make a simple math drawing with labels. Circle ten and solve.
Maria has 7 snowballs. Tony has 5. How many snowballs do
they have in all?
7 and ______ make ______
10 and ______ make ______
Maria and Tony have ______ snowballs in all.
Mike has 8 raisins. Sue has 4 raisins. How many raisins do
they have together?
8 and ______ make ______
10 and ______ make ______
Mike and Sue have ______ snowballs in all.
1.3D, 1.5G Level 2: Making ten to solve addition, properties of operations (within 12)
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 problems. The student is expected
to:
1.3(D) Apply basic fact strategies to add and subtract within 20, including making 10
and decomposing a number leading to a 10.
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:
1.5(G) Apply properties of operations to add and subtract two or three numbers.
1.3D, 1.5G: Decomposing a number leading to 10, using properties of operations (subtraction)
 The word problem may be read to the students. Students are expected to decompose
the subtrahend (number being subtracted) to leave 10 in the minuend (first number).
Read the math story. Show how to subtract by decomposing leading to 10.
There are 12 bees buzzing around a flower. Four bees
flew away. How many bees are still buzzing around the
flower?
12 – 4 is the same as:
12 - _______ - _______
10 - _______ = _______
There are ________ bees still buzzing around the flower.
Lucy has 11 stickers. She gave 8 of the stickers to
her brother. How many stickers does Lucy have now?
11 – 8 is the same as:
11 - _______ - _______
10 - _______ = _______
Lucy has ________ stickers.
1.3D, 1.5G Decomposing leading to 10, properties of operations (within 12)
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 problems. The student is expected
to:
1.3(F) Generate and solve problem situations when given a number sentence
involving addition or subtraction of numbers within 20.
1.3F Student-Generated Problem Solving
 Give students one of the number sentences provided and a template for writing and
solving a word problem. (There are number sentences within 10 and within 20.)
 Number sentences with missing addends, minuends, and subtrahends are provided for
intuitive mathematicians.
 An assessment tool for a large group is also provided in a worksheet format.
This word problem was written by ____________________________________ .
YOUR NAME
Write your number sentence in this box:
Write your own problem for your number sentence.
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
Solve your problem.
Answer:
1.3F Write and solve word problem template (addition or subtraction)
3 + 6 = _____
5 + 4 = _____
2 + 8 = _____
7 + 2 = ____
1.3F Generate and solve addition word problem given a number sentence within 10
7 - 6 = _____
8 - 5 = _____
9 - 4 = _____
10 - 3 = ____
1.3F Generate and solve subtraction word problem given a number sentence within 10
3 + ___ = 9
___ + 4 = 7
_____
9 - ___ = 0
___ - 5 = 3
1.3F Generate and solve addition/subtraction word problem given a number sentence within 20
7 + 5 = _____
4 + 8 = _____
3 + 9 = _____
10 + 2 = ____
1.3F Generate and solve addition/subtraction word problem given a number sentence within 12
11 - 6 = _____
12 - 8 = _____
11 - 4 = _____
10 - 6 = ____
1.3F Generate and solve addition/subtraction word problem given a number sentence within 12
7 + ___ = 12
___ + 8 = 11
12 - ___ = 6
___ - 5 = 7
1.3F Generate and solve addition/subtraction word problem given a number sentence within 12
These word problems were written by ____________________________________ .
YOUR NAME
Write your own problem for each number sentence. Be sure to solve your problem!
4+8=
________________________
________________________
________________________
Answer:
10 - 7 =
________________________
________________________
________________________
Answer:
1.3F Write and solve word problem template (large group format)
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:
1.5(E) Understand that the equal sign represents a relationship where expressions on
each side of the equal sign represent the same value(s).
1.5(F) 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.
1.5E: Algebraic Reasoning
 The student determines whether or not the given number sentence is true or false by
working both sides of the equation and determining if the two answers are equal in value.
1.5F: Algebraic reasoning
 The student completes the equations by writing the addend that would make it true.
Teachers may want to use a selection of the equations for struggling students.
Write the number that would make the number sentence true.
9 + 1 = 10 + ☐
7+☐=6+5
8 + 4 = ☐+ 10
☐+ 5 = 9 + 3
2+☐=6+6
6+3=1+☐
1+☐=7+5
1.5F Find the unknown addend in a number sentence (within 12)
Work each problem to see if is TRUE or FALSE. Circle your choice.
TRUE
FALSE
TRUE
FALSE
TRUE
FALSE
TRUE
FALSE
TRUE
FALSE
TRUE
FALSE
TRUE
FALSE
1.5E Find the unknown addend in a number sentence (within 12)