INSTRUCTIONAL FOCUS DOCUMENT
Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
SUGGESTED DURATION :
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UNIT OVERVIEW
This unit bundles student expectations that address representing and solving addition and subtraction problem situations by applying basic fact strategies and properties of
operations. According to the Texas Education Agency, mathematical process standards including application, 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 02, students represented and solved contextual or real-world problem situations involving sums and minuends up to 10 while exploring basic fact
strategies and properties of operations.
During this unit, students extend representing and solving contextual or real-world problem situations involving sums and minuends up to 20 using spoken words, objects,
pictorial models, and number sentences. They explore and explain a variety of strategies to solve problems involving action (joining and separating problems), and problems
involving no action (part-part-whole and comparing problems). While demonstrating various strategies, students explore and apply properties of operations. Students are
expected to use a number sentence to represent the problem and explain that the equal sign represents a relationship where expressions on each side of the equal sign
represent the same value(s). Through the use of continued experiences with addition and subtraction situations, students begin to recognize basic fact relationships, which are
essential for developing computational fluency. They also apply composition and decomposition of numbers to determine the unknown whole number when the unknown may be
any one of the three of four terms in the equation. Within this unit, students also experience generating addition and subtraction situations when given a number sentence
involving addition or subtraction of numbers within 20. Thorough understanding of analyzing problems and using the problem-solving process in addition and subtraction
situations involving sums and minuends up to 20 is critical in setting the foundation for students’ success in mathematics as they progress through future grade levels.
After this unit, in Unit 10, students will revisit solving addition and subtraction problems using data found in picture and bar-type graphs.
In Grade 1, interpreting, representing, explaining, generating, and solving addition and subtraction situations as well as applying basic fact strategies and properties of
operations are subsumed under 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 Chapin (2000), “Students need to understand a variety of approaches to solving problems in order to choose the most appropriate method based on the numbers
involved and the complexity of the procedure” (p. 39). The National Research Council (2001) states, “Students should begin their study of number situations by modeling
problems directly, using the context to shape their concrete methods” (p. 217).
Chapin, S & Johnson, A. (2000). Math matters: Understanding the math you teach. Sausalito, CA: Math Solutions Publications.
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Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
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National Research Council. (2001). Adding it up: Helping children learn mathematics. Kilpatrick, J., Swafford, J., and Findell, B. (Eds.) Mathematics Learning Study Committee,
Center for Education Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
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 05 PA 01
Provide variety of counting manipulatives. Orally
present the following real-world situations and tasks:
1) For each problem situation:
Addition
Multiple Representations
Subtraction
Whole Numbers
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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?
page 2 of 42 INSTRUCTIONAL FOCUS DOCUMENT
Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
PERFORMANCE ASSESSMENT(S)
Create a concrete model and record a number
sentence to represent and solve each problem
situation.
Orally explain the mathematical relationship
between each problem situation and how each
concrete model and number sentence
represents the operation used to solve the
problem.
Orally describe the strategies and processes
used to solve each problem.
a) Neal had some erasers. His teacher gave him 6
more erasers. Now he has 15 erasers. How many
erasers did Neal start with?
b) Neal had 9 erasers. He bought some more from
the school store. Now he has 15 erasers. How
many erasers did Neal buy?
c) Neal had 9 blue erasers and found 6 more in his
desk drawer. How many erasers does Neal have in
all?
2) For each problem situation:
OVERARCHING CONCEPTS
UNIT CONCEPTS
Algebraic Reasoning
Equations
Multiple Representations
Number Sentences
Properties of Operations
Solution Strategies
Solve
Associated Mathematical Processes
Application
Communication
Justification
Problem-Solving Model
Relationships
Representations
Tools and Techniques
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UNIT UNDERSTANDINGS
What types of strategies can be used to solve addition
situations?
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 solve part-part-whole
situations?
page 3 of 42 INSTRUCTIONAL FOCUS DOCUMENT
Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS
UNIT CONCEPTS
Create a pictorial model and record a number
sentence to represent and solve each problem
situation.
Orally explain the mathematical relationship
between each problem situation and how each
pictorial model and number sentence represents
the operation used to solve the problem.
Orally describe the strategies and processes
used to solve each problem.
a) Chrissy had 18 roses on her rose bush. She cut
9 of the roses and took them to her teacher for
Teacher Appreciation Day. How many roses are
still on the rose bush?
b) Chrissy bought 18 roses from the plant store.
She gave some of the roses to her mother and now
she has 9 roses left. How many roses did Chrissy
give to her mother?
c) Chrissy has some roses to sell at the local fair.
She has already sold 9 roses and has 9 more
roses left. How many roses did Chrissy have to
sell at the local fair?
3) For each problem situation:
Create a concrete or pictorial model and record
a number sentence to represent and solve each
problem situation.
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UNIT UNDERSTANDINGS
How does a comparing situation represent addition?
How does a comparing situation represent subtraction?
What types of strategies can be used solve comparing
situations?
How does the placement of the unknown determine the strategy
used to solve part-part-whole or comparing situations?
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).
page 4 of 42 INSTRUCTIONAL FOCUS DOCUMENT
Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS
UNIT CONCEPTS
Orally explain the mathematical relationship
between each problem situation and how each
concrete or pictorial model and number
sentence represents the operation used to solve
the problem.
Orally describe the strategies and processes
used to solve each problem.
a) There are 6 girls and 8 boys on the Yellow
Jackets soccer team. How many players are on
the team?
b) Sally saw 8 yellow butterflies and 14 orange
butterflies at the park. How many more orange
butterflies did Sally see than yellow butterflies?
c) Peter has black and blue fish in his aquarium.
Six of the fish are black. He has 8 more blue fish
than black fish. How many of Peter’s fish are blue?
Standard(s): 1.1A , 1.1B , 1.1C , 1.1D , 1.1E , 1.1F ,
1.1G , 1.3B , 1.3D , 1.3E , 1.5D , 1.5F , 1.5G
ELPS.c.1A , ELPS.c.1C , ELPS.c.2I , ELPS.c.3B ,
ELPS.c.3C , ELPS.c.3D , ELPS.c.3H
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UNIT UNDERSTANDINGS
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).
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,
page 5 of 42 INSTRUCTIONAL FOCUS DOCUMENT
Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS
UNIT CONCEPTS
SUGGESTED DURATION :
xxx
UNIT UNDERSTANDINGS
pictorial models, and number sentences used to explain the
solution process for a problem?
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 can the order of the numbers (addends) be switched (or
interchanged) in an addition situation?
Why can the order of the numbers (minuend and subtrahend) not
be switched (or interchanged) in a subtraction situation?
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Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS
UNIT CONCEPTS
Numeric Reasoning
Mathematics Grade 1 Unit 05 PA 02
Provide variety of counting manipulatives. Orally
present the following classroom situation and tasks:
1) Select one of the following number sentences:
8+7=?
3 = 15 – ?
7 + ? + 5 = 19
a) Create a problem situation that could be
represented by the number sentence.
b) Create a concrete or pictorial model to represent
the solution to the problem. Explain how the
concrete or pictorial model and number sentence
represent the problem situation.
c) Orally describe the strategies and processes
used to solve the problem.
d) Orally explain how the numerals and symbols,
including the equal sign, are used in the number
sentence.
Standard(s): 1.1A , 1.1B , 1.1C , 1.1D , 1.1E , 1.1F ,
1.1G , 1.3E , 1.3F , 1.5D , 1.5E , 1.5F , 1.5G
ELPS.c.1C , ELPS.c.2I , ELPS.c.3B , ELPS.c.3C ,
ELPS.c.3D , ELPS.c.3H
Addition
Multiple Representations
Subtraction
Whole Numbers
Algebraic Reasoning
Equations
Equivalence
Expressions
Multiple Representations
Number Sentences
Properties of Operations
Solution Strategies
Solve
Associated Mathematical Processes
Application
Communication
Justification
Problem-Solving Model
Relationships
Representations
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UNIT UNDERSTANDINGS
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).
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.
page 7 of 42 INSTRUCTIONAL FOCUS DOCUMENT
Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS
UNIT CONCEPTS
Tools and Techniques
SUGGESTED DURATION :
xxx
UNIT UNDERSTANDINGS
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 can the order of the numbers (addends) be switched (or
interchanged) in an addition situation?
Why can the order of the numbers (minuend and subtrahend) not
be switched (or interchanged) in a subtraction situation?
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
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Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
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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.
UNIT VOCABULARY
Addend – a number being added or joined together with another number(s)
Additive identity – the sum/difference is not affected when zero is added/subtracted to a number
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
Commutative property of addition – if the order of the addends are changed, the sum will remain the same
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
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}
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Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
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Related Vocabulary:
Addition
Addition symbol
Change unknown
Combination
Compare
Join
Minus
Model
Operation
Part-part-whole
Plus
Quantity
Reasonable
Relationship
Result unknown
Separate
SYSTEM RESOURCES
Mathematics Grade 1 Implementation TAG Tool
Mathematics Grade 1 TEKS Introduction and Focal Points with Aligned
Standards
Solution
Start unknown
Strategy
Subtraction
Subtraction symbol
Total
Unknown
Value
OTHER RESOURCES
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#
1.1
TEKS
UNIT LEVEL SPECIFICITY
Mathematical process standards. The student uses
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Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
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TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
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.
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:
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.
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Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
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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:
VIII. Problem Solving and Reasoning
1.1C
Select tools, including real objects, manipulatives,
paper and pencil, and technology as appropriate,
and techniques, including mental math,
estimation, and number sense as appropriate, to
solve problems.
Select
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
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TEKS#
SE#
1.1D
TEKS
Communicate mathematical ideas, reasoning, and
their implications using multiple representations,
including symbols, diagrams, graphs, and
language as appropriate.
UNIT LEVEL SPECIFICITY
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
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:
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TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
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.
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
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Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
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TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
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
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
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TEKS#
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
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
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
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page 16 of 42 INSTRUCTIONAL FOCUS DOCUMENT
Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
SUGGESTED DURATION :
xxx
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
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):
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
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page 17 of 42 INSTRUCTIONAL FOCUS DOCUMENT
Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
SUGGESTED DURATION :
xxx
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
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
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
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page 18 of 42 INSTRUCTIONAL FOCUS DOCUMENT
Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
SUGGESTED DURATION :
xxx
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
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
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
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Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
SUGGESTED DURATION :
xxx
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
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
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.
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page 20 of 42 INSTRUCTIONAL FOCUS DOCUMENT
Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
SUGGESTED DURATION :
xxx
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
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
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
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page 21 of 42 INSTRUCTIONAL FOCUS DOCUMENT
Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
SUGGESTED DURATION :
xxx
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
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
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
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Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
SUGGESTED DURATION :
xxx
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
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
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):
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page 23 of 42 INSTRUCTIONAL FOCUS DOCUMENT
Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
SUGGESTED DURATION :
xxx
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
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
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}
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page 24 of 42 INSTRUCTIONAL FOCUS DOCUMENT
Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
SUGGESTED DURATION :
xxx
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
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
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
Last Updated 11/06/2014
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page 25 of 42 INSTRUCTIONAL FOCUS DOCUMENT
Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
SUGGESTED DURATION :
xxx
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
Subtraction situations
Part-part-whole situations
Comparison situations
Start unknown situations
Change unknown situations
Result unknown situations
Note(s):
Grade Level(s):
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.
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page 26 of 42 INSTRUCTIONAL FOCUS DOCUMENT
Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
SUGGESTED DURATION :
xxx
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
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
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
Last Updated 11/06/2014
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page 27 of 42 INSTRUCTIONAL FOCUS DOCUMENT
Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
SUGGESTED DURATION :
xxx
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
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:
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
Last Updated 11/06/2014
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page 28 of 42 INSTRUCTIONAL FOCUS DOCUMENT
Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
SUGGESTED DURATION :
xxx
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
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
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)
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Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
SUGGESTED DURATION :
xxx
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
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.
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
Determine
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Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
SUGGESTED DURATION :
xxx
TEKS#
SE#
TEKS
unknown may be any one of the three or four
terms in the equation.
UNIT LEVEL SPECIFICITY
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
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
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Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
SUGGESTED DURATION :
xxx
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
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).
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).
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Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
SUGGESTED DURATION :
xxx
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
__ – 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 – __
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).
Last Updated 11/06/2014
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page 33 of 42 INSTRUCTIONAL FOCUS DOCUMENT
Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
SUGGESTED DURATION :
xxx
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
__ + 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
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
Last Updated 11/06/2014
Print Date 11/07/2014 Printed By Monica Warn, ONE AISD CENTER
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Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
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TEKS#
SE#
1.5G
TEKS
Apply properties of operations to add and subtract
two or three numbers.
UNIT LEVEL SPECIFICITY
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}
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
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Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
SUGGESTED DURATION :
xxx
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
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
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
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Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
SUGGESTED DURATION :
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TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
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.
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)
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Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
ELPS#
SUGGESTED DURATION :
xxx
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
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
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
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Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
ELPS#
SUGGESTED DURATION :
xxx
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
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
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
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Grade 1 Mathematics
TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
ELPS#
SUGGESTED DURATION :
xxx
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
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
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
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Grade 1 Mathematics
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ELPS#
SUGGESTED DURATION :
xxx
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
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
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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TITLE : 01M_U05A_Addition and Subtraction up to 20_Nov2014 - ABILENE ISD
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