2015-2016 Curriculum Blueprint
Grade: 1
Course: Mathematics
Topic 3 – Addition Facts to 20: Use Strategies
Flexible Time
Line
13 days
Topic Overview
Students will adapt strategies from Topic 2 (Count on to Add, Doubles, Near Doubles, Facts with 5 on a Ten-frame, Add in any Order, Count Back to Subtract,
Think Addition to Subtract) and also use the “Make 10” strategy to add within 20. Please refer to the Common Addition and Subtraction Situations Table to
ensure you are providing opportunities for all types of addition and subtraction situations.
Vertical Progression
Kindergarten: Students were introduced to various meanings of addition and subtraction and solved word problems within 10. Students fluently added within
5. Students showed different ways to decompose numbers to 10.
2nd Grade: Students will develop fluency for addition and subtraction within 100, as well as use concrete models and strategies based on place value to add
and subtract within 1000.
Learning Goal
Essential Question
Students will use various strategies to add within 20.
What strategies can you use while adding?
Topic 3 Scale
Textbook Correlation
Recommended Instructional Sequence
Essential Vocabulary
*Be selective in choosing problems aligned to the standards
Step 1: Problem-Based Learning “Solve and Share”
 open number line
within the topic. Lessons and problems used for instruction
Problem-Based Learning Lesson Flow Map
 doubles-plus-1 fact
and assessment should be determined through collaborative
Conceptual understanding is developed when mathematics is
 doubles-plus-2 fact
unit planning.
introduced in the context of solving a real problem in which
 make 10
ideas related to the new content are embedded. Conceptual
Topic 3: Addition facts to 20: Use strategies
understanding results because the process of solving a problem
Lesson 3-1: Count on to add
requires students to connect their prior knowledge with the new
Lesson 3-2: Count on to add using an open number line
concept or procedure (Charles, R., Bay-Williams, J., et al., 2016).
Lesson 3-3: Doubles
Lesson 3-4: Doubles plus 1
Each lesson in the book begins with a Solve and Share. See the
Lesson 3-5: Doubles plus 2
links below for additional tasks to be used as needed:
Lesson 3-6: Make 10 to add
Lesson 3-7: Continue to make 10 to add
Math Formative Assessment System (MFAS) Tasks by Standard
Lesson 3-8: Explain addition strategies
Illustrative Mathematics Tasks by Standard
Lesson 3-9: Solve addition word problems with facts to 20
Lesson 3-10: Math practices and problem solving: Critique
Step 2: “Visual Learning Bridge”
Reasoning
Enhance student learning by connecting student thinking and
solutions from the Solve and Share to the new ideas of the
lesson through the use of the worked-out problem in the
textbook.
Deconstructed Standards
*Addition within 20 is the focus for this unit
MAFS.1.OA.1.1 (DOK 2) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together,
taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to
represent the problem (Students are not required to independently read the word problems.)
 Use a symbol for an unknown number in an addition or subtraction problem within 20
 Interpret situations to solve word problems with unknowns in all positions within 20 using addition and subtraction
 Determine appropriate representations for solving word problems involving different situations using addition and subtraction within 20
 Solve word problems within 20 using addition and subtraction
MAFS.1.OA.2.3 (DOK 2) Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known.
(Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of
addition.)
 Define properties of operation strategies
 Apply properties of operation as strategies to solve addition and subtraction problems
MAFS.1.OA.3.5 (DOK 1) Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
 Know how to count on and count back
 Explain how counting on and counting back relate to addition and subtraction
MAFS.1.OA.3.6 (DOK 2) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making
ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition
and subtraction (e.g., knowing that 8 + 4 =12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the
known equivalent 6 + 6 + 1 = 12 + 1 = 13).
 Apply strategies to add and subtract within 20
 Add fluently within 10
 Subtract fluently within 10
Math Practice Standard(s)
Link to Mathematical Practice Standards Rubric
MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.7.1 Look for and make use of structure.
Additional Resources & Links
Georgia Units
Unit 3: Strategies for teaching and learning P. 6-8
Task 11 Domino Fact Families
Higher Order Questions & Writing Connections
Link to Webb’s DOK Guide
*Higher order questions should be utilized to foster a deep, conceptual
understanding of the topic. Encouraging students to express their
mathematical thinking in writing helps them solidify their learning.
Engage New York Module 1
Lesson 9-11 and 14-16
CPALMS lesson:
Using story structure to solve word problems



EngageNY Math Studio Talk: Common Core Instruction for 1.OA
This video shows strategies for representing and solving problems involving
addition and subtraction. (4:53 – end)
* YouTube must already be opened on your browser before clicking the link.




Common Addition and Subtraction Situations Table
Common Core Standards Mathematics Glossary – Table 1






www.pearsonrealize.com
Home-School Connection Page
Reteaching Pages
Marzano Proficiency Scales Bank
Math Formative Assessment System (MFAS) Tasks by Standard
CPALMS -MFAS includes tasks and rubrics that the teacher can implement
with their students.


What happens when we join two quantities?
How can we find the total when we join two quantities?
What happens when we change the order of numbers when we
add? Why?
How do you determine a missing addend?
How can we represent a group of objects with numbers?
How can we show and explain our thinking?
How does decomposing a number help you in a problem solving
situation?
How can we represent a number in a variety of ways?
How do number sentences help you explain your thinking?
Write to explain the strategy that you used.
How can you solve this problem a different way?
Explain the strategy you used to solve this problem.
Explain how you know your strategy is a good strategy to use for this
type of problem.
How can we represent this situation?
How can a number line help me count on or count back?
Illustrative Mathematics Tasks by Standard
The site illustrates standards with impeccably crafted tasks, videos, lesson
plans, and curriculum modules.
Common Core Flip Books: Provides additional information and sample problems
for every standard
FSA Test Items Specifications
Spiral Review
*Consistent review of previously learned standards allows students multiple opportunities to master and build fluency with mathematical concepts and procedures.
www.pearsonrealize.com
Daily Review 3-1 through 3-10