Key Concept: Addition involves joining or putting together.

Topic Overview | Standards Alignment | #### Common Core

K.CC.A.1 Count to 100 by ones and by tens.

K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g.claps), acting out situations, verbal explanations, expressions, or equations.

K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g.by using objects or drawings to represent the problem.#### Georgia

MGSEK.CC.1 Count to 100 by ones and by tens.

MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (one-to-one correspondence) b. Understand that the last number name said tells the number of objects counted (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger.

MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g.claps), acting out situations, verbal explanations, expressions, or equations.

MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g.by using objects or drawings to represent the problem. MGSEK.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g.by using objects or drawings, and record the answer with a drawing or equation. IEP Goals

In this topic, students apply their understanding of counting on to solve addition problems. Students initially solve join problems by physically recreating the scenario and then move to a representational model. The concept of composition is also introduced and students build their understanding of creating a quantity by putting together two other quantities. Lastly, students begin to develop the verbal count sequence to 100 by counting by tens with groups of objects.

K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g.claps), acting out situations, verbal explanations, expressions, or equations.

K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g.by using objects or drawings to represent the problem.

MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (one-to-one correspondence) b. Understand that the last number name said tells the number of objects counted (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger.

MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g.claps), acting out situations, verbal explanations, expressions, or equations.

MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g.by using objects or drawings to represent the problem. MGSEK.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g.by using objects or drawings, and record the answer with a drawing or equation.

1. Given 5 objects, the student will solve join word problems for 5 out of 6 examples by the completion of the IEP.

2. Given 5 objects, the student will compose numbers for 5 out of 6 examples by the completion of the IEP.

3. Given a number less than or equal to 100, the student will verbally count by tens to the number for 5 out of 6 examples by the completion of the IEP.

2. Given 5 objects, the student will compose numbers for 5 out of 6 examples by the completion of the IEP.

3. Given a number less than or equal to 100, the student will verbally count by tens to the number for 5 out of 6 examples by the completion of the IEP.

K.3-1-1 Act Out Join Word Problems to 5 |

View Teacher-Facilitated Lesson Students use a concrete model to physically solve join word problems. (35-45 min)

K.3-1-2 Join Word Problems to 5 |

View Teacher-Facilitated Lesson Students use manipulatives to represent addition word problems to 5. (35-45 min)

K.3-1-3 Compose Numbers to 5 |

View Guided Lesson Students build their understanding of composition of quantities within 5 through solving put together word problems. (12-20 min)

K.3-1-4 Count by Tens with Objects |

View Teacher-Facilitated Lesson Students build fluency with the count sequence up to 100. They apply and extend their understanding of creating groups in order to count by tens. (35-45 min)

Key Concept: Subtraction involves separating or taking apart.

Topic Overview | Standards Alignment | #### Common Core

K.CC.A.1 Count to 100 by ones and by tens.

K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g.claps), acting out situations, verbal explanations, expressions, or equations.

K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g.by using objects or drawings to represent the problem.

K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g.by using objects or drawings, and record each decomposition by a drawing or equation (e.g.5 = 2 + 3 and 5 = 4 + 1).#### Georgia

MGSEK.CC.1 Count to 100 by ones and by tens.

MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (one-to-one correspondence) b. Understand that the last number name said tells the number of objects counted (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger.

MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g.claps), acting out situations, verbal explanations, expressions, or equations.

MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g.by using objects or drawings to represent the problem.

MGSEK.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g.by using objects or drawings, and record each decomposition by a drawing or equation. (drawings need not include an equation). IEP Goals

In this topic, students apply their understanding of counting back to solve subtraction problems. Students initially solve separate problems by physically recreating the scenario and then move to a representational model. The concept of decomposition is also introduced and students build their understanding of taking apart a quantity to create two other quantities. Lastly, students continue to develop the verbal count sequence to 100 by tens.

K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g.claps), acting out situations, verbal explanations, expressions, or equations.

K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g.by using objects or drawings to represent the problem.

K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g.by using objects or drawings, and record each decomposition by a drawing or equation (e.g.5 = 2 + 3 and 5 = 4 + 1).

MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (one-to-one correspondence) b. Understand that the last number name said tells the number of objects counted (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger.

MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g.claps), acting out situations, verbal explanations, expressions, or equations.

MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g.by using objects or drawings to represent the problem.

MGSEK.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g.by using objects or drawings, and record each decomposition by a drawing or equation. (drawings need not include an equation).

1. Given 5 objects, the student will solve separate word problems for 5 out of 6 examples by the completion of the IEP.

2. Given 5 objects, the student will decompose numbers for 5 out of 6 examples by the completion of the IEP.

3. Given a number less than or equal to 100, the student will verbally count by tens to the number for 5 out of 6 examples by the completion of the IEP.

2. Given 5 objects, the student will decompose numbers for 5 out of 6 examples by the completion of the IEP.

3. Given a number less than or equal to 100, the student will verbally count by tens to the number for 5 out of 6 examples by the completion of the IEP.

K.3-2-1 Act Out Separate Word Problems to 5 |

Lesson Plan

View Teacher-Facilitated Lesson Students use a concrete model to physically solve separate word problems. (35-45 min)

K.3-2-2 Separate Word Problems to 5 |

Lesson Plan

View Teacher-Facilitated Lesson Students use manipulatives to represent subtraction word problems to 5. (35-45 min)

K.3-2-3 Decompose Numbers Within 5 |

Lesson Plan

View Guided Lesson Students build their understanding of decomposition of quantities within 5 through solving take apart word problems. (12-20 min)

K.3-2-4 Decompose Numbers Multiple Ways Within 5 |

Lesson Plan

View Teacher-Facilitated Lesson Students build flexibility in their understanding of quantity through decomposing numbers within 5 in multiple ways. (35-45 min)

K.3-2-5 Verbal Count by Tens to 100 |

Lesson Plan

View Teacher-Facilitated Lesson Students build fluency with the count sequence up to 100. They continue to develop their understanding of counting by tens. (35-45 min)

Key Concept: Addition involves joining or putting together and subtraction involves separating or taking apart.

Topic Overview | Standards Alignment | #### Common Core

K.CC.A.1 Count to 100 by ones and by tens.

K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g.claps), acting out situations, verbal explanations, expressions, or equations.

K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g.by using objects or drawings to represent the problem.

K.OA.A.5 Fluently add and subtract within 5.#### Georgia

MGSEK.CC.1 Count to 100 by ones and by tens.

MGSEK.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (one-to-one correspondence) b. Understand that the last number name said tells the number of objects counted (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger.

MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g.claps), acting out situations, verbal explanations, expressions, or equations.

MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g.by using objects or drawings to represent the problem.

MGSEK.OA.5 Fluently add and subtract within 5. IEP Goals

In this topic, students continue to develop their understandings of addition and subtraction. Students build their understanding of problem-solving as they make decisions about whether a problem involves addition or subtraction. Students also begin to relate addition and subtraction through understanding that a quantity can be composed and then decomposed using the same quantities. Students also engage in counting collections in order to continue to develop strategies for counting a large quantity of items.

K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g.claps), acting out situations, verbal explanations, expressions, or equations.

K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g.by using objects or drawings to represent the problem.

K.OA.A.5 Fluently add and subtract within 5.

MGSEK.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (one-to-one correspondence) b. Understand that the last number name said tells the number of objects counted (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger.

MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g.claps), acting out situations, verbal explanations, expressions, or equations.

MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g.by using objects or drawings to represent the problem.

MGSEK.OA.5 Fluently add and subtract within 5.

1. Given 5 objects, the student will solve join and separate word problems for 5 out of 6 examples by the completion of the IEP.

2. Given 5 objects, the student will compose and decompose numbers for 5 out of 6 examples by the completion of the IEP.

3. Given a number less than or equal to 100, the student will verbally count by ones or tens to the number for 5 out of 6 examples by the completion of the IEP.

2. Given 5 objects, the student will compose and decompose numbers for 5 out of 6 examples by the completion of the IEP.

3. Given a number less than or equal to 100, the student will verbally count by ones or tens to the number for 5 out of 6 examples by the completion of the IEP.

K.3-3-1 Decide Whether to Add or Subtract |

Lesson Plan

View Teacher-Facilitated Lesson Students build their understanding of addition and subtraction by analyzing word problems and determining which operation is required in order to solve. (35-45 min)

K.3-3-2 Solve Join and Separate Word Problems to 5 |

Lesson Plan

View Teacher-Facilitated Lesson Students apply their understanding of addition and subtraction in order to solve join and separate word problems to 5. (35-45 min)

K.3-3-3 Compose and Decompose Within 5 |

Lesson Plan

View Guided Lesson Students extend their understanding of composition and decomposition within 5 and begin to understand the relationship between these operations. (12-20 min)

K.3-3-4 Verbal Count to 100: Count Back from 20 |

Lesson Plan

View Teacher-Facilitated Lesson Students build fluency with the count sequence up to 100. They continue to develop their understanding of counting back, which is a precursor to subtraction. (35-45 min)

K.3-3-5 Counting Collections to 75 |

Lesson Plan

View Teacher-Facilitated Lesson Students apply their understandings of counting and cardinality in order to count a collection that contains up to 75 items. (35-45 min)

In this unit, students are introduced to the concepts of addition and subtraction, and build fluency with addition and subtraction facts through 5. Students solve join, separate, put together, and take apart word problems and build their number sense through composing and decomposing quantities to 5.

K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g.claps), acting out situations, verbal explanations, expressions, or equations.

K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g.by using objects or drawings to represent the problem.

K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g.by using objects or drawings, and record each decomposition by a drawing or equation (e.g.5 = 2 + 3 and 5 = 4 + 1).

K.OA.A.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g.by using objects or drawings, and record the answer with a drawing or equation.

K.OA.A.5 Fluently add and subtract within 5.

MGSEK.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (one-to-one correspondence) b. Understand that the last number name said tells the number of objects counted (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger.

MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g.claps), acting out situations, verbal explanations, expressions, or equations.

MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g.by using objects or drawings to represent the problem.

MGSEK.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g. by using objects or drawings, and record each decomposition by a drawing or equation. (drawings need not include an equation).

MGSEK.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g.by using objects or drawings, and record the answer with a drawing or equation.

MGSEK.OA.5 Fluently add and subtract within 5.