Key Concept: Place value can be used as a strategy for addition and subtraction.

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

1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

1.OA.C.6 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).

1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.#### Georgia

MGSE1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

MGSE1.OA.6 Add and subtract within 20. a. 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). b. Fluently add and subtract within 10.

MGSE1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of ten (e.g.24 + 9, 13 + 10, 27 + 40), using concrete models or drawings and strategies based on place value, properties of operations, and/or relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

MGSE1.NBT.7 Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) IEP Goals

In this topic students continue to develop their strategies for addition and subtraction. Students use double facts to find the sums of double plus one facts, they apply their understanding of units to addition and subtraction in order to add and subtract ones and ones as well as tens and tens, they use decomposition as a strategy to subtract, and they relate addition and subtraction.

1.OA.C.6 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).

1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

MGSE1.OA.6 Add and subtract within 20. a. 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). b. Fluently add and subtract within 10.

MGSE1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of ten (e.g.24 + 9, 13 + 10, 27 + 40), using concrete models or drawings and strategies based on place value, properties of operations, and/or relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

MGSE1.NBT.7 Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.)

1. Given an addition or subtraction fact within 20 the student will solve for 5 out of 6 examples by the completion of the IEP.

2. Given units of ones or tens the student will add the units for 5 out of 6 examples by the completion of the IEP.

3. Given units of ones or tens the student will subtract the units for 5 out of 6 examples by the completion of the IEP.

2. Given units of ones or tens the student will add the units for 5 out of 6 examples by the completion of the IEP.

3. Given units of ones or tens the student will subtract the units for 5 out of 6 examples by the completion of the IEP.

1.4-1-1 Double Fact Strategies to 18 |

View Guided Lesson Students use double facts within 18 to efficiently determine the sums of double plus one facts. (12-20 min)

1.4-1-2 Decompose to Subtract Within 20 |

View Teacher-Facilitated Lesson Students apply their understanding of decomposition to make a ten when subtracting within 20. (35-45 min)

1.4-1-3 Add Units of Ones and Tens |

View Guided Lesson Students apply their understanding of units in order to add like units. (12-20 min)

1.4-1-4 Subtract Units of Ones and Tens |

View Guided Lesson Students apply their understanding of units in order to subtract like units. (12-20 min)

1.4-1-5 Relate Addition and Subtraction with Number Bonds |

View Teacher-Facilitated Lesson Students begin to understand the relationship between addition and subtraction using a number bond representation. (35-45 min)

Key Concept: Addition and subtraction can be used to solve join, separate, part-part-whole and comparison word problems.

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

1.OA.A.1 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.

1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g.by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object.

1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.#### Georgia

MGSE1.OA.1 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.

MGSE1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g.by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

MGSE1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

MGSE1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.

MGSE1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. (Iteration) IEP Goals

In this topic students continue to develop their problem solving strategies. They solve join, separate, and part-part-whole word problems with unknowns in all positions. Students also begin to solve comparison problems where the difference is unknown.

1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g.by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. Order three objects by length; compare the lengths of two objects indirectly by using a third object.

1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

MGSE1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g.by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

MGSE1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

MGSE1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.

MGSE1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. (Iteration)

1. Given objects, the student will solve part-part whole problems with any unknown for 5 out of 6 examples by the completion of the IEP.

2. Given objects, the student will solve join or separate word problems with any unknown for 5 out of 6 examples by the completion of the IEP.

3. Given objects, the student will solve comparison word problems where the difference is unknown for 5 out of 6 examples by the completion of the IEP.

2. Given objects, the student will solve join or separate word problems with any unknown for 5 out of 6 examples by the completion of the IEP.

3. Given objects, the student will solve comparison word problems where the difference is unknown for 5 out of 6 examples by the completion of the IEP.

1.4-2-1 Join and Separate Word Problems: All Unknowns |

Lesson Plan

View Teacher-Facilitated Lesson Students solve join and separate word problems with unknowns in various positions. (35-45 min)

1.4-2-2 Part-Part-Whole Word Problems: All Unknowns |

Lesson Plan

View Guided Lesson Students solve part-part-whole word problems with unknowns in various positions. (12-20 min)

1.4-2-3 Comparison Word Problems: Difference Unknown |

Lesson Plan

View Teacher-Facilitated Lesson Students solve comparison word problems where the difference is unknown. (35-45 min)

Key Concept: When comparing two-digit quantities one compares tens to tens, ones to ones, and compares the tens place value first.

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

1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.

1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.#### Georgia

MGSE1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

MGSE1.NBT.2.Understand that the two digits of a two-digit number represent amounts of tens and ones.

MGSE1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. IEP Goals

In this topic students apply their understanding of place value in order to compare quantities to 99. They use models to compare quantities using words (more, fewer, and equal) and then symbols (>, <, and =) and elaborate on comparisons to tell how many more or fewer. Students also extend their understanding of comparing groups of quantities in order to compare numerals.

1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.

1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

MGSE1.NBT.2.Understand that the two digits of a two-digit number represent amounts of tens and ones.

MGSE1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

1. Given two groups of objects with quantities less than or equal to 99, the student will compare the groups for 5 out of 6 examples by the completion of the IEP.

2. Given two numerals less than or equal to 99, the student will compare the numbers for 5 out of 6 examples by the completion of the IEP.

3. Given two groups of objects with quantities less than or equal to 99, the student will determine how much larger one group is than the other for 5 out of 6 examples by the completion of the IEP.

2. Given two numerals less than or equal to 99, the student will compare the numbers for 5 out of 6 examples by the completion of the IEP.

3. Given two groups of objects with quantities less than or equal to 99, the student will determine how much larger one group is than the other for 5 out of 6 examples by the completion of the IEP.

1.4-3-1 Compare Quantities to 99 |

Lesson Plan

View Teacher-Facilitated Lesson Students use the phrases more than, fewer than, and equal to in order to compare groups of objects to 99. (35-45 min)

1.4-3-2 Compare Quantities to 99 with Symbols |

Lesson Plan

View Teacher-Facilitated Lesson Students use greater than, less than, and equal to symbols to compare groups of objects to 99. (35-45 min)

1.4-3-3 Compare Quantities to 99: How Many More |

Lesson Plan

View Teacher-Facilitated Lesson Students compare quantities and determine how much larger or smaller one group is than the other. (35-45 min)

1.4-3-4 Compare Numerals to 99: Make a Model |

Lesson Plan

View Teacher-Facilitated Lesson Students build upon their understanding of comparing groups of objects to 99 in order to use models to compare numerals to 99. (35-45 min)

1.4-3-5 Compare Numerals to 99 |

Lesson Plan

View Teacher-Facilitated Lesson Students apply their understanding of place value to compare numerals to 99. (35-45 min)

Key Concept: Ones can be added to ones and tens can be added to tens.

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

1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.

1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

1.NBT.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.#### Georgia

MGSE1.NBT.2.Understand that the two digits of a two-digit number represent amounts of tens and ones.

MGSE1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of ten (e.g.24 + 9, 13 + 10, 27 + 40), using concrete models or drawings and strategies based on place value, properties of operations, and/or relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

MGSE1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range of 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

MGSE1.NBT.7 Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.) IEP Goals

In this topic students continue to apply their understanding of units in order to add and subtracts units of ones or tens. Students use Base 10 blocks and a number chart to build their understanding of these concepts.

1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

1.NBT.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

MGSE1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of ten (e.g.24 + 9, 13 + 10, 27 + 40), using concrete models or drawings and strategies based on place value, properties of operations, and/or relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

MGSE1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range of 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

MGSE1.NBT.7 Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.)

1. Given a two-digit number, the student will add or subtract ones for 5 out of 6 examples by the completion of the IEP.

2. Given a two-digit number, the student will add or subtract tens for 5 out of 6 examples by the completion of the IEP.

2. Given a two-digit number, the student will add or subtract tens for 5 out of 6 examples by the completion of the IEP.

1.4-4-1 Add Ones or Tens to Two-Digit Numbers |

Lesson Plan

View Guided Lesson Students apply their understanding of units in order to add like units within two-digit numbers. (12-20 min)

1.4-4-2 Add Multiples of 10 to Two-Digit Numbers |

Lesson Plan

1.4-4-3 Subtract Ones or Tens from Two-Digit Numbers |

Lesson Plan

View Guided Lesson Students apply their understanding of units in order to subtract like units within two-digit numbers. (12-20 min)

1.4-4-4 Subtract Multiples of 10 from Two-Digit Numbers |

Lesson Plan

In this unit students extend their understanding of place value and begin to use place value as one strategy for adding and subtracting quantities. When adding two-digit quantities, ones are combined with ones and tens are combined with tens.

1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g.by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

1.OA.C.6 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).

1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.

1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

1.NBT.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

MGSE1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g.by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

MGSE1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

MGSE1.OA.6 Add and subtract within 20. a. 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). b. Fluently add and subtract within 10.

MGSE1.NBT.2.Understand that the two digits of a two-digit number represent amounts of tens and ones.

MGSE1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones — called a “ten.” b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

MGSE1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

MGSE1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of ten (e.g.24 + 9, 13 + 10, 27 + 40), using concrete models or drawings and strategies based on place value, properties of operations, and/or relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

MGSE1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range of 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

MGSE1.NBT.7 Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.)