Key Concept: Addition and subtraction can be used to solve join and separate 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 the 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.5 Relate counting to addition and subtraction (e.g.by counting on 2 to add 2).

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).#### 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 the 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.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

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. Work with addition and subtraction equations. IEP Goals

In this topic, students apply their understanding of word problems to model and write equations in order to solve.

1.OA.A.2 Solve word problems that call for the 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.5 Relate counting to addition and subtraction (e.g.by counting on 2 to add 2).

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).

MGSE1.OA.2 Solve word problems that call for the 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.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

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. Work with addition and subtraction equations.

1. Given 10 objects, the student will solve join and separate word problems with any unknown for 5 out of 6 examples by the completion of the IEP.

O.2-1-5 Join and Separate Word Problems: All Unknowns |

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

Key Concept: Word problems can have unknowns in various positions.

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 the 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.5 Relate counting to addition and subtraction (e.g.by counting on 2 to add 2).

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).#### 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 the 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.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

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. Work with addition and subtraction equations. IEP Goals

In this topic, students extend their understanding of solving word problems in order to solve join and separate problems where either the result, change, or start is unknown.

1.OA.A.2 Solve word problems that call for the 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.5 Relate counting to addition and subtraction (e.g.by counting on 2 to add 2).

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).

MGSE1.OA.2 Solve word problems that call for the 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.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

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. Work with addition and subtraction equations.

1. Given objects, the student will solve join word problems where the result, change, or start is unknown for 5 out of 6 examples by the completion of the IEP.

2. Given objects, the student will solve separate word problems where the result, change, or start is unknown for 5 out of 6 examples by the completion of the IEP.

2. Given objects, the student will solve separate word problems where the result, change, or start is unknown for 5 out of 6 examples by the completion of the IEP.

This topic is still in development.

Key Concept: Addition and subtraction can be used to solve part-part-whole 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 the 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).#### 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 the 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. Work with addition and subtraction equations. IEP Goals

In this topic, students extend their understanding of solving word problems in order to solve part, part, whole problems where either a part or the whole is unknown. At the end of this topic, students begin to apply their understanding of solving word problems in order to solve a variety of problems.

1.OA.A.2 Solve word problems that call for the 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).

MGSE1.OA.2 Solve word problems that call for the 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. Work with addition and subtraction equations.

1. Given objects, the student will solve part-part-whole problems where a part or the whole is unknown for 5 out of 6 examples by the completion of the IEP.

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

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

O.2-3-4 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)

O.2-3-5 Join/Separate/Part-Part-Whole Word Problems |

Lesson Plan

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

Key Concept: Addition and subtraction can be used to solve 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.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.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 extend their understanding of solving word problems in order to solve comparison problems where either the difference, compare quantity, or referent is unknown.

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.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 comparison word problems with any unknown for 5 out of 6 examples by the completion of the IEP.

O.2-4-1 Comparison Word Problems: Difference Unknown |

Lesson Plan

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

O.2-4-2 Comparison Word Problems: Quantity Unknown |

Lesson Plan

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

O.2-4-3 Comparison Word Problems: Referent Unknown |

Lesson Plan

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

O.2-4-4 Comparison Word Problems: All Unknowns |

Lesson Plan

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

In this unit, students develop strategies to solve join, separate, part-part-whole, and comparison word problems.

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.5 Relate counting to addition and subtraction (e.g.by counting on 2 to add 2).

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.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.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

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. Work with addition and subtraction equations.

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)