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Title: Let's Throw Paper!! Addition Game
Description:
Students will throw addition problems or answers (on paper) across the classroom and find the matching problem or answer! Students will use mental math to compute the matching answer. Students will quietly walk around the classroom to find the person with the matching paper. Let’s throw math around!
This is a College and CareerReady Standards showcase lesson plan.
Standard(s): [MA2013] (1) 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). [1OA6] [MA2013] (1) 8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. [1OA8] [MA2013] (1) 12: Add within 100, including adding a twodigit number and a onedigit number and adding a twodigit 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 twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. [1NBT4]
Subject: Mathematics (1)
Title: Let's Throw Paper!! Addition Game
Description: Students will throw addition problems or answers (on paper) across the classroom and find the matching problem or answer! Students will use mental math to compute the matching answer. Students will quietly walk around the classroom to find the person with the matching paper. Let’s throw math around!
This is a College and CareerReady Standards showcase lesson plan.
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Title: Adding with the Associative Property
Description:
Students will learn ways to add using the associative property of addition. Students will view a PowerPoint presentation to introduce associative property of addition.
Standard(s): [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 3: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) [1OA3] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 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). [1OA6] [MA2013] (1) 7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. [1OA7] [TC2] (02) 7: Use digital tools to access and retrieve information.
Subject: Mathematics (1), or Technology Education (K  2)
Title: Adding with the Associative Property
Description: Students will learn ways to add using the associative property of addition. Students will view a PowerPoint presentation to introduce associative property of addition.
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Title: Cookie Jar Subtraction
Description:
In this language development subtraction lesson English Language Learners will learn and practice using vocabulary and sentence structures for subtraction. The lesson incorporates technology, handson manipulatives, and multiple opportunities for interaction to engage students in the math content. The format follows the Sheltered English Instructional Protocol (SIOP).
Standard(s): [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 4: Understand subtraction as an unknownaddend problem. [1OA4] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 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). [1OA6] [MA2013] (1) 7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. [1OA7] [MA2013] (1) 14: Subtract multiples of 10 in the range 1090 from multiples of 10 in the range 1090 (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. [1NBT6] [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4]
Subject: Mathematics (1)
Title: Cookie Jar Subtraction
Description: In this language development subtraction lesson English Language Learners will learn and practice using vocabulary and sentence structures for subtraction. The lesson incorporates technology, handson manipulatives, and multiple opportunities for interaction to engage students in the math content. The format follows the Sheltered English Instructional Protocol (SIOP).
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Title: You Can Add!
Description:
Students will learn ways to add using the associative property of addition. Students will view a PowerPoint presentation to introduce associative property of addition.
Standard(s): [TC2] (02) 7: Use digital tools to access and retrieve information. [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 3: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) [1OA3] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 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). [1OA6] [MA2013] (1) 7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. [1OA7]
Subject: Mathematics (1), or Technology Education (K  2)
Title: You Can Add!
Description: Students will learn ways to add using the associative property of addition. Students will view a PowerPoint presentation to introduce associative property of addition.
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Title: How Many Times Did You Add That?
Description:
After watching the video clip of the Hershey's plant, students will use grid paper to investigate multiplication as repeated addition.
This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.
Standard(s): [T1] P&P (2) 5: Explain the relationship between the production and distribution processes. [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 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. [1OA2] [MA2013] (1) 3: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) [1OA3] [MA2013] (1) 4: Understand subtraction as an unknownaddend problem. [1OA4] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 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). [1OA6] [MA2013] (1) 12: Add within 100, including adding a twodigit number and a onedigit number and adding a twodigit 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 twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. [1NBT4] [MA2013] (1) 13: Given a twodigit number, mentally find 10 more or 10 less than the number without having to count; explain the reasoning used. [1NBT5] [MA2013] (1) 14: Subtract multiples of 10 in the range 1090 from multiples of 10 in the range 1090 (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. [1NBT6] [MA2013] (2) 1: Use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 1.) [2OA1] [MA2013] (2) 2: Fluently add and subtract within 20 using mental strategies. (See standard 6, Grade 1, for a list of mental strategies.) By end of Grade 2, know from memory all sums of two onedigit numbers. [2OA2] [MA2013] (2) 3: Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. [2OA3] [MA2013] (2) 4: Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. [2OA4] [MA2013] (2) 18: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. [2MD5] [MA2013] (3) 4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. [3OA4] [MA2013] (4) 6: Recognize that in a multidigit whole number, a digit in one place represents ten times what it represents in the place to its right. [4NBT1]
Subject: Mathematics (1  4), or Social Studies (2)
Title: How Many Times Did You Add That?
Description: After watching the video clip of the Hershey's plant, students will use grid paper to investigate multiplication as repeated addition.
This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.
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Title: To Push or Pull, That Is The Question?
Description:
In group students will learn to identify pushes and pulls. Students will learn how a push or pull will affect various items.
This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMSU Project.
Standard(s): [S1] (0) 4: Identify properties of motion, including change of position and change of speed. [S1] (1) 3: Describe effects of forces on objects, including change of speed, direction, and position. [TC2] (02) 7: Use digital tools to access and retrieve information. [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (0) 11: 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. [KOA4] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5] [MA2013] (1) 3: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) [1OA3] [MA2013] (1) 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). [1OA6]
Subject: Mathematics (K  1), or Science (K  1), or Technology Education (K  2)
Title: To Push or Pull, That Is The Question?
Description: In group students will learn to identify pushes and pulls. Students will learn how a push or pull will affect various items.
This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMSU Project.
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Title: We Are Family!
Description:
This is a fun way to incorporate fun with addition and subtraction fact families. The students will have fun matching facts and making a happy home.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMSU Project.
Standard(s): [TC2] (35) 9: Use technology tools to organize, interpret, and display data. [MA2013] (0) 11: 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. [KOA4] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5] [MA2013] (1) 3: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) [1OA3] [MA2013] (1) 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). [1OA6] [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10]
Subject: Mathematics (K  2), or Technology Education (3  5)
Title: We Are Family!
Description:
This is a fun way to incorporate fun with addition and subtraction fact families. The students will have fun matching facts and making a happy home.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMSU Project.
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Title: "No More Money Trouble"
Description:
This lesson will allow students to identify and count money. They will enjoy playing with coins that look like real money. This lesson is guaranteed to motivate students through the use of handson and cooperative group activities. This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [ELA2013] (2) 30: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [SL.2.2] [ELA2013] (2) 29: Participate in collaborative conversations with diverse partners about Grade 2 topics and texts with peers and adults in small and larger groups. [SL.2.1] [ELA] (2) 4: Demonstrate comprehension of secondgrade reading materials across the curriculum, including drawing simple conclusions, classifying ideas and things, identifying sequence, and retelling directions and information from informational and functional reading materials. [TC2] (02) 9: Identify digital tools used for problem solving. [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (0) 6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.) [KCC6] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 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. [1OA2] [MA2013] (1) 4: Understand subtraction as an unknownaddend problem. [1OA4] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 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). [1OA6] [MA2013] (3) 11: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. [3NBT2]
Subject: English Language Arts (2), or English Language Arts (2), or Mathematics (K  3), or Technology Education (K  2)
Title: "No More Money Trouble"
Description: This lesson will allow students to identify and count money. They will enjoy playing with coins that look like real money. This lesson is guaranteed to motivate students through the use of handson and cooperative group activities. This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: Cracker Math (Commutative Property)
Description:
During this lesson students will listen to the story FISH EYES: A BOOK YOU CAN COUNT ON by Lois Ehlert and use concrete objects to explore the commutative property of addition. During this lesson students will be guided through exercises to strengthen knowledge that the order of the addends has no effect upon the sum. In mathematical terms, a+b=b+a. They will also use the internet to practice what they have learned during this lesson.
Standard(s): [MA2013] (1) 3: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) [1OA3] [MA2013] (1) 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). [1OA6]
Subject: Mathematics (1)
Title: Cracker Math (Commutative Property)
Description: During this lesson students will listen to the story FISH EYES: A BOOK YOU CAN COUNT ON by Lois Ehlert and use concrete objects to explore the commutative property of addition. During this lesson students will be guided through exercises to strengthen knowledge that the order of the addends has no effect upon the sum. In mathematical terms, a+b=b+a. They will also use the internet to practice what they have learned during this lesson.
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Title: Multiplication Facts, Facts, Facts and Some Reese's Pieces for Snack!!
Description:
This lesson teaches the basic math multiplication facts in a fun way so that students will want to remember them. Knowledge of all multiplication facts will help with learning subsequent skills in longer multiplication, division, fractions, etc.
Standard(s): [TC2] (35) 8: Collect information from a variety of digital sources. [TC2] (35) 6: Describe social and ethical behaviors related to technology use. [TC2] (35) 5: Practice safe use of technology systems and applications. [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 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). [1OA6] [MA2013] (1) 7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. [1OA7] [MA2013] (1) 8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. [1OA8] [MA2013] (1) 10: Understand that the two digits of a twodigit number represent amounts of tens and ones. Understand the following as special cases: [1NBT2] [MA2013] (1) 12: Add within 100, including adding a twodigit number and a onedigit number and adding a twodigit 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 twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. [1NBT4] [MA2013] (1) 13: Given a twodigit number, mentally find 10 more or 10 less than the number without having to count; explain the reasoning used. [1NBT5] [MA2013] (1) 14: Subtract multiples of 10 in the range 1090 from multiples of 10 in the range 1090 (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. [1NBT6] [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (2) 1: Use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 1.) [2OA1] [MA2013] (2) 2: Fluently add and subtract within 20 using mental strategies. (See standard 6, Grade 1, for a list of mental strategies.) By end of Grade 2, know from memory all sums of two onedigit numbers. [2OA2] [MA2013] (2) 3: Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. [2OA3] [MA2013] (2) 4: Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. [2OA4] [MA2013] (2) 6: Count within 1000; skipcount by 5s, 10s, and 100s. [2NBT2] [MA2013] (2) 7: Read and write numbers to 1000 using baseten numerals, number names, and expanded form. [2NBT3] [MA2013] (2) 8: Compare two threedigit numbers based on meanings of the hundreds, tens, and ones digits using >, =, and < symbols to record the results of comparisons. [2NBT4] [MA2013] (2) 9: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. [2NBT5] [MA2013] (2) 10: Add up to four twodigit numbers using strategies based on place value and properties of operations. [2NBT6] [MA2013] (2) 11: Add and subtract within 1000 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. Understand that in adding or subtracting threedigit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. [2NBT7] [MA2013] (2) 12: Mentally add 10 or 100 to a given number 100 – 900, and mentally subtract 10 or 100 from a given number 100 – 900. [2NBT8] [MA2013] (2) 13: Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) [2NBT9] [MA2013] (3) 1: Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. [3OA1] [MA2013] (3) 5: Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) [3OA5]
Subject: Mathematics (1  3), or Technology Education (3  5)
Title: Multiplication Facts, Facts, Facts and Some Reese's Pieces for Snack!!
Description: This lesson teaches the basic math multiplication facts in a fun way so that students will want to remember them. Knowledge of all multiplication facts will help with learning subsequent skills in longer multiplication, division, fractions, etc.
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Title: How Many More?
Description:
In this lesson, one of a multipart unit from Illuminations, students write subtraction problems, model them with sets of fishshaped crackers, and communicate their findings in words and pictures. They record differences in words and symbols. The additive identity is reviewed in the context of comparing equal sets. Several pieces of literature appropriate for use with this lesson are suggested.
Standard(s): [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 13: Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. [KNBT1] [MA2013] (0) 20: Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). [KG4] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 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. [1OA2] [MA2013] (1) 3: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) [1OA3] [MA2013] (1) 4: Understand subtraction as an unknownaddend problem. [1OA4] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 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). [1OA6] [MA2013] (1) 7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. [1OA7] [MA2013] (1) 8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. [1OA8]
Subject: Mathematics Title: How Many More?
Description: In this lesson, one of a multipart unit from Illuminations, students write subtraction problems, model them with sets of fishshaped crackers, and communicate their findings in words and pictures. They record differences in words and symbols. The additive identity is reviewed in the context of comparing equal sets. Several pieces of literature appropriate for use with this lesson are suggested. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Some Special Sums
Description:
In this lesson, one of a multipart unit from Illuminations, students practice doubles and doublesplusone addition facts. They record their current level of mastery of the addition facts on their personal addition chart.
Standard(s): [MA2013] (1) 3: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) [1OA3] [MA2013] (1) 4: Understand subtraction as an unknownaddend problem. [1OA4] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 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). [1OA6] [MA2013] (1) 8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. [1OA8]
Subject: Mathematics Title: Some Special Sums
Description: In this lesson, one of a multipart unit from Illuminations, students practice doubles and doublesplusone addition facts. They record their current level of mastery of the addition facts on their personal addition chart. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Finding Fact Families
Description:
In this lesson, one of a multipart unit from Illuminations, the relationship of subtraction to addition is introduced with a book and with dominoes. Then, the children explore the concept of missing addends. They also add cards with sums of 4 to their individual set of triangleshaped flash cards. Several pieces of literature appropriate for use with this lesson are suggested.
Standard(s): [MA2013] (1) 3: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) [1OA3] [MA2013] (1) 4: Understand subtraction as an unknownaddend problem. [1OA4] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 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). [1OA6] [MA2013] (1) 7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. [1OA7] [MA2013] (1) 8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. [1OA8]
Subject: Mathematics Title: Finding Fact Families
Description: In this lesson, one of a multipart unit from Illuminations, the relationship of subtraction to addition is introduced with a book and with dominoes. Then, the children explore the concept of missing addends. They also add cards with sums of 4 to their individual set of triangleshaped flash cards. Several pieces of literature appropriate for use with this lesson are suggested. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Counting to Find Sums
Description:
This lesson, one of a multipart unit from Illuminations, focuses on the counting model for addition and begins with reading a counting book. Students model the numbers with counters as the book is read. Then they count the spots on each side of a domino and write in vertical and horizontal format the sums suggested by dominoes. Finally, the students illustrate a domino and record a sum it represents for their portfolio. Several pieces of literature appropriate for use with this lesson are suggested.
Standard(s): [ELA] (1) 4: Read with comprehension a variety of firstgrade narrative and informational texts, including recalling information and retelling a story with beginning, middle, and end. [ELA] (1) 12: Collect information from print and nonprint resources to investigate a teacher or
studentselected topic. [ELA] (1) 13: Listen for meaning in conversations and discussions, including looking at the speaker without interrupting. [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 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). [1OA6]
Subject: Mathematics Title: Counting to Find Sums
Description: This lesson, one of a multipart unit from Illuminations, focuses on the counting model for addition and begins with reading a counting book. Students model the numbers with counters as the book is read. Then they count the spots on each side of a domino and write in vertical and horizontal format the sums suggested by dominoes. Finally, the students illustrate a domino and record a sum it represents for their portfolio. Several pieces of literature appropriate for use with this lesson are suggested. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Finding Sums to Six
Description:
In this lesson, one of a multipart unit from Illuminations, students discover the role of the additive identity and explore sums to six. They continue to fill in their personal addition chart.
Standard(s): [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 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). [1OA6]
Subject: Mathematics Title: Finding Sums to Six
Description: In this lesson, one of a multipart unit from Illuminations, students discover the role of the additive identity and explore sums to six. They continue to fill in their personal addition chart. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Block Pounds
Description:
In this lesson, from Illuminations, students explore the use of variables as unknowns as they solve for the weights of objects using information presented in pictures. They also model situations that involve the addition and subtraction of whole numbers, using objects, pictures, and symbols.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 11: 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. [KOA4] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 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. [1OA2] [MA2013] (1) 3: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) [1OA3] [MA2013] (1) 4: Understand subtraction as an unknownaddend problem. [1OA4] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 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). [1OA6] [MA2013] (1) 14: Subtract multiples of 10 in the range 1090 from multiples of 10 in the range 1090 (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. [1NBT6] [MA2013] (2) 2: Fluently add and subtract within 20 using mental strategies. (See standard 6, Grade 1, for a list of mental strategies.) By end of Grade 2, know from memory all sums of two onedigit numbers. [2OA2] [MA2013] (2) 3: Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. [2OA3] [MA2013] (2) 9: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. [2NBT5] [MA2013] (2) 13: Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) [2NBT9]
Subject: Mathematics Title: Block Pounds
Description: In this lesson, from Illuminations, students explore the use of variables as unknowns as they solve for the weights of objects using information presented in pictures. They also model situations that involve the addition and subtraction of whole numbers, using objects, pictures, and symbols. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Numbers Many Ways
Description:
In this lesson, one of a multipart unit from Illuminations, students work with subtraction at the intuitive level as they explore number families and ways to decompose numbers to 10. They also identify members of fact families.
Standard(s): [MA2013] (0) 10: 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). [KOA3] [MA2013] (1) 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). [1OA6] [MA2013] (2) 13: Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) [2NBT9]
Subject: Mathematics Title: Numbers Many Ways
Description: In this lesson, one of a multipart unit from Illuminations, students work with subtraction at the intuitive level as they explore number families and ways to decompose numbers to 10. They also identify members of fact families. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Addend Pairs to 12
Description:
In this lesson, one of a multipart unit from Illuminations, students explore pairs of numbers that add to 12 or less by playing a game. They then add to their personal addition chart and prepare a new chart that allows access to the facts they do not know.
Standard(s): [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 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). [1OA6]
Subject: Mathematics Title: Addend Pairs to 12
Description: In this lesson, one of a multipart unit from Illuminations, students explore pairs of numbers that add to 12 or less by playing a game. They then add to their personal addition chart and prepare a new chart that allows access to the facts they do not know. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Fact Family Fun
Description:
In this lesson, one of a multipart unit from Illuminations, the relation of addition to subtraction is explored with fishshaped crackers. The students search for related addition and subtraction facts for a given number and investigate fact families when one addend or the difference is 0.
Standard(s): [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (0) 11: 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. [KOA4] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 3: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) [1OA3] [MA2013] (1) 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). [1OA6] [MA2013] (1) 8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. [1OA8] [MA2013] (2) 2: Fluently add and subtract within 20 using mental strategies. (See standard 6, Grade 1, for a list of mental strategies.) By end of Grade 2, know from memory all sums of two onedigit numbers. [2OA2]
Subject: Mathematics Title: Fact Family Fun
Description: In this lesson, one of a multipart unit from Illuminations, the relation of addition to subtraction is explored with fishshaped crackers. The students search for related addition and subtraction facts for a given number and investigate fact families when one addend or the difference is 0. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Try for Five
Description:
In this lesson, one of a multipart unit from Illuminations, students explore the many ways to decompose numbers and then build on their knowledge of addition and subtraction to find missing addends. They also visit a Web site related to the food pyramid.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 10: 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). [KOA3] [MA2013] (1) 3: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) [1OA3] [MA2013] (1) 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). [1OA6] [MA2013] (2) 13: Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) [2NBT9]
Subject: Health,Mathematics Title: Try for Five
Description: In this lesson, one of a multipart unit from Illuminations, students explore the many ways to decompose numbers and then build on their knowledge of addition and subtraction to find missing addends. They also visit a Web site related to the food pyramid. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Calculating Patterns
Description:
In this lesson, one of a multipart unit from Illuminations, students use an Internetbased calculator that is linked with an interactive Hundred Chart to create, extend, and record numerical patterns in different ways. By connecting the two representations, students observe the numerical patterns as they are created.
Standard(s): [MA2013] (1) 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. [1OA2] [MA2013] (1) 4: Understand subtraction as an unknownaddend problem. [1OA4] [MA2013] (1) 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). [1OA6]
Subject: Mathematics Title: Calculating Patterns
Description: In this lesson, one of a multipart unit from Illuminations, students use an Internetbased calculator that is linked with an interactive Hundred Chart to create, extend, and record numerical patterns in different ways. By connecting the two representations, students observe the numerical patterns as they are created. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
ALEX Podcasts
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Title: Let's Make Ten
Overview:
In this activity, students practice determining different ways to make 10. They work together as partners and roll dice to determine the numbers they work with. They have to evaluate their numbers rolled to find a way to make a total of 10. They color in their bars to represent the numbers they rolled. A number sentence is composed and then they move on to the next roll. Once the activity is complete, a whole group discussion takes place and all the combinations that the students found are listed on the board. Standard(s):
[MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 4: Understand subtraction as an unknownaddend problem. [1OA4] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 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). [1OA6]
Let's Make Ten Overview: In this activity, students practice determining different ways to make 10. They work together as partners and roll dice to determine the numbers they work with. They have to evaluate their numbers rolled to find a way to make a total of 10. They color in their bars to represent the numbers they rolled. A number sentence is composed and then they move on to the next roll. Once the activity is complete, a whole group discussion takes place and all the combinations that the students found are listed on the board.
Web Resources
Lesson Plans
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Title: Yummy Gummy Subtraction
Description:
This Web site gives a lesson plan using gummy bears to represent subtraction in simple math equations. Teachers can adapt the lesson to also include addition, multiplication or division.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5] [MA2013] (1) 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). [1OA6]
Yummy Gummy Subtraction
http://www.education...
This Web site gives a lesson plan using gummy bears to represent subtraction in simple math equations. Teachers can adapt the lesson to also include addition, multiplication or division.
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Title: The Product Game
Description:
In the Factor Game, students start with a number and find its factors. In the Product Game, students start with factors and multiply to find the product. The two games work well together because they help students to see the relationship between products and factors.
There are four lessons in this unit.
Standard(s): [MA2013] (1) 3: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) [1OA3] [MA2013] (1) 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). [1OA6] [MA2013] (2) 2: Fluently add and subtract within 20 using mental strategies. (See standard 6, Grade 1, for a list of mental strategies.) By end of Grade 2, know from memory all sums of two onedigit numbers. [2OA2] [MA2013] (4) 4: Find all factor pairs for a whole number in the range 1100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1100 is a multiple of a given onedigit number. Determine whether a given whole number in the range 1100 is prime or composite. [4OA4]
The Product Game
http:///illumination...
In the Factor Game, students start with a number and find its factors. In the Product Game, students start with factors and multiply to find the product. The two games work well together because they help students to see the relationship between products and factors.
There are four lessons in this unit.
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Title: Learning Addition and Subtraction
Description:
Lessons and videos on addition and subtraction.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 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). [1OA6] [MA2013] (1) 12: Add within 100, including adding a twodigit number and a onedigit number and adding a twodigit 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 twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. [1NBT4]
Learning Addition and Subtraction
http://www.gcflearnf...
Lessons and videos on addition and subtraction.
Podcasts
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Title: Learning Addition and Subtraction
Description:
Lessons and videos on addition and subtraction.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 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). [1OA6] [MA2013] (1) 12: Add within 100, including adding a twodigit number and a onedigit number and adding a twodigit 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 twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. [1NBT4]
Learning Addition and Subtraction
http://www.gcflearnf...
Lessons and videos on addition and subtraction.
Interactives/Games
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Title: Online Subtraction Practice
Description:
This page provides online practice for subtracting onedigit numerals. Immediate feedback is provided to let the student know if his or her answer is correct or not.
Standard(s): [MA2013] (1) 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). [1OA6]
Online Subtraction Practice
http://www.kidport.c...
This page provides online practice for subtracting onedigit numerals. Immediate feedback is provided to let the student know if his or her answer is correct or not.
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Title: Math Flashcards
Description:
This page provides an opportunity for students to interactively complete addition, subtraction, multiplication, or division problems.
Standard(s): [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (1) 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). [1OA6] [MA2013] (2) 2: Fluently add and subtract within 20 using mental strategies. (See standard 6, Grade 1, for a list of mental strategies.) By end of Grade 2, know from memory all sums of two onedigit numbers. [2OA2]
Math Flashcards
http://www.factmonst...
This page provides an opportunity for students to interactively complete addition, subtraction, multiplication, or division problems.
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Title: FunBrain  Math Baseball
Description:
For this interactive game, FUNBRAIN gives the student a math problem. The student enters the answer to the problem and hits the "Swing" button. If the answer is correct, the student will get a hit. FUNBRAIN will decide if the hit is a single, double, triple, or home run based on the difficulty of the problem. If the answer is wrong, the student will get an out. The game is over after three outs. One or 2 players may play and problems are available for addition, subtraction, multiplication, division, or all of the above.
Standard(s): [MA2013] (1) 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). [1OA6] [MA2013] (1) 8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. [1OA8] [MA2013] (2) 2: Fluently add and subtract within 20 using mental strategies. (See standard 6, Grade 1, for a list of mental strategies.) By end of Grade 2, know from memory all sums of two onedigit numbers. [2OA2] [MA2013] (2) 9: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. [2NBT5] [MA2013] (2) 10: Add up to four twodigit numbers using strategies based on place value and properties of operations. [2NBT6] [MA2013] (3) 4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. [3OA4] [MA2013] (3) 5: Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) [3OA5] [MA2013] (3) 7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers. [3OA7] [MA2013] (3) 11: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. [3NBT2] [MA2013] (3) 12: Multiply onedigit whole numbers by multiples of 10 in the range 10  90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations. [3NBT3] [MA2013] (4) 9: Fluently add and subtract multidigit whole numbers using the standard algorithm. [4NBT4] [MA2013] (4) 10: Multiply a whole number of up to four digits by a onedigit whole number, and multiply two twodigit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [4NBT5] [MA2013] (4) 11: Find wholenumber quotients and remainders with up to fourdigit dividends and onedigit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [4NBT6]
FunBrain  Math Baseball
http://www.funbrain....
For this interactive game, FUNBRAIN gives the student a math problem. The student enters the answer to the problem and hits the "Swing" button. If the answer is correct, the student will get a hit. FUNBRAIN will decide if the hit is a single, double, triple, or home run based on the difficulty of the problem. If the answer is wrong, the student will get an out. The game is over after three outs. One or 2 players may play and problems are available for addition, subtraction, multiplication, division, or all of the above.
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Title: Kakooma Addition
Description:
Addition puzzles where the student looks for one number that is the sum of 2 of the other numbers. Puzzles range from easy sets of 4 to complex sets of 9.
Standard(s): [MA2013] (1) 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). [1OA6] [MA2013] (2) 2: Fluently add and subtract within 20 using mental strategies. (See standard 6, Grade 1, for a list of mental strategies.) By end of Grade 2, know from memory all sums of two onedigit numbers. [2OA2]
Kakooma Addition
http://www.gregtangm...
Addition puzzles where the student looks for one number that is the sum of 2 of the other numbers. Puzzles range from easy sets of 4 to complex sets of 9.
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Title: Can You Add and Subtract?
Description:
Students will practice adding and subtracting with illustrations.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 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). [1OA6]
Can You Add and Subtract?
http://www.glencoe.c...
Students will practice adding and subtracting with illustrations.
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Title: Let's Go Fishing
Description:
Students practice simple addition facts by catching the fish with the correct sum.
Standard(s): [MA2013] (1) 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). [1OA6]
Let's Go Fishing
http://www.softschoo...
Students practice simple addition facts by catching the fish with the correct sum.
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Title: Math Flash Cards
Description:
Math Flash Cards provide interactive flash cards for students to practice addition, subtraction, multiplication, and division at a variety of levels.
Standard(s): [MA2013] (1) 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). [1OA6] [MA2013] (2) 2: Fluently add and subtract within 20 using mental strategies. (See standard 6, Grade 1, for a list of mental strategies.) By end of Grade 2, know from memory all sums of two onedigit numbers. [2OA2] [MA2013] (2) 9: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. [2NBT5] [MA2013] (3) 5: Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) [3OA5] [MA2013] (3) 7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers. [3OA7]
Math Flash Cards
http://www.factmonst...
Math Flash Cards provide interactive flash cards for students to practice addition, subtraction, multiplication, and division at a variety of levels.
Learning Activities
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Title: Online Subtraction Practice
Description:
This page provides online practice for subtracting onedigit numerals. Immediate feedback is provided to let the student know if his or her answer is correct or not.
Standard(s): [MA2013] (1) 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). [1OA6]
Online Subtraction Practice
http://www.kidport.c...
This page provides online practice for subtracting onedigit numerals. Immediate feedback is provided to let the student know if his or her answer is correct or not.
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Title: Math: Addition and Subtraction
Description:
This is a lesson plan for helping students develop an awareness of addition and subtraction.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 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). [1OA6]
Math: Addition and Subtraction
https://college.live...
This is a lesson plan for helping students develop an awareness of addition and subtraction.
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Title: ABC Teach: Subtraction
Description:
This website has adaptable subtraction worksheets.
Standard(s): [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5] [MA2013] (1) 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). [1OA6] [MA2013] (2) 2: Fluently add and subtract within 20 using mental strategies. (See standard 6, Grade 1, for a list of mental strategies.) By end of Grade 2, know from memory all sums of two onedigit numbers. [2OA2] [MA2013] (2) 9: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. [2NBT5]
ABC Teach: Subtraction
http://www.abcteach....
This website has adaptable subtraction worksheets.
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Title: ABC Teach: Computation
Description:
This website has adding and subtracting worksheets with shapes to count.
Standard(s): [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (1) 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). [1OA6] [MA2013] (2) 9: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. [2NBT5]
ABC Teach: Computation
http://www.abcteach....
This website has adding and subtracting worksheets with shapes to count.
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Title: FunBrain  Math Baseball
Description:
For this interactive game, FUNBRAIN gives the student a math problem. The student enters the answer to the problem and hits the "Swing" button. If the answer is correct, the student will get a hit. FUNBRAIN will decide if the hit is a single, double, triple, or home run based on the difficulty of the problem. If the answer is wrong, the student will get an out. The game is over after three outs. One or 2 players may play and problems are available for addition, subtraction, multiplication, division, or all of the above.
Standard(s): [MA2013] (1) 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). [1OA6] [MA2013] (1) 8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. [1OA8] [MA2013] (2) 2: Fluently add and subtract within 20 using mental strategies. (See standard 6, Grade 1, for a list of mental strategies.) By end of Grade 2, know from memory all sums of two onedigit numbers. [2OA2] [MA2013] (2) 9: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. [2NBT5] [MA2013] (2) 10: Add up to four twodigit numbers using strategies based on place value and properties of operations. [2NBT6] [MA2013] (3) 4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. [3OA4] [MA2013] (3) 5: Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) [3OA5] [MA2013] (3) 7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers. [3OA7] [MA2013] (3) 11: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. [3NBT2] [MA2013] (3) 12: Multiply onedigit whole numbers by multiples of 10 in the range 10  90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations. [3NBT3] [MA2013] (4) 9: Fluently add and subtract multidigit whole numbers using the standard algorithm. [4NBT4] [MA2013] (4) 10: Multiply a whole number of up to four digits by a onedigit whole number, and multiply two twodigit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [4NBT5] [MA2013] (4) 11: Find wholenumber quotients and remainders with up to fourdigit dividends and onedigit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [4NBT6]
FunBrain  Math Baseball
http://www.funbrain....
For this interactive game, FUNBRAIN gives the student a math problem. The student enters the answer to the problem and hits the "Swing" button. If the answer is correct, the student will get a hit. FUNBRAIN will decide if the hit is a single, double, triple, or home run based on the difficulty of the problem. If the answer is wrong, the student will get an out. The game is over after three outs. One or 2 players may play and problems are available for addition, subtraction, multiplication, division, or all of the above.
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Title: Can You Add and Subtract?
Description:
Students will practice adding and subtracting with illustrations.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 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). [1OA6]
Can You Add and Subtract?
http://www.glencoe.c...
Students will practice adding and subtracting with illustrations.
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Title: Math Flash Cards
Description:
Math Flash Cards provide interactive flash cards for students to practice addition, subtraction, multiplication, and division at a variety of levels.
Standard(s): [MA2013] (1) 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). [1OA6] [MA2013] (2) 2: Fluently add and subtract within 20 using mental strategies. (See standard 6, Grade 1, for a list of mental strategies.) By end of Grade 2, know from memory all sums of two onedigit numbers. [2OA2] [MA2013] (2) 9: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. [2NBT5] [MA2013] (3) 5: Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) [3OA5] [MA2013] (3) 7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers. [3OA7]
Math Flash Cards
http://www.factmonst...
Math Flash Cards provide interactive flash cards for students to practice addition, subtraction, multiplication, and division at a variety of levels.
Teacher Tools
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Title: The Product Game
Description:
In the Factor Game, students start with a number and find its factors. In the Product Game, students start with factors and multiply to find the product. The two games work well together because they help students to see the relationship between products and factors.
There are four lessons in this unit.
Standard(s): [MA2013] (1) 3: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) [1OA3] [MA2013] (1) 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). [1OA6] [MA2013] (2) 2: Fluently add and subtract within 20 using mental strategies. (See standard 6, Grade 1, for a list of mental strategies.) By end of Grade 2, know from memory all sums of two onedigit numbers. [2OA2] [MA2013] (4) 4: Find all factor pairs for a whole number in the range 1100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1100 is a multiple of a given onedigit number. Determine whether a given whole number in the range 1100 is prime or composite. [4OA4]
The Product Game
http:///illumination...
In the Factor Game, students start with a number and find its factors. In the Product Game, students start with factors and multiply to find the product. The two games work well together because they help students to see the relationship between products and factors.
There are four lessons in this unit.
Thinkfinity Learning Activities
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Title: How Many Under the Shell?
Description:
This student interactive from Illuminations allows students to discover basic addition and subtraction facts. When Okta hides bubbles, students try to determine the number under the shell.
Standard(s): [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5] [MA2013] (1) 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). [1OA6] [MA2013] (2) 2: Fluently add and subtract within 20 using mental strategies. (See standard 6, Grade 1, for a list of mental strategies.) By end of Grade 2, know from memory all sums of two onedigit numbers. [2OA2]
Subject: Mathematics Title: How Many Under the Shell?
Description: This student interactive from Illuminations allows students to discover basic addition and subtraction facts. When Okta hides bubbles, students try to determine the number under the shell. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2

