Standard(s):
[MA2015] (0) 8 : 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.) [K-OA1]
[MA2015] (0) 10 : 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). [K-OA3]
[MA2015] (1) 6 : 6 ) Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). [1-OA6]
[DLIT] (0) 12 : 6) Recognize ways in which computing devices make certain tasks easier.
Examples: Communication, doctor's visits/medical records, maps and directions.
[DLIT] (1) 16 : 10) Identify an appropriate tool to complete a task when given guidance and support.
Examples: Choosing a word processing tool to write a story, choosing a spreadsheet for a budget.
[DLIT] (2) 20 : 14) Collect, create, and organize data in a digital chart or graph.