Math

Unit 1 Addition and Subtraction Strategies

Students will independently use their learning to …

• Use their number sense to be fluent in their understanding of numbers, relationships, and how they are used in everyday life.

• Solve problems in everyday life by applying their understanding of numbers and operations.

Students will understand that…

• Our number system is based on patterns of ten.

• There are many ways to represent a quantity, but the best way is based on the problem in front of you.

• The relationship among the operations and their properties increases their flexibility as mathematicians.

Students will keep considering …

• What patterns do I see in number systems?

• What is the best way to represent this number?

• How do mathematical operations relate to each other?

• How can I use numbers and symbols to create true statements?

Students will know …

• there is a relationship between addition and subtraction.

• the order of addends does not change the sum.

• strategies make automaticity with basic facts easier

• place value can be used to solve addition and subtraction problems.

Students will be skilled at …

• recalling basic addition and subtraction facts within 20 with automaticity.

• using the relationship between addition and subtraction to find the unknown.

• using doubles, near doubles, and making 10 to find a sum or difference.

• representing and solving problems using strategies based on place value.

• solving addition and subtraction problems with 2-digit numbers.

• applying the mathematical process standards.

Standards

• 2.1 The student uses mathematical processes to acquire and demonstrate mathematical understanding.

(A) apply mathematics to problems arising in everyday life, society, and the workplace;

(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; (E) create and use representations to organize, record, and communicate mathematical ideas;

(F) analyze mathematical relationships to connect and communicate mathematical ideas; and

(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

• 2.4 The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve addition and subtraction problems with efficiency and accuracy.

(A) recall basic facts to add and subtract within 20 with automaticity

(C) solve one‐step and multi‐step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms

• 2.7 The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships.

(C) represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem