ALEX Resources

   View Standards     Standard(s): [MA2019] (1) 3 :

3. Apply properties of operations as strategies to add and subtract.

Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (commutative property of addition).
To add 2 + 6 + 4, the second and third numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (associative property of addition).
When adding 0 to a number, the result is the same number (identity property of zero for addition).

[MA2019] (1) 4 :

4. Explain subtraction as an unknown-addend problem.

Example: subtracting 10 - 8 by finding the number that makes 10 when added to 8

[MA2019] (1) 5 :

5. Relate counting to addition and subtraction.

Example: counting on 2 to add 2

[MA2019] (1) 8 :

8. Solve for the unknown whole number in various positions in an addition or subtraction equation, relating three whole numbers that would make it true.

Example: determining the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? - 3, and 6 + 6 = ?

Students will use number bonds and counters as a strategy for finding the missing addend. Students will become aware of the relationship between addition and subtraction. They will also use counting as it is related to addition and subtraction.

This is a College- and Career-Ready Standards showcase lesson plan.

   View Standards     Standard(s): [MA2019] (1) 10 :

10. Extend the number sequence from 0 to 120.

a. Count forward and backward by ones, starting at any number less than 120.

b. Read numerals from 0 to 120.

c. Write numerals from 0 to 120.

d. Represent a number of objects from 0 to 120 with a written numeral.

[MA2019] (1) 5 :

5. Relate counting to addition and subtraction.

Example: counting on 2 to add 2

In this learning activity, the students will work together taking turns to add small quantities encouraging counting on rather than recounting the set from one each time. It engages the students by using the number cubes to produce numbers and collect counters.  It will help students to count and organize numbers more efficiently.

This activity results from the ALEX Resource Development Summit.

   View Standards     Standard(s): [MA2019] (1) 10 :

10. Extend the number sequence from 0 to 120.

a. Count forward and backward by ones, starting at any number less than 120.

b. Read numerals from 0 to 120.

c. Write numerals from 0 to 120.

d. Represent a number of objects from 0 to 120 with a written numeral.

[MA2019] (1) 5 :

5. Relate counting to addition and subtraction.

Example: counting on 2 to add 2

This learning activity will engage the students using the hundred chart and counters to figure out missing numbers.  The students will enjoy taking turns to hide numbers from their partners all while solving the mystery of the missing numbers.  This activity will increase students' ability to count, read, and write the number to 100 as well as using number patterns to solve.

This activity results from the ALEX Resource Development Summit.

   View Standards     Standard(s): [MA2019] (1) 10 :

10. Extend the number sequence from 0 to 120.

a. Count forward and backward by ones, starting at any number less than 120.

b. Read numerals from 0 to 120.

c. Write numerals from 0 to 120.

d. Represent a number of objects from 0 to 120 with a written numeral.

[MA2019] (1) 5 :

5. Relate counting to addition and subtraction.

Example: counting on 2 to add 2

This learning activity will review and assess the students' understanding of counting on or counting back to find a missing number. The students will use strategies learned to count, find missing numbers, extend number sequences, and write numbers.

This activity results from the ALEX Resource Development Summit.

   View Standards     Standard(s): [MA2019] (1) 5 :

5. Relate counting to addition and subtraction.

Example: counting on 2 to add 2

[MA2019] (1) 6 :

6. Add and subtract within 20.

a. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by counting on.

b. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by making ten.

c. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by decomposing a number leading to a ten.

Example: 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9

d. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by using the relationship between addition and subtraction.

Example: Knowing that 8 + 4 = 12, one knows 12 - 8 = 4.

e. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by creating equivalent but easier or known sums.

Example: adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13

This learning activity is a teacher-led introduction to composing numbers and to building number sense foundation.  It will provide students with a visual using literature.  It will provide opportunities for a rich discussion about making numbers and provide time to introduce mathematical vocabulary.  The discussion and recording of events from the book will help demonstrate ways to compose numbers in different ways.  It is helpful to use this before playing interactive games that help with composing and decomposing numbers.  

This activity results from the ALEX Resource Development Summit.

   View Standards     Standard(s): [MA2019] (0) 1 :

1. Count forward orally from 0 to 100 by ones and by tens. Count backward orally from 10 to 0 by ones.

[MA2019] (1) 5 :

5. Relate counting to addition and subtraction.

Example: counting on 2 to add 2

[MA2019] (1) 6 :

6. Add and subtract within 20.

a. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by counting on.

b. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by making ten.

c. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by decomposing a number leading to a ten.

Example: 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9

d. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by using the relationship between addition and subtraction.

Example: Knowing that 8 + 4 = 12, one knows 12 - 8 = 4.

e. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by creating equivalent but easier or known sums.

Example: adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13

[MA2019] (1) 11 :

11. Explain that the two digits of a two-digit number represent amounts of tens and ones.

a. Identify a bundle of ten ones as a "ten."

b. Identify the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

c. Identify the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 as one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

This video is a song about the teens! Kids will better understand what the teens are: ten plus a single digit number. Remind kids of this trick when they are learning how to write and count the teens. 

   View Standards     Standard(s): [MA2019] (1) 5 :

5. Relate counting to addition and subtraction.

Example: counting on 2 to add 2

[MA2019] (1) 7 :

7. Explain that the equal sign means "the same as." Determine whether equations involving addition and subtraction are true or false.

Example: determining which of the following equations are true and which are false: 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2

Learn about addition, subtraction, and making amounts equal to the Odd Squad. When Ms. O and O'Donahue visit the Mathroom, she is excited to see her old friend and help with the case.