What's

**new**in math?

__Solving Addition and Subtraction Problem Types within 20__In this unit students will solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing numbers. Students will determine if equations involving addition and subtraction are true or false. Students will add three numbers. Students will add and subtract within 20, demonstrating fluency within 10.

**Common Core Focus:**

• Use addition and subtraction within 20 to solve word problems of all types using objects, drawing, and equations with symbols for the unknown.

• Solve word problems adding three whole numbers whose sum is less than or equal to 20 by using objects and drawings.

• Apply the Associative Property of Addition as a strategy to add and subtract (e.g., to add 2 + 6 + 4, the second two numbers can be added to make a 10, so 2 + 6 +4 = 2 + 10 = 12).

• Add within 20, demonstrating fluency for addition within 10.

• Understand the meaning of the equal sign and determine if equations involving addition and subtraction are true or false.

• Determine the unknown whole number in and addition or subtraction equation relating three whole numbers. (8 + ? = 11).

What's ahead in math?

• Use addition and subtraction within 20 to solve word problems of all types using objects, drawing, and equations with symbols for the unknown.

• Solve word problems adding three whole numbers whose sum is less than or equal to 20 by using objects and drawings.

• Apply the Associative Property of Addition as a strategy to add and subtract (e.g., to add 2 + 6 + 4, the second two numbers can be added to make a 10, so 2 + 6 +4 = 2 + 10 = 12).

• Add within 20, demonstrating fluency for addition within 10.

• Understand the meaning of the equal sign and determine if equations involving addition and subtraction are true or false.

• Determine the unknown whole number in and addition or subtraction equation relating three whole numbers. (8 + ? = 11).

What's ahead in math?

__Organizing, Representing, and Interpreting Data and Time to the Half-Hour__**In this unit, students tell and write time to the half-hour using analog and digital clocks. They organize and represent data in up to three categories. They will ask and answer questions about the data.**

Addition and Subtraction within 10

The children have been working hard learning strategies to help them solve addition and subtraction problems within 10. By the end of first grade, children should be able solve all problems within 10 in three seconds a problem. In order to help the children learn how to do this, the problems are broken down in strategies. You may have heard your child use the words: "ten friend" , "double", or "counting on". Below is a description of each strategy the children are learning:

Count on 1, 2, 3:

When adding two numbers, put the larger number in your head and count on 1, 2, or 3. You may have to change the order of the addends to do this. 6+3=(6... 7, 8, 9), 2+7=(7...8,9)

Count Back 1, 2, 3:

Put the whole in your head and count back. 9-2= (9...8,7)

Count On "Think Addition" :

When subtracting and the numbers are close start with the small number and count on to the large number to get the difference.. 9-7= (7...8,9 your answer is 2)

Doubles:

Adding a number to itself. 2+2=, 4+4=, also knowing if 4+4=8, then 8-4=4.

Near Doubles or Doubles +1:

When adding two numbers that are one apart (or number neighbors) double the small number and add one to the answer. 4+3=, double the 3 and add 1 to the answer. 3+3=6, so 4+3=7.

Ten Friends:

Two numbers when added together equal 10. 4+6=10, 8+2=10

Also knowing when 10 is the whole and you take away a part, the missing part is the ten friend. 10-7=3.

Below are addition and subtraction strategy flashcards. Some strategies will be introduced as we move on in the year. Feel free to copy at your convenience!

**addition_strategies.pdf**

**subtraction_strategies.pdf**

What is

Children work with a partner to play a math game.

Children work independently to build with manipulatives, or play a math game involving manipulatives.

Children read math books or work on math facts independently.

Children play math games independently.

Children work with a parent or teacher on a particular task or they work

independently on a task.

**B.U.I.L.D.**?**B.U.I.L.D**. is our structured center math time which we have daily.**B = Buddy Games**Children work with a partner to play a math game.

**U = Using Manipulatives**Children work independently to build with manipulatives, or play a math game involving manipulatives.

**I = Independent Work**Children read math books or work on math facts independently.

**L = Learning About Numbers**Children play math games independently.

**D = Doing Math**Children work with a parent or teacher on a particular task or they work

independently on a task.