What's

• Use addition and subtraction within 20 to solve word problems by using objects, drawing and equations with symbols for the unknown number to represent the problem.

• Apply the commutative property/turn-around facts to add. For example, use 8+3=11 to solve 3+8=?.

• Understand subtraction as an unknown addend problem. For example, subtract 10-8 by thinking 8+?=10.

• Use fact families to solve other facts. For example, if you know 7+8=15, then you know 15-8=, 15-7, and 8+7.

• Add and subtract within 20 using multiple efficient strategies such as: counting on, making ten, relating addition to subtraction, etc.

• Understand the meaning of the equal sign involving addition and subtraction. For example, 6+3=9, is the same as 9=6+3.

What's

In this unit students will read, write, represent and compare numbers 0-100. Students will use place value to represent and compare numbers based on the meanings of tens and ones. They will use the <, >, and = sign to compare two numbers. Students will add within 100 using and open number line, 10 frame, number grids, and bundles. They will be able to explain their thinking. They will mentally find 10 more and 10 less than a two digit number without counting.

**new**in math?

In this unit, students add and subtract within 20 using a variety of strategies and solve problems in that range. They develop a deeper understanding between addition and subtraction.__Understanding, Representing, and Solving Addition and Subtraction within 20__In this unit, students add and subtract within 20 using a variety of strategies and solve problems in that range. They develop a deeper understanding between addition and subtraction.

**Common Core Focus:**• Use addition and subtraction within 20 to solve word problems by using objects, drawing and equations with symbols for the unknown number to represent the problem.

• Apply the commutative property/turn-around facts to add. For example, use 8+3=11 to solve 3+8=?.

• Understand subtraction as an unknown addend problem. For example, subtract 10-8 by thinking 8+?=10.

• Use fact families to solve other facts. For example, if you know 7+8=15, then you know 15-8=, 15-7, and 8+7.

• Add and subtract within 20 using multiple efficient strategies such as: counting on, making ten, relating addition to subtraction, etc.

• Understand the meaning of the equal sign involving addition and subtraction. For example, 6+3=9, is the same as 9=6+3.

What's

**ahead**in math?__Counting, Comparing, and Adding Numbers within 100__In this unit students will read, write, represent and compare numbers 0-100. Students will use place value to represent and compare numbers based on the meanings of tens and ones. They will use the <, >, and = sign to compare two numbers. Students will add within 100 using and open number line, 10 frame, number grids, and bundles. They will be able to explain their thinking. They will mentally find 10 more and 10 less than a two digit number without counting.

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.