- MAFS.1.OA.1.1: Use addition and subtraction within 20 to solve word problems1 involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem (1Students are not required to independently read the word problems.)
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https://www.cpalms.org/PreviewAccessPoint/Preview/15613
Solve one-step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings or pictures.
Clarifications:
Essential Understandings
Concrete:
- Make a set with objects from a given context within 20.
- Join or separate objects and count to determine how many were ‘added to’ the set (Ex: Rich had 11 crayons. Rich found more crayons. He has 14 crayons. How many did he find?) ‘take from’ the set (Ex: There were 14 apples. Jane ate some of the apples. There are 3 apples left. How many apples were eaten?), or the sum or difference./li>
- Make a drawing or picture of a set from a given context within 20.
- Join or separate drawings or pictures and count to determine how many were ‘added to’ the set, ‘taken from’ the set.
- Recognize that the numbers in the problem relate to the drawings or pictures being utilized.
- Understand the following concepts and vocabulary: add, take apart, take from, subtract.
Access Point #: MAFS.1.OA.1.AP.1c (Archived Access Point)
Access Point Standards
Visit the specific benchmark webpage to find related instructional resources.
Access Point Information
Number:
MAFS.1.OA.1.AP.1c
Category:
Access Points
Date Adopted or Revised:
06/14
Cluster:
Represent and solve problems involving addition and subtraction. (Major Cluster) :
Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.
Access Point Courses
- Grade One Mathematics (#5012030): The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations.
- Access Mathematics Grade 1 (#7712020): Access Courses:
Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities.
- Music - Grade 1 (#5013070): First-grade students in music class explore their world through listening, singing, moving, playing instruments, and creating to stimulate the imagination and lead to innovation and creative risk-taking. As they develop basic skills, techniques, and processes in music, they strengthen their music and extra-music vocabulary and music literacy, as well as their ability to remember, focus on, process, and sequence information. As students sing, play, move, and create together, they develop the foundation for important skills such as teamwork, acceptance, respect, and responsibility that will help students be successful in the 21st century.
- Foundational Skills in Mathematics K-2 (#5012005): This course supports students who need additional instruction in foundational mathematics skills as it relates to core instruction. Instruction will use explicit, systematic, and sequential approaches to mathematics instruction addressing all strands including number sense & operations, fractions, algebraic reasoning, geometric reasoning, measurement and data analysis & probability. Teachers will use the listed benchmarks that correspond to each students’ needs.
Effective instruction matches instruction to the need of the students in the group and provides multiple opportunities to practice the skill and receive feedback. The additional time allotted for this course is in addition to core instruction. The intervention includes materials and strategies designed to supplement core instruction.