General Information
Subject Area: Mathematics (B.E.S.T.)
Grade: K
Strand: Algebraic Reasoning
Date Adopted or Revised: 08/20
Status: State Board Approved
Benchmark Instructional Guide
Connecting Benchmarks/Horizontal Alignment
Terms from the K-12 Glossary
- Equation
Vertical Alignment
Previous Benchmarks
Next Benchmarks
Purpose and Instructional Strategies
The purpose of this benchmark is to allow students to continue to flexibly discover various sums as they work towards procedural reliability in Kindergarten, and automaticity in grade 1. This benchmark allows students the opportunity to deepen understanding of addition and subtraction by connecting the concepts to real-world situations. Though this should not be the first exposure to contextual addition and subtraction problems, this benchmark provides the opportunity for making it explicit (MTR.7.1).- Instruction includes the relationship between addition and subtraction, providing opportunities for discovering subtraction facts that are related to addition facts (MTR.5.1).
- Instruction includes opportunities for the use of various strategies and for students to collaborate and share strategies with each other (MTR.2.1, MTR.4.1).
- Items or explanations including equations as strategies may help students begin to understand the meaning of the equal sign.
Common Misconceptions or Errors
Students may not yet have an understanding of the equal sign when attempting to use equations as a strategy (see MA.K.AR.2.1).
Strategies to Support Tiered Instruction
- Teacher provides manipulatives to build sets that represent equations and determine if they are true or false.
- For example, the teacher provides students with the equation 3 + 4 = 7. Students build the addends using two-color counters with the yellow side facing up. Students build the sum with two-color counters with the red side facing up. Teacher asks “Are the two sides of the equation equal? Do they have the same value?” Students should count to find the sum of both sides and record the comparison as 7 = 7. Discussion should focus on the quantities on both sides of the equal sign being the same or different.
- Instruction includes opportunities to use money manipulatives (dollar bills) to build knowledge of enough.
- For example, in groups, teacher provides students with eight 1-dollar bills. Teacher provides picture cards with costs labeled of things the students could buy with their eight 1-dollar bills. Teacher asks: Do you have enough money to buy the sticker and the lollipop? Do you have enough money to buy a book and a pencil? Discussion should focus on if the student has enough money to buy the items.
- Teacher provides a math number balance to explore the equal sign with quantities from 1 to 10.
- For example, students can build the equation 3 + 2 = 6 and determine if the equation is true.
Instructional Tasks
Instructional Task 1
Dani colored 3 pages of a coloring book and Ciara colored 2 pages of the same coloring book. How many pages did they color all together?
Instructional Items
Instructional Item 1
Stan found 7 easter eggs in all while hunting for easter eggs. In his backyard he found 3. How many easter eggs did Stan find elsewhere?
Instructional Item 2
Eddie has 5 tokens in his class prize baggy. He needs 8 tokens in order to get a prize from the class treasure box. How many more tokens does Eddie need in order to get a prize?*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.