Word (.docx)
Acrobat (.pdf)
Clarifications
Clarification 1: Instruction includes understanding the context of the problem, as well as the quantities within the problem.Clarification 2: Students are not expected to independently read word problems.
Clarification 3: Addition and subtraction are limited to sums within 10 and related subtraction facts. Refer to Situations Involving Operations with Numbers (Appendix A).
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.
Related Courses
Related Access Points
Related Resources
Formative Assessments
Lesson Plans
Original Student Tutorials
Tutorial
MFAS Formative Assessments
Students are asked to solve an addition word problem by drawing a picture or using manipulatives.
Students are given a subtraction word problem and asked to solve the problem by drawing a picture or using manipulatives.
Students solve an addition and a subtraction word problem using manipulatives or pencil and paper.
Students model an addition and a subtraction problem with manipulatives, drawings, fingers, or by acting out the story in the problem.
Students are challenged to find all the different ways to sort six toys into two different groups.
Students are asked to pick an equation that matches addition and subtraction word problems.
Students model an addition problem using manipulatives, their fingers, drawings, or by acting out.
Original Student Tutorials Mathematics - Grades K-5
Visit the sea turtles at the aquarium as you dive deep to learn about the "add to" problem type in this interactive tutorial.
Come learn fun facts at the aquarium while solving "add to" word problems. Learn how objects and drawings can be used to represent word problems in this interactive tutorial.
Student Resources
Original Student Tutorials
Visit the sea turtles at the aquarium as you dive deep to learn about the "add to" problem type in this interactive tutorial.
Type: Original Student Tutorial
Come learn fun facts at the aquarium while solving "add to" word problems. Learn how objects and drawings can be used to represent word problems in this interactive tutorial.
Type: Original Student Tutorial
Tutorial
In this tutorial, you will learn how to solve a result unknown word problems: 10 - 2 = ?.
Type: Tutorial
Parent Resources
Tutorial
In this tutorial, you will learn how to solve a result unknown word problems: 10 - 2 = ?.
Type: Tutorial
