FIRST GRADE > 1.OA.6 > TEACHER GUIDE

1.OA.6

TEACHER GUIDE TO CLARIFICATION

1.OA.6            MAKING 10           COHERENCE AND CONNECTIONS          

CLASSROOM RESOURCE             HOT QUESTIONS            ADDITIONAL RESOURCES

1.OA.6

 

Add and subtract within 20.

 

1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on, making ten (e.g., 8 + 6 = 8 + 2 + 4 = 14), decomposing a number leading to a ten

(e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9), using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4), and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).  

Making 10

 

Make Ten: when one of the addends is a 7, 8, or 9, make it a ten by taking from the other addend. When the numbers are larger, adding with a ten is easier and more efficient then counting on.

 

Example: 8 + 4 = 12 think: 8 + 4 = 8 + 2 + 2 

Example: 8 + 7 = ____

 

Student 1

Making 10 and Decomposing a Number

 

I know that 8 plus 2 is 10, so I decomposed (broke)

the 7 up into a 2 and 5. First I added 8 and 2 to get

10, and then added the 5 to get 15. 8 + 7 = (8 + 2) + 5 = 10 + 5 = 15 

 

Student 2

Creating an Easier Problem with Known Sums 

 

Known Sums. I know 8 is 7 + 1. I also know that 7 and 7 equal 14 and then I added 1

more to get 15. 

 

8 + 7 = (7 + 7) + 1 = 15

 

Example: 14 – 6 = ___

 

Student 1

Decomposing the Number You Subtract

 

I know that 14 minus 4 is 10 so I broke the 6 up into a 4 and a 2. 14 minus 4

is 10. Then I take away 2 more to get 8.

 

14 – 6 = (14 – 14) – 2 = 10 – 2 = 8 

 

Student 2

Relationship between Addition and Subtraction

 

6 plus __ is 14. I know that 6 plus 8 is 14, so that means that

 

14 minus 6 is 8.

6 + 8 = 14 so 14 – 6 = 8 

 

Kansas Association of Teachers of Mathematics (KATM) Flipbooks.

Questions or to send feedback: melisa@ksu.edu.   Retrieved from Grade 1 Flip Book.

Coherence and Connections: Need to Know

Grade Below

Grade Level

K.OA.2

K.OA.3

K.OA.4

K.OA.5

1.OA.6
1.OA.1
1.OA.3

1.OA.4

1.OA.5

1.NBT.4

2.OA.2

 

Grade Above

Students need to see the structure (MP 7) of how 1.OA.6 and MAKING A TEN relate to place value understanding. 

 

If you can’t count on BY 10 FROM ANY number this will not be an efficient strategy. 

1.OA.6 is strongly connected to all the standards in this domain.  It focuses on students being able to fluently add and substract numbers to 10.

Adding fluently refers to knowledge of procedures, knowledge of when and how to use

them appropriately, and skill in performing them flexibly, accurately, and efficiently.

 

  • Throughout grades K-4, students should have numerous experiences and develop

expertise with breaking numbers apart, DECOMPOSING, and putting them back

together in smart ways.

  • Efficient strategies (particularly ones based on place value, making ten or getting to the

nearest ten) should be used when “mental math” is possible.

  • The traditional algorithms for addition and subtraction are expected to be used

beginning part of the way through grade 3 and mastered by the end of grade 4. 

Standards 1.OA.6 and 1.NBT.5 are such starting places and are essential building blocks for all of the arithmetic of grade 1. They must therefore be given ample attention early in the year. Though often notated on paper, 1.OA.6 and 1.NBT.5 as well as 1.NBT.6 are essentially mental arithmetic knowledge and reasoning.

 

The study of word problems in grade 1 (1.OA.1, 1.OA.2) can be coordinated with students’ growing proficiency with addition and subtraction within 20 (1.OA.6) and their growing proficiency with multi-digit addition and subtraction (1.NBT).

 

PARCC Draft Model Content Frameworks: Mathematics Grades K-2 

Alternatives to timed-tests include interviews and observations of playing games

Remember the study of word problems can be coordinated with this standard.

Classroom Resources
 

1.OA.6 Daily Discourse

 

HOT Questions

1.  Have students create their own word problems for the two ten frames.  Have them solve the problem and show their thinking with words, numbers and pictures.

 

Have students share their problems with their classmates and sort who solved by using the making a ten strategy.

 

My Addition Story Problem

 

Written and Illustrated by ............................

Picture

Write a number sentence that matches this story

2.  Tori went to the market and bought 3 apples, 8 bananas, and 7 oranges to make a fruit salad.  How many pieces of fruits did she buy?  Explain the strategy you use to solve the problem with pictures, words, and equation.

 

 

3.  Add 2, 5, and 8 using the make a ten strategy.

4.  Rexi solved 9 + 8.  Her work is below.  Do you agree with her thinking?

  1   + 7
9 + 8 = 9 + 1 + 7

1.OA.6            MAKING 10           COHERENCE AND CONNECTIONS          

CLASSROOM RESOURCE             HOT QUESTIONS            ADDITIONAL RESOURCES

 
 
 
 
 
 
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