Operations and Algebra

Unit 1 PDF
Parent Letter
Learning Progressions

Unit 1 - Operations and Algebraic Thinking (September/October - 30 days)
Students develop strategies for adding and subtracting whole numbers based on their prior work with small numbers. They use a variety of models, including discrete objects and length-based models (e.g., cubes connected to form lengths), to model add-to, take-from, put-together, take-apart, and compare situations to develop meaning for the operations of addition and subtraction, and to develop strategies to solve arithmetic problems with these operations.

 

Quick Links to standards in this Unit: 1.OA.1, 1.OA.2, 1.MD.4, 1.OA.3, 1.OA.4, 1.OA.8, 1.OA.5, 1.OA.6, and 1.OA.7

Reference and Resource Books


Unit 1 Standards

1.OA.1 Use addition and subtraction within 20 to solve word problems 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.

Teacher Resources                      
NCTM Focus in Grade 1: pp. 38-43
TSCM: Chapter 3




Lesson Seeds

Ten Frame Counters - MSDE
Combinations to 20 - MSDE


Lesson Plan
Word Problems within 20 - MSDE

Formative Assessments 





Student Resources
Domino Writing
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1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Teacher Resources   
NCTM Focus in Grade 1: pp. 38-43
TSCM: Chapter 3

Lesson Seeds
Three Addend Word Problems - MSDE
Visit to a Restaurant - MSDE

Formative Assessments

Student Resources
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1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Teacher Resources                 
TSCM: pp. 310 - 321


Favorite Ice Cream - Illustrative

Lesson Seeds
Collecting and Representing Data - Math Solutions

Lesson Plans
What's the Weather? - NCTM Illuminations
Comparing Columns on a Bar Graph - NCTM Illuminations
Bar Graph Investigations - NCTM Illuminations

Formative Assessments

 

Student Resources
Bar Charts/Graphs - NLVM
Tallies and Graphs - BBC
Create a Graph - NCES
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1.OA.3 Apply properties of operations as strategies to add and subtract.
Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (Commutative property of addition).
To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition).

Teacher Resources
TSCM: Chapter 4
Basic Math Facts: Chapter 1

Lesson Seeds
Commutative Property - MSDE

Formative Assessments

Student Resources
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1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.

Teacher Resources                 
TSCM: Chapter 4
Basic Math Facts: Chapter 1

Lesson Seeds
Unkown Addend - MSDE

Formative Assessments


Student Resources
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1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.

Teacher Resources                     
TSCM: Chapter 4
Basic Math Facts: Chapter 1

Lesson Seeds

Formative Assessments

 

Student Resources
Find the Missing Number - K-5Teaching
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1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Teacher Resources
NCTM Focus in Grade 1: pp. 32-38
TSCM: Chapter 4
Basic Math Facts: Chapter 2-6

Lesson Seeds

Lesson Plans
Frogs on a Log - NCTM Illuminations
Counting On - BrainPop Jr.

Formative Assessments                                                                   

Student Resources
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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 = 10 + 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).

Teacher Resources                         
NCTM Focus in Grade 1: pp. 32-38
TSCM: Chapter 4
Basic Math Facts: Chapter 2-6

 

Lesson Seeds

Formative Assessments








Student Resources
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1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

Teacher Resources                         
NCTM Focus in Grade 1: pp. 32-38
TSCM: Chapter 4
Basic Math Facts: Chapter 2-6

Lesson Seeds

Lesson Plans
Block Pounds - NCTM Illuminations

Formative Assessments 

Student Resources
Equal Sums - K-5Teaching
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