Grade 1 Unit 5: Addition and Subtraction within 20

1.OA.1-8, 1.NBT.2, 3
Represent and solve problems involving addition and subtraction.
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.1

When solving word problems, I can

decide when to add or subtract to find the
missing number.
use a symbol to represent the missing
number.
show my thinking using objects, drawings,
and equations/number sentences.
Teaching Point:
Students should label their answers with a
unit (i.e. 5 marbles).
Be sure to include multiple examples of the
following types of problems:
adding to
taking from
putting together
taking apart
comparing with unknowns in all
positions
Vocabulary:
how many in all?
how many are left?
how many all together?
what is the difference?
sum, addend, difference, equal
*What do you know for sure? What do you need to
find out? (circle)

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.

When solving word problems, I can

add three numbers.
use a symbol to represent the missing
number.
show my thinking using objects, drawings,
and equations/number sentences.

Understand and apply properties of operations and the relationship between addition and
subtraction.
1.OA.3

Apply properties of operations as

I can
strategies to add and subtract.2
use the commutative property (turn around
Examples: If 8 + 3 = 11 is known, then
facts) to solve addition problems.
3 + 8 = 11 is also known.
use what I know about addition to help me
(Commutative property of addition.)
solve a subtraction problem.
To add 2 + 6 + 4, the second two
explain that when I add or subtract zero,
numbers can be added to make a ten,
the number stays the same.
so 2 + 6 + 4 = 2 + 10 = 12.
find and use combinations of ten to help
(Associative property of addition.)
me solve addition problems.
show different ways to add three numbers.
Teaching Point:
Introduce the following terms: commutative
property, associative property, the zero
property, strategy

1.OA.4

Understand subtraction as an
I can
unknown-addend problem. For
turn a subtraction problem into an addition
example, subtract 10 - 8 by finding the
problem.
number that makes 10 when added to
8.

Add and subtract within 20.

I can
count on to add.
count back to subtract.
count up to subtract.

1.OA.5

Relate counting to addition

and subtraction (e.g., by
counting on 2 to add 2).

1.OA.6

I can
Add and subtract within 20,
use strategies to add up to sums of ten.
demonstrating fluency for
use strategies to subtract within ten.
addition and subtraction
within 10. Use strategies such
*Strategies may include:
as counting on; making ten
counting on
(e.g., 8 + 6 = 8 + 2 + 4 = 10 +
counting back
4 = 14); decomposing a
fact families
number leading to a ten (e.g.,
doubles
13 - 4 = 13 - 3 - 1 = 10 - 1 =
doubles plus one
9); using the relationship
between addition and
subtraction (e.g., knowing that *Instructional tools may include:

 ten frame
8 + 4 = 12, one knows 12 - 8
number line
= 4); and creating equivalent
number grid
but easier or known sums
(e.g., adding 6 + 7 by creating
the known equivalent 6 + 6 + Teaching Point:
Grade 2 standards state that students need to
1 = 12 + 1 = 13).
add/subtract by memory.

Work with addition and subtraction equations.

1.OA.7

Understand the meaning of the I can

equal sign, and determine if
explain what equal means.
equations involving addition
read, write, and explain a balanced
and subtraction are true or
equation.
false. For example, which of
explain the meaning of true and
the following equations are true
false.
and which are false? 6 = 6, 7 =
identify if an equation is true or
8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 +
false.
2.
explain why an equation is true or
false.

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 = _.

I can
find which part of the equation is missing.
find the missing number to make a number
sentence true.
explain how I know the equation is true.
Teaching Point:
part + part = whole

Understand Place Value

1.NBT.2

Understand that the two digits of a

two-digit number represent amounts
of tens and ones. Understand the
following as special cases:
a) 10 can be thought of as a
bundle of ten ones called a
"ten."
b) The numbers from 11 to 19

I can
represent a number using tens and ones
using place value blocks, numerals,
drawings, ten frames, equations
(expanded form), etc.
tell you the value of each digit in a twodigit number.
decompose two-digit numbers into tens
and ones.
bundle ten ones to regroup and make a

are composed of a ten and one,

two, three, four, five, six, seven,
eight, or nine ones.
c) The numbers 10, 20, 30, 40,
50, 60, 70, 80, 90 refer to one,
two, three, four, five, six, seven,
eight, or nine tens (and 0 ones).

ten.
explain how a tens number gets its
name (example: 80 = 8 tens and zero
ones)
Teaching Point
understand that the digit zero can hold
the place for a digit with value (common
misconception is: 108, 109, 1010)
Vocabulary
regrouping, decompose, bundles, exchange,
trade, digits, represent, value, ones, tens

1.NBT.3

Compare two two-digit numbers

based on meanings of the tens and
ones digits, recording the results of
comparisons with the symbols >, =,
and <.

I can
use the equal sign to show equal value
use less than and greater than symbols
to compare numbers
Vocabulary
equal, less than, greater than, compare, symbol,
value, digit