KOAA1 About the Math, Learning Targets, and Opportunities for Enrichment

Kindergarten Mathematics Addition and Subtraction

K.OA.A.1

About the Math

Full Standard

Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

 

Measurement Topic

This standard is reported on the report card in these quarters as follows:

Kindergarten Students Learning Kindergarten Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

 

Report Card Measurement Topic: Demonstrates understanding of addition.

Report Card Measurement Topic: Demonstrates understanding of subtraction.

 

About the Math

 Skills and concepts below are learning goals for this standard.

  • Explain addition (putting together and adding to) with objects, fingers, drawings, sounds, acting out situations, or verbal explanations.
  • Explain subtraction (taking apart and taking from) with objects, fingers, drawings, sounds, acting out situations, or verbal explanations.
  • Identify the mathematical symbols used to show addition and subtraction.
  • Relate an expression or equation for addition or subtraction to a situation.

This concept is the beginning of anchoring numbers to five and ten. The five frame is an effective tool to help students see numbers to five. Using a five frame, explain that one counter is put in each square. Ask the students to place four counters on the five frame. Ask them what they notice about four - it is one away from five. Once the five frame is understood, introduce the ten frame (see "online resources"). The standard way to show numbers on a ten frame is to fill up the top row, starting on the left, the same way you read. When the top row is full, counters can be placed in the bottom row, starting at the left. Ask students about the relationships of the number shown to five and ten. "Show me 7 on the ten frame. How many more to make ten? How many more than five?" Move to representing the relationships to recording them through expressions and equations.

 

 

Progression of Standard within Kindergarten

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression Throughout Year
Quarter 1 Quarter 2 Quarter 3 Quarter 4
  • Explain addition (putting together and adding to) with objects, fingers, drawings, sounds, acting out situations, or verbal explanations.
  • Explain subtraction (taking apart and taking from) with objects, fingers, drawings, sounds, acting out situations, or verbal explanations.
  • Identify the mathematical symbols used to show addition and subtraction.
  • Relate an expression or equation for addition or subtraction to a situation.

 

 

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

Progression Across Grades
Grade 1
  • Use addition and subtraction within 20 to solve word problems (1.OA.1)
  • Commutative Property and Associative Property (1.OA.3)
  • Understand subtraction as unknown addend (1.OA.4)
  • Add and subtract within 20 (1.OA.6)

 

 

 

 

 

 

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Instructional Tasks

Tasks 

 These tasks can be used with small group or whole group instruction. 

  • Create a tower of cubes in one color. Build a second tower the same height and the same color and then add one more cube of a different color on top. Show the students the two towers and ask what changed. Write label (sticky note) with the number of cubes in each tower and the equation. Show different sets of towers and increase the second tower by one to three cubes and discuss with students what changed and write the total number of cubes for each tower.
  • Give students small amounts of cubes (less than five). Have them find a partner. Each partner should count their own cubes, tell the other partner how much they have and then combine their cubes to count how many they have altogether. Have students write out the total. Students should then recount their original number of cubes and switch partners to find a new total. Discuss with groups how they figured out how many cubes they had combined and then how they figured out how to take back their original amount. 
  • Show students dots or counters in an arrangement that is easy to subitize such as two rows of dots with two dots in each row. Ask how many they are there and how they know. Show the arrangement again in the same way but remove or cover up one or two dots. Ask students again how many are there and how know. What changed from the first picture to the second picture? Show a few different arrangements (two rows of three, five as shown on a dice) with one or two dots being taken away the second time. Can students make the connection that the dots are being taken away? 
  • Kian and Bess bought 15 balloons for the party.  Some were green and some were red.  How many could have been green?  How many could have been red?
  • Jazmin has 5 more pieces of candy than Scott.  Jazmin has 8 pieces of candy.  How many pieces of candy does Scott have? 
  • Violet has picked 6 flowers.  She went to her friends house and she picked  more.  If she now has 10 flowers how many flowers did she pick at her friend’s house?
  • Pete has 3 red buttons on his shirt and 5 yellow buttons. How many buttons does Pete have?

 

SLIDE-BASED TASKS 

 These links are HCPSS created instructional tasks. These tasks are provided in Google slides. These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

Module 8 • Decomposing and Adding to 5

Understand and Represent Addition with Sums to 5:

Module 9 • Subtraction Within 5

Understand and Represent Subtraction with Sums to 5:

Module 11 • Addition and Subtraction Word Problems

Understand and Represent Addition with Sums to 10:

Understand and Represent Subtraction with Sums to 10:

 

 

Additional Tasks

These links provide instructional ideas connected to this standard. 

 

 

Tasks From Print Resources

These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them. 

Print Resources
Book Thumbnail Title Reference
Teaching Student-Centered Mathematics by: John A. Van de Walle and Lou Ann H. Lovin
  • Activity 2.16 - Build It in Parts, p. 48
  • Activity 2.24 - Difference War, p.53
Hands-On Standards published by: Learning Resources
  • Lesson 13 - Joining Problems, p. 40
  • Lesson 14 - Using the Plus Sign, p. 42
  • Lesson 16 - Separating Problems, p. 46
  • Lesson 17 - Using the Minus Sign, p. 48
  • Lesson 22 - Addition: Sums to 10, p. 58
  • Lesson 23 - Subtraction: Differences from 10, p. 60
Math Intervention K-2 by: Jennifer Taylor-Cox
  • Big Top Twelve, p. 96-97
  • Hungry Frog, p. 113-114
  • Broken Towers, p. 117
  • Compare Bear, p. 120-121
  • Hundred Tic-Tac-Toe, p. 124
  • X Marks the Spot, p. 127-130
  • Funny Bunny, p. 133-136
  • Race to the Top, p. 139-141
  • Race to the Bottom, p. 144-145
  • Drop It, p. 149-151
Developing Number Concepts Book 1 by: Kathy Richardson
  • Activity 1-16: One More/One Less, p. 45
   Developing Number Concepts Book 2 by: Kathy Richardson

  • Activity 1-1: Acting Out Stories, p. 17
  • Activity 1-3: Acting Out Stories Using Counters, p. 20
  • Activity 2-4: Bulldozer, p. 60
  • Activity 2-15: Number Arrangements, p. 80
  • Activity 3-19: Add/Sub Spin It, p. 141
   Basic Math Facts by: Susan O'Connell and John SanGiovanni
  • Ways to Make Six, p. 26
  • Mouse Count- Link Mice in a Jar, Mice in a Jar Template, Think about +1+2, # in Bag, p. 34
  • A Fishy +1 Story, p. 39
  • Clap, Jump, Wiggle, p. 39
  • Hands-on Practice with Pennies- Link to Piggy Bank Work Mat, p. 39

 

 

Tasks Connected to Literature 

Suggested titles to support the standard can be found below. Check your school library or Howard County Library System for availability, or purchase using Materials of Instruction (MOI) funds. When available, select links to view activities aligned to each title.

123 NYC

by Joanne Dugan

 

 

Fish Eyes

by Lois Ehlert

 

One Duck Stuck

by Phyllis Root

Jack the Builder

by Stuart J Murphy

Monster Musical Chairs

by Stuart J Murphy

 

 

 

 

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Centers and Practice

Centers

These print resources can be used during independent or center time. These resources could also be used as lesson seeds.

 

PRACTICE/ASSESSMENT

 These materials can be used for independent practice and/or for assessment purposes. These tasks align with the learning goals for the standard. 

Assessment and Instructional Tasks

 

 

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Assessment

Full Standard

Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

 

Measurement Topic

The standard is reported on the report card through these measurement topics. Expand the measurement topic for a description of what students who meet expectation are able to do.

 

Kindergarten Students Learning Kindergarten Standards by Measurement Topic

Demonstrates understanding of addition

Quarter 3

  • Explain addition (putting together and adding to) with objects, fingers, drawings, ten frames, Rekenreks, acting out situations, verbal explanations and equations.
  • Identify the mathematical symbols used to show addition.

Demonstrates understanding of subtraction

Quarter 3

  • Explain subtraction (taking apart and taking from) with objects, fingers, drawings, ten frames, Rekenreks, acting out situations, verbal explanations and equations.
  • Identify the mathematical symbols used to show subtraction.

 

KOA1 Anecdotal Data Collection Tool Links to an external site.

Visit the SBIR (Standards Based Instruction and Reporting) page in Course Essentials for more information and clarification. 

 

Rubric (for thinking and reasoning evidence)

Use this rubric for observation and constructed responses (tasks that require explanation, justification, and/or representation).

Rubric for Tasks (pdf) Links to an external site.

 

Exemplars for this standard (if available)

These samples are examples of what it might look like for a student who MEETS EXPECTATIONS, is MAKING PROGRESS, and/or is MAKING LIMITED/NO PROGRESS.

TASK MEETS EXPECTATIONS MAKING PROGRESS MAKING LIMITED/NO PROGRESS
Give student a set of 5 cubes. Give student another set of 2 cubes in a different color. Prompt the student to tell you the total number of cubes. Prompt the student to write an equation to represent. Repeat with a new sets of cubes (4 and 4, 6 and 3). Student adds all 3 sets correctly. Student is able to write an equation to represent the sets.  There may be a minor error in counting a set, but the sum and equation are correct. Student adds 1-2 sets correctly, but did not add all 3 sets correctly. Student attempts to use a strategy to add but is unable to identify the correct sum consistently. Student was able to write 1-2 matching equations, but not all 3. Student points to the piles and says numbers. Student guesses how many there are. Student is unable to write equations to match the sets. 

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