KOAA4 About the Math, Learning Targets, and Opportunities for Enrichment

Kindergarten Mathematics Addition and Subtraction

K.OA.A.4

About the Math

Full Standard

For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

 

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.

 

About the Math

Skills and concepts below are learning goals for this standard.

  • Determine the number to add a given number 1-9 to make 10.
  • Represent combinations of 10 with a drawing or equation.

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
  • Determine the number to add a given number 1-9 to make 10.
  • Represent combinations of 10 with a drawing or equation.

 

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
  • 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. 

  • Roll a ten-sided die, build the number with counters or connecting cubes and then build the amount needed to make ten with another color. Record the answer with a picture or equation.
  • Flip over a digit card from zero to ten and ask how much more is needed to make ten. Give students access to counters and/or ten frames. Give students their own digit card and ask them to show how many more they would need to make ten. Extend the activity by having students find a partner whose digit card will make ten with theirs. Can they draw a picture or write an equation to represent their how their two cards make ten?
  • I have four and I know that six more would make ten. If I have six how many more would I need to make ten? If I have nine how many more would I need to make ten? If I have one how many more would I need to make ten?
  • Oscar chose two different dominoes from a pile of dominoes. If he added the dots on each domino, the sum of each domino was 10.  What could the two addition sentences be for the two different dominoes he picked?
  • Amy and Cara were playing making ten with ten frame cards. Amy picked the four ten frame card and Cara picked the 8 ten frame card.  What cards do Amy and Cara need in order to make 10? 
  • Julie had 10 seeds to plant in her garden. Some were cucumbers and some were tomatoes. How many could be cucumbers and how many could be tomatoes?

 

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 10 • Addition and Subtraction Word Problems

Combinations 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. 

All kindergarten teams have been provided with the resources listed below.

Print Resources
Book Thumbnail Title Reference
Teaching Student-Centered Mathematics by: John A. Van de Walle and Lou Ann H. Lovin
  • Activity 2.20 - I Wish I Had, p. 51
  • Activity 4.11 - Say the Ten Fact, p. 106
Hands-On Standards published by: Learning Resources
  • Lesson 12, Part-Part-Whole , p. 38
Math Intervention K-2 by: Jennifer Taylor-Cox
  • Big Top Twelve, p. 96-97
  • Broken Towers, p. 117
  • Race to the Top, p. 139-141
  • Race to the Bottom, p. 144-145

 

 

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

Making Tens

by John Burstein

 

 

One Duck Stuck

by Phyllis Root

Ten Little Caterpillars

by Bill Martin, Jr.

 

 

 

 

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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

For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

 

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

  • Identify the number that makes 10 when given a number or quantity 1-9, using objects, drawings and/or equation.

 

KOA4 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.

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 This course content is offered under a CC Attribution Non-Commercial Share Alike Links to an external site. license. Content in this course can be considered under this license unless otherwise noted.