KOAA1 About the Math, Learning Targets, and Opportunities for Enrichment
Kindergarten Mathematics Addition and Subtraction
K.OA.A.1
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:
| Quarter 1 | Quarter 2 | Quarter 3 | Quarter 4 |
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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.
| Quarter 1 | Quarter 2 | Quarter 3 | Quarter 4 |
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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.
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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:
- Color Tiles Links to an external site.
- Emoji Fun Links to an external site.
- Up and Down with Ten Links to an external site.(includes subtraction too)
Understand and Represent Subtraction with Sums to 10:
Additional Tasks
These links provide instructional ideas connected to this standard.
- Many Ways to do Addition 1 Links to an external site. (Illustrative Math)
- Dice Addition 1 Links to an external site. (Illustrative Mathematics)
- Dice Addition 2 Links to an external site. (Illustrative Mathematics)
- Ten Frame Addition Links to an external site. (Illustrative Mathematics)
- What's Missing Links to an external site. (Illustrative Mathematics)
- MSDE Lesson Seeds
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.
| Book Thumbnail | Title | Reference |
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| Teaching Student-Centered Mathematics by: John A. Van de Walle and Lou Ann H. Lovin |
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| Hands-On Standards published by: Learning Resources |
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| Math Intervention K-2 by: Jennifer Taylor-Cox |
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Developing Number Concepts Book 1 by: Kathy Richardson |
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Developing Number Concepts Book 2 by: Kathy Richardson |
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Basic Math Facts by: Susan O'Connell and John SanGiovanni |
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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
Centers
These print resources can be used during independent or center time. These resources could also be used as lesson seeds.
- How Many Ways 5 Frame Download How Many Ways 5 Frame (HCPSS-adapted resource)
- How Many Ways 10 Frame Download How Many Ways 10 Frame (HCPSS-adapted resource)
- Mission Addition Download Mission Addition (HCPSS-adapted resource)
- Roll and Take Away Download Roll and Take Away (HCPSS-adapted resource)
- Take Away Download Take Away (HCPSS-adapted resource)
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
- Task 1A: K.OA.A.1 & K.OA.A.2 Links to an external site. (addition) and Task 1A Materials Links to an external site.
- Task 1B: K.OA.A.1 & K.OA.A.2 Links to an external site. (addition) and Task 1B Materials Links to an external site.
- Task 2A: K.OA.A.1 & K.OA.A.2 Links to an external site. (subtraction) and Task 2A Materials Links to an external site.
- Task 2B: K.OA.A.1 & K.OA.A.2 Links to an external site. (subtraction) and Task 2B Materials Links to an external site.
- Task 3A: K.OA.A.1 & K.OA.A.2 Links to an external site.(addition) and Task 3A Materials Links to an external site.
- Task 3B: K.OA.A.1 & K.OA.A.2 Links to an external site. (addition) and Task 3B Materials Links to an external site.
- Task 4A: K.OA.A.1 & K.OA.A.2 Links to an external site. and Task 4A: Materials Links to an external site.
- Task 4B: K.OA.A.1 & K.OA.A.2 Links to an external site. and Task 4B: Materials Links to an external site.
- K.OA.A.1 Add to 5 Links to an external site.
- K.OA.A.1 Addition Equations to Ten 1 Links to an external site.
- K.OA.A.1 Addition Equations to Ten 2 Links to an external site.
- K.OA.A.1 Assessment Recording Sheet Links to an external site.
- K.OA.1 Subtraction within 5 Links to an external site.
- K.OA.1 Subtraction within 10 Links to an external site.
- Relate an Equation to a Situation Links to an external site.
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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