1.OA.A.2 - About the Math, Learning Targets, and Increasing Rigor

Grade 1 Number Concepts

1.OA.A.2

About the Math

Full Standard

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.

 

Measurement Topic

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

1st Grade Students Learning 1st Grade Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

 

 

 Report Card Measurement Topic: Adds and subtracts to solve word problems.

 
Kindergarten Students Learning 1st Grade 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.

  • Represent addition and subtraction word problems using objects, drawings, and equations with unknown numbers in different positions.
  • Explain how three whole numbers can be added using physical models, drawings, number lines, and number charts. 
  • Add three whole numbers whose sum is less than or equal to 20.
  • Solve word problems with three whole numbers using objects, drawings, and equations.
  • Reorder three addends to add efficiently (e.g. 3 + 8 + 7 can be though of as 3 + 7 + 8 knowing that 3 + 7 = 10).

When adding more than two addends, students need to understand that the numbers can be grouped in many different ways. This is an informal introduction into the commutative and associative properties for addition. At this grade, students do not need to know the formal names of the properties but they need to understand that when adding three addends that they should look for friendly numbers to add first. For example, when adding 2 + 9 + 8, add the 2 + 8 to make ten and then add the 9. Students need to see addition problems written both vertically and horizontally. Essential vocabulary for this standard includes: addition, add, subtraction, subtract, commutative property, and associative property (online dictionary Links to an external site., Download HCPSS Vocabulary Cards

).

 

 

Progression of Standard within Grade 1

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
  • Represent addition and subtraction word problems using objects, drawings, and equations with unknown numbers in different positions.
  • Explain how three whole numbers can be added using physical models, drawings, number lines, and number charts. 
  • Add three whole numbers whose sum is less than or equal to 20.
  • Solve word problems with three whole numbers using objects, drawings, and equations.
  • Reorder three addends to add efficiently (e.g. 3 + 8 + 7 can be though of as 3 + 7 + 8 knowing that 3 + 7 = 10).

(connects to associative property in 1.OA.B.3)

 

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
Kindergarten Grade 2
  • Use objects or drawings to solve addition and subtraction word problems (K.OA.2)
  • Solve simple put- together, take-apart, and compare problems using information presented in a bar graph (2.MD.10)

 

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Instructional Tasks

TASKS

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

  • Give students linker or connecting cubes of different colors and group them into groups of 3. Tell them Jordy built a tower with 4 red cubes. Ben built a tower with 3 yellow cubes and Tara built a tower with 6 blue cubes. They want to combine their cubes to make one tall tower. How many cubes did they use in all to make their tower? Ask what is happening in the problem? How many friends are building with cubes? Have them turn and talk to their group about "How could we show this using our own cubes?" Have the groups work together to solve and come back together to debrief. How many friends built towers? What were we trying to find? How could we show this on a number bond? Draw a number bond with 3 parts and have them guide you where to fill in the numbers from the problem. Write the equation on the board (4 + 3 + 6 = ?) Have them turn and talk about how they would add these numbers together. Have them share out and solve in different ways. Ask: Does it matter which 2 numbers we started with? Did we get the same answer even if we added in a different order? Why? Continue practicing with building different number of cube towers and combining to find the total. Try to make some have friendly pairs out of order (doubles, make 5 or 10) to see if they add in different orders to make the problem easier to solve.
  • You will need multiple set of 0-10 digit cards for each pair or group of students. Have each student get 3 cards and have them face up in front of them with the rest face down in a stack. Tell them the goal of the game is to try to use all three of their number cards to make 10. Each player takes a card from the top of the pile on their turn and chooses one of their cards to discard (they always only have 3 cards total). Once a player has a total of 10 they call out "I made 10" and say their equation.  If their partner(s) agree, the player gets a point. Play continues until someone has 3 points. Have counters and ten frames available for support as necessary. 
  • Anna scored 18 points in 3 games. What might her scores have been for each of the games?
  • Juan added three numbers to get 14. What could the three numbers be?
  • Brady read for three days. At the end of the third day, Brady had read a total of 20 pages. How many pages could he have read on the first, second and third days? What is another possibility?
  • There are chickens, sheep and pigs in a barn. There are 18 animals total in the barn. How many chickens, sheep and pigs could be in the barn?
  • Maria has 14 fish in her fish tank. Some are angelfish, goldfish, and neon fish. How many angelfish, goldfish, and neon fish could she have?
  • John has a box of 18 donuts. There are three different types of donuts in the box, chocolate, sugar, and strawberry. John knows there are 8 chocolate donuts. How many of sugar and strawberry donuts could John have?
  • The carnival takes tickets for the following rides: ferris wheel is 6 tickets, the swings are 5 tickets and the magic carpet ride is 8 tickets. How many tickets will Mark need to go on each ride once?
  • There are 3 bananas, 4 apples, and 4 oranges in a fruit bowl. Are there more or less than 10 pieces of fruit in the bowl?

 

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 • Three Addends and the Associate Property

Solving Problems with Three Addends:

 

 

Additional Tasks 

These links provide instructional ideas connected to this standard. [NOTE: NCTM membership required for access to Illuminations lessons.] Lemons

 

 

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 Book Title Grade Pages
Teaching Student-Centered Mathematics K-3

Brain Compatible Activities for Mathematics

 

 K-1 (23-25)

Read It, Draw It, Solve It

 1 (175)

Roads to Reasoning

 1 Class Pets (30-33)
Roads to Reasoning- Grade 2:
Three Number Sum (17)

 

 

 

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Independent Work

Centers

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

 

 

Independent Practice/HOmEWoRK/Assessment

These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.

 

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Assessment

Full Standard

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.

 

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.

 

First Grade Students Learning First Grade Standards by Measurement Topic

Adds and subtracts to solve word problems

Quarter 3

  • Accurately represent (objects, drawings, and/or equations) and solve word problems involving three whole numbers with sums up to 20.
  • Reorder three addends to add efficiently (ex: 2 + 7 + 8 can be reordered as 2 + 8 + 7, knowing 2 + 8 = 10).

 

Kindergarten Students Learning 1st Grade Standards by Measurement Topic

Demonstrates understanding of addition

Quarter 3

  • Accurately represent (objects, drawings, and/or equations) and solve word problems involving three whole numbers with sums up to 20.
  • Reorder three addends to add efficiently (ex: 2 + 7 + 8 can be reordered as 2 + 8 + 7, knowing 2 + 8 = 10).

 

1OA2 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.