1.OA.C.6 - About the Math, Learning Targets, and Increasing Rigor

Grade 1 Number Concepts

1.OA.C.6

About the Math

Full Standard

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

 

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: Demonstrates understanding of addition.

 

Report Card Measurement Topic: Demonstrates understanding of subtraction.

Report Card Measurement Topic: Demonstrates understanding of addition.

 

Report Card Measurement Topic: Demonstrates understanding of subtraction.

Report Card Measurement Topic: Demonstrates understanding of addition.

 

Report Card Measurement Topic: Demonstrates understanding of subtraction.

Report Card Measurement Topic: Demonstrates understanding of addition.

 

Report Card Measurement Topic: Demonstrates understanding of subtraction.
Kindergarten Students Learning 1st Grade 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.

Report Card Measurement Topic: Demonstrates understanding of addition.

 

Report Card Measurement Topic: Demonstrates understanding of subtraction.

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.

  • Recall addition and subtraction facts.
  • Use strategies to find sums and differences when they can't be recalled quickly.
  • Use the +1/-1 and +2/-2 strategy to find sums and differences. (Quarter 1)
  • Use the +0/-0 strategy to find sums and differences. (Quarter 1)
  • Use the make-ten strategy to find sums and differences. (Quarter 2)
  • Use the doubles (6+6) and halves (12-6) strategy to find sums and differences. (Quarter 3)
  • Use the +10/-10 strategy to find sums and differences. (Quarter 4)

Quick recall of basic facts helps us with more complex ideas about math. Developing quick recall takes time. This standard is developed over the course of the year. Basic fact instruction cannot be confined to timed-tests and flashcards. In fact, timed-tests must be limited due to the negative impact they can have on many students. Basic fact instruction should follow the sequence of Mastering the Basic Facts or the HCPSS Strategies At Work program. Use of timed-assessments should not occur more than once every three to four weeks. Mad-Minutes and similar approaches are not supported.

 

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
  • Recall addition and subtraction facts.
  • Use strategies to find sums and differences when they can't be recalled quickly.
  • Use the +1/-1 and +2/-2 strategy to find sums and differences. 
  • Use the +0/-0 strategy to find sums and differences. 

HCPSS includes 9 + 2
  • Recall addition and subtraction facts.
  • Use strategies to find sums and differences when they can't be recalled quickly.
  • Use the make-ten strategy to find sums and differences. 
  • Recall addition and subtraction facts.
  • Use strategies to find sums and differences when they can't be recalled quickly.
  • Use the doubles (6+6) and halves (12-6) strategy to find sums and differences. (Quarter 3)

HCPSS includes doubles beyond 10
  • Recall addition and subtraction facts.
  • Use strategies to find sums and differences when they can't be recalled quickly.
  • Use the +10/-10 strategy to find sums and differences. 

HCPSS includes as foundation for upcoming strategies

 

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)
  • Decompose numbers less than or equal to 10 numerous ways (K.OA.3)
  • For any given number 1-9, complete the 10 (K.OA.4)
  • Add and subtract within 5 (K.OA.5)
  • Fluently add and subtract within 20 using mental strategies (2.OA.2)


 

 

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Instructional Tasks

TASKS

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

  • (+1/-1, +2/-2) Give each student a 1-20 number line. Have them roll a 10-sided die and find one more and one less than that number using their number line. Have them record each addition and subtraction equation. Move on to finding 2 more and 2 less when they are ready.
  • (+0/-0) Give each pair of students a bag with a number of objects to count (within 20). Tell them you are going to give them no more. Have them write an equation to show how many they have now. Have them switch bags with other pairs and then tell them you are going to take away none from each of them. Have them record the equation to show how many they will have. Repeat as necessary to practice adding and subtracting 0.
  • (make 10) Give each student 1-10 digit cards to lay out in order in front of them. Have them take turns in pairs rolling a 10-sided die and taking away the digit card the number they rolled pairs with to make ten (e.g. if they roll a 3, they take away their 7 digit card) Have them continue rolling and playing until one player has no cards left.
  • (make 10) Have pairs of students roll a 10-sided die. Have them each build how many more they would need to make 10 on a ten frame. Have them compare their answers and write the equation they made.
  • (make 10)Give each pair of students a stick of 10 cubes. Have one partner hold the stick and break some off and hide the broken amount behind their back. Have their partner say or write how many their partner is hiding behind their back. They check and then switch rolls. Continue as needed to practicing making 10.
  • (doubles) Give each pair of students a 10-sided die. Have them roll their die and each build the number they rolled. Have them add their amounts to find the double of the number they rolled and write their equation.
  • (doubles) Give each pair of students a deck of cards with the face cards taken out, aces are 1. Have each student draw a card and find double that number. Have them write the equation and the related halves equation.
  • (+10/-10) Give each student a ten rod and ten ones and a 10-sided die. Have them roll the die, build the number they rolled and then add the ten rod to find the total. Have them write the matching equation. 
  • How is 9+2 related to 29+2, 49+2, and 79+2?
  • How does the make-ten fact, 4+6 help you find the sum of 34+6 or 54+6?
  • Does the doubles strategy work with numbers greater than 10?
  • When we subtract 2 we can think of counting back. Does this work with two-digit numbers? How are 61-2, 31-2, and 11-2 related?
  • How could you use doubles to help you find the sum of 7 + 6?
  • Julie picked out three different dominoes out of a pile of dominoes. If she added the dots on each domino, the sum of each domino was 10. What could the three different addition sentences be for the three dominoes she picked?

 

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.

+1/-1, +2/-2

+0/- 0

Make 10, Subtract From 10

Doubles and Halves

Add 10, Subtract 10

All Strategies

Print Resources from Mastering the Basic Facts Addition and Subtraction PDFs via Google Links to an external site.

 

 

Additional Tasks

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

 

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

Mastering the Basic Facts: Addition and Subtraction

 

(All Print Resources from Mastering the Basic Facts Addition and Subtraction: +-facts.zip Download +-facts.zip)

 1-2

Quarter 1: Chapter 2 • Counting on (+/- 1 and 2)

Quarter 2: Chapter 3 • Make Ten (i.e., 6 + 4 = 10, 10 – 3 = 7) and Chapter 6 • Add/Subtract 0

Quarter 3: Chapter 5 • Doubles (i.e., 4 + 4 = 8, 6 = 3 - 3)

Quarter 4: Chapter 4 • +10 (i.e. 5 + 10 = 15)

 

 
Teaching Student-Centered Mathematics K-3

Double Images, Activity 4.5, Page 101
Calculator Doubles, Activity 4.6, Page 101
Make 10 on the Ten-Frame, Activity 4.8, Page 103
Say The Ten Fact, Activity 4.11, Page 106 

Math In Practice

Teaching First-Grade Math

 1

Module 3 - +/- 1, +/- 0

Module 4 - +/-2

Module 5 - +/- 10

Module 6 - Doubles

Module 7 Making Ten

 

 

 

 

 

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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.

 

Plus 1, Plus 2, Minus 1, Minus 2 facts:

Make ten facts:

Doubles and halves facts:

Plus 10, Minus 10 facts:

Mixed facts:

 

All Print Resources from Mastering the Basic Facts Addition and Subtraction PDFs via Google Links to an external site.

 

 

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

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

 

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

Demonstrates understanding of addition

Quarter 1

  • Use the +1/+2/+0 strategy to find sums.
  • Recall addition facts involving +1/+2/+0

Quarter 2

  • Use the "make ten" strategy to find sums.
  • Recall addition facts involving +1/+2/+0 and "make ten".

Quarter 3

  • Use the "doubles" strategy to find sums.
  • Recall addition facts involving +1/+2/+0, "make ten", and "doubles".

Quarter 4

  • Use the +10 strategy to find sums.
  • Recall addition facts involving +1/+2/+0, "make ten", "doubles", and +10.

Demonstrates understanding of subtraction

Quarter 1

  • Use the –1/–2/–0 strategy to find differences.
  • Recall subtraction facts involving –1/–2/–0.

Quarter 2

  • Use the "subtract from 10" strategy to find differences.
  • Recall subtraction facts involving –1/–2/–0, and "subtract from 10".

Quarter 3

  • Use the "halves" strategy to find differences.
  • Recall subtraction facts involving –1/–2/–0, "subtract from 10", and "halves".

Quarter 4

  • Use the –10 strategy to find differences.
  • Recall subtraction facts involving –1/–2/–0, "subtract from 10", "halves", and –10.

 

Kindergarten Students Learning 1st Grade Standards by Measurement Topic

Demonstrates understanding of addition

Quarter 2

  • Use the +1/+2/+0 strategy to find sums.
  • Use the "make ten" strategy to find sums.
  • Recall addition facts involving +1/+2/+0 and "make ten".

Quarter 3

  • Use the "doubles" strategy to find sums.
  • Recall addition facts involving +1/+2/+0, "make ten", and "doubles".

Quarter 4

  • Use the +10 strategy to find sums.
  • Recall addition facts involving +1/+2/+0, "make ten", "doubles", and +10.

Demonstrates understanding of subtraction

Quarter 2

  • Use the –1/–2/–0 strategy to find differences.
  • Use the "subtract from 10" strategy to find differences.
  • Recall subtraction facts involving –1/–2/–0, and "subtract from 10".

Quarter 3

  • Use the "halves" strategy to find differences.
  • Recall subtraction facts involving –1/–2/–0, "subtract from 10", and "halves".

Quarter 4

  • Use the –10 strategy to find differences.
  • Recall subtraction facts involving –1/–2/–0, "subtract from 10", "halves", and –10.

1OA6 Anecdotal Data Collection Tool for Addition Links to an external site.

1OA6 Anecdotal Data Collection Tool for Subtraction 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.

 

For interviews:
Use the interview recording sheet Links to an external site.with a set of facts that students are working with in the classroom.

For observations:
Use the Download observation recording sheet

with games and activities used in the classroom during independent practice or center time.

 

Basic fact assessments:

Note: These assessments do have a recommended timing element. This is not required and the assessments can be used in a variety of ways. Avoid an overemphasis on speed as it can create anxiety and damage student math identity.  

 

 

 

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