Contents
Connections to the 3 Curriculum Threads
Featured Standards for Mathematical Practice
Connections to the 3 Curriculum Threads
Learn more about the 3 Curriculum Threads
Operations: Addition can be understood as putting groups together and adding to, which requires knowledge of counting forward.
Number: Counting relates numbers to each other; if we add one more, the new number will be one greater than the number before it.
Equivalence: In this unit, students develop the understanding that every "one" counted is equivalent to every other "one".
Content Standards Addressed
K.CC.B: Count to tell the number of objects.
K.CC.B.4: Understand the relationship between numbers and quantities; connect counting to cardinality.
- K.CC.B.4c: Understand that each successive number name refers to a quantity that is one larger.
K.OA.A: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
K.OA.A.1: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
Featured Standards for Mathematical Practice
S.MP.1. Make sense of problems and persevere in solving them.
S.MP.4. Model with mathematics.
Major Representations Used
Ten Frames provide a preview of numbersâ€™ being able to be grouped for easier counting, provides structure for counting. This will help with subitizing, counting and how to correctly identify one more by using a visual representation/structure.
Counters/Individual pictures provide a review of one-to one correspondence and be be used to show how adding one more impacts a set.
Representations of equations (fingers, objects, numerals, etc) provide multiple ways to represent numbers.
Common Misconceptions
- Students may think of addition strictly as counting without understanding how concrete and pictorial representations relate.
- To add, students may place the two numbers beside each other instead of recognizing how groups are being put together or added to and how that impacts a number.
- Students may choose the number that is less instead of more either for math vocabulary reasons or confusion about the order of numbers.