## 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: **In this unit, students apply addition and subtraction strategies, including add to, putting together, taking apart, and taking from. Students also relate addition and subtraction to counting.

**Number: **In this unit, students extend the number range they are solving within to 20. Students will also organize and represent data in up to three categories. With the organized and represented data, students interpret how many are in each category of data and how many data points there are altogether.

**Equivalence: **In this unit, students relate addition and subtraction to one another by thinking about how many to count on or how many were added on to show that two quantities are equivalent.

## Content Standards Addressed

### Cluster 1.OA.A: Represent and solve problems involving addition and subtraction.

**1.OA.A.1: **Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

### Cluster 1.OA.C: Add and subtract within 20.

**1.OA.C.5: **Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

### Cluster 1.MD.C: Represent and interpret data.

**1.MD.C.4: **Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

## Featured Standards for Mathematical Practice

**S.MP.1. Make sense of problems and persevere in solving them.** Students use the context of data to reason through rich problem situations that encourage them to persevere through problem solving.

**S.MP.4. Model with mathematics.** Students have an opportunity to model with mathematics when they organize and represent data in different visual formats, including tally charts, picture graphs, and bar graphs.

## Major Representations Used

Picture Graphs

Linking Cubes

Linking Cubes

Tables and charts

## Common Misconceptions

- Some students may believe that counting on is only related to addition and cannot be a strategy applied to subtraction. Students have learned to use counting on in Kindergarten as an addition strategy but have not yet applied this to thinking about subtraction. The relationship between these two operations will need to be presented for students.
- Some students may believe that there is only one way to organize data into categories. Students may think this because they may have been presented with rules to sort in the past that only suggested one way to sort objects or only have been given one approach to representing a sort. Teachers may present students with objects that have multiple sorting possibilities and multiple modes of representations.
- Some students may think they need to count all data points from the beginning (or may do this out of habit) to find the total, instead of developing the more efficient method of counting on from an established value.