***Subject: Add to 20.

***Standard:

2.OA.B.2

Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

***Counting On Strategy:

For 7 + 4, I start with 7 and use my fingers to count up: 8, 9, 10, 11. That means 7 + 4 = 11.

When adding 12 + 6, I begin at 12 and count forward: 13, 14, 15, 16, 17, 18. The answer is 18.

To add 8 + 5, I start at 8 and count up 5 more numbers: 9, 10, 11, 12, 13. So 8 + 5 = 13!

***Real-Word questions:

1. Grocery Shopping

• Sarah is buying apples. She has 7 apples already in her basket. She picks 8 more apples from the shelf. How many apples does Sarah have now?

2. Classroom Supplies

• There are 12 pencils in a box, and Mrs. Johnson adds 5 more pencils to the box. How many pencils are there in the box now?

3. Party Planning

• Alex has invited 9 friends to his birthday party. His cousin, Emma, invites 6 more friends. How many people are invited to the party in total?

4. Sticker Collection

• Emily has 13 stickers in her collection. Her friend gives her 4 more stickers. How many stickers does Emily have now?

5. Sports Team

• A basketball team has 8 players on the court. 4 more players join the game from the bench. How many players are on the court now?

6. Snack Time

• John has 5 cookies on his plate. His mom gives him 9 more cookies. How many cookies does John have altogether?

7. Books on Shelf

• A shelf has 15 books on it. Mark adds 3 more books to the shelf. How many books are on the shelf now?

8. Farm Animals

• A farmer has 10 chickens in the barn. He gets 7 more chickens from the farm store. How many chickens does he have now?

9. Coins in Piggy Bank

• Maria has 14 coins in her piggy bank. She finds 3 more coins under the couch. How many coins does she have now?

  
  

***Subject:One-step word problems using addition within 100.

***Standard:

2.OA.A REPRESENT AND SOLVE PROBLEMS INVOLVING ADDITION AND SUBTRACTION.

Step 1: Understand the Problem

• Read the Problem Aloud:

  • Example: "Tom has 42 marbles. His friend gave him 25 more marbles. How many marbles does Tom have now?"

• Highlight Key Information: In this case, the numbers are 42 and 25, and the operation is addition (because the problem is asking "How many total?").

• Find the Question: Ask the student, “What is the problem asking us to find?” In this case, the question is: "How many marbles does Tom have now?"

Step 2: Make a Plan

• Choose the Right Operation: Recognize the addition symbol or words in the problem that suggest adding, like "more," "altogether," "in total," "altogether," etc.

  • Example: "His friend gave him 25 more marbles" signals addition.

Step 3: Solve the Problem

• Add the Numbers:

  • Example: 42 + 25 = 67.

  • Adding tens and ones separately).

Step 4: Write the answer.

***Example Problem:

Problem:
“Lisa has 58 candies. Her friend gave her 32 more. How many candies does Lisa have now?”

Step 1: Read the problem aloud.
Lisa has 58 candies. Her friend gave her 32 more. How many candies does Lisa have now?

Step 2: Identify the important parts.
Key numbers: 58 and 32.
Operation: Addition.

Step 3: Solve the problem.
58 + 32 = 90.

Step 4: Write the answer.
Lisa has 90 candies now.

***Practice

Maya has 34 toy cars. Her brother gives her 26 more toy cars. How many toy cars does Maya have now?

There are 45 students in the classroom. 18 more students join the class. How many students are there in total?

Samantha has 72 cupcakes. She buys 12 more cupcakes. How many cupcakes does she have now?

Jack has 56 stickers. His friend gives him 19 more stickers. How many stickers does Jack have now?

A farm has 63 cows. The farmer buys 14 more cows. How many cows are there on the farm now?

***Subject: Subtract within 20.

***Standard:

Standard:

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).

Knowledge of and ability to use subtraction counting strategies (Counting Up To, Counting Back From) to solve problems.

***

1. Start with Concrete Objects

Example: If the problem is 14 - 6, use 14 blocks. Then, physically remove 6 blocks to show how subtraction works.

Practice

2. Relate Subtraction to Real-World Scenarios

Now that they’re familiar with the concept of subtraction, move on to real-world examples where subtraction is used. These could be scenarios from everyday life, like snacks, toys, or people at a party.

Here’s how you can approach it:

Example Real-World Word Problems with Subtraction

1.Subtracting Apples
There are 18 apples in a basket. If 6 apples are eaten, how many apples are left in the basket?

Step-by-Step Process:

• Step 1: Understand the problem: The total number of apples is 18, and 6 apples are eaten. We need to find how many apples are left.

• Step 2: Solve the problem:
  Start with 18 apples and subtract 6 (18 - 6).

• Step 3: Write the answer

2.Subtracting People at a Party
There are 15 children at the park. 7 children go home. How many children are still at the park?

Step-by-Step Process:

• Step 1: Understand the problem: The total number of children is 15, and 7 children leave the park. We need to find out how many children remain.

• Step 2: Solve the problem:
  Start with 15 children and subtract 7 (15 - 7).

• Step 3: Write the answer

3: Subtracting Toys
Liam has 19 toy cars. He gives 8 toy cars to his friend. How many toy cars does Liam have left?

Step-by-Step Process:

• Step 1: Understand the problem: Liam starts with 19 toy cars, and he gives away 8. We need to find out how many cars he has left.

• Step 2: Solve the problem:
  Start with 19 cars and subtract 8 (19 - 8).

• Step 3: Write the answer

4: Subtracting Stickers
Sara has 13 stickers. She gives 5 stickers to her friend. How many stickers does Sara have now?

Step-by-Step Process:

• Step 1: Understand the problem: Sara starts with 13 stickers and gives away 5. We need to find how many stickers she has left.

• Step 2: Solve the problem:
  Start with 13 stickers and subtract 5 (13 - 5).

• Step 3: Write the answer

Practice:

1.
Liam has 16 pieces of candy. He eats 7 pieces. How many pieces of candy does Liam have left?

2.
There are 18 people at the party. 9 people leave. How many people are still at the party?

3.
Emma has 14 books on her shelf. She gives 5 books to her friend. How many books does Emma have now?

4.
Tom picks 19 apples from the tree. He gives 8 apples to his sister. How many apples does Tom have left?

5.
Maya has 20 toy cars. She gives 12 of them to her friend. How many toy cars does Maya have left?

6.
Sarah has 15 pencils. She loses 6 of them. How many pencils does Sarah have now?

7.
A store has 13 stickers for sale. If 7 stickers are sold, how many stickers are left in the store?

8.
There are 17 flowers in a garden. 5 flowers are picked. How many flowers are left in the garden?

9.
There are 14 cups on the table. 3 cups are taken away. How many cups are left?

10.
Jack has 11 toy blocks. He loses 4 of them. How many toy blocks does Jack have now?

11.
Anna baked 16 cookies. She eats 9 of them. How many cookies are left?

12.
Michael has 18 marbles. He gives 7 marbles to his friend. How many marbles does Michael have left?

13.
There are 15 balloons at a party. 4 balloons pop. How many balloons are still floating?

14.
Olivia has 12 coins in her piggy bank. She spends 5 coins. How many coins does Olivia have left?

***Subject:Subtract to 100 without regrouping.

***Standard:

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

!!!Ka'Shaii struggles reply subtraction to real-world questions

1. Start with Concrete Examples

Using food bridge the gap between abstract numbers and real-world situations.

Problem:
You have 10 cereals. If you give 4 cereals to me, how many toy cars do you have left?

Solution:

• Take 10 cereals.

• Give away 4 cereals.

• Count how many cereals are left. Answer: 6

2. Break the Problem into Simple Steps

• What is the total?

• What is being taken away?

• What do we need to find out?

After identifying those, I can walk through the subtraction with her, checking their understanding step-by-step.

Example Walkthrough:

Problem:
Emma had 18 cookies. She gave 5 cookies to her friend. How many cookies does Emma have now?

Step 1:
Ask, “How many cookies did Emma start with?”
Answer: 18 cookies.

Step 2:
Ask, “How many cookies did she give away?”
Answer: 5 cookies.

Step 3:
Ask, “What do we need to find out?”
Answer: How many cookies are left?

Step 4:
Subtract: 18 - 5 = 13.
Answer: Emma has 13 cookies left.

Practice

***Count to 100 by ones orally

***K.CC.A KNOW NUMBER NAMES AND THE COUNT SEQUENCE. K.CC.A.1 Count to 100 by ones and by tens. Essential Skills and Knowledge

• Ability to use rote counting (e.g., simply reciting numbers using the correct number order with no meaning attached) to one hundred. First to 20, then count by tens to 100, then 1–50, then 1–100.

• Ability to make transitions to the next ten.

***

1. Group Numbers in Tens

• After we count to 10, we start again at 11, and then after we count to 20, we start again at 21.

• Point to the numbers in groups of 10. Show him that after 10 comes 11, after 20 comes 21, and so on. For example, you can say, “Now let’s count by tens: 10, 20, 30, 40, 50…

3. Count to 30 by Ones

Once the child is comfortable with the idea of counting in tens, have them count from 21 to 30 next. This helps them get used to the idea of “filling in the gaps” between the tens.

How to do this:

• Say the Numbers Together: "Let’s start from 21, and we’ll go all the way to 30 together. Ready? 21, 22, 23, 24, 25, 26, 27, 28, 29, 30!"

• Pointing to Numbers: If you have a number chart, point to each number as you say it. This helps them visualize the numbers.

• Fingers or Objects: Use your fingers or any small objects to show them visually how counting continues.

Number Bingo

Bingo is a classic game that can easily be adapted to counting to 100.

How to Play:

1. Create Bingo Cards: Make a Bingo card with numbers 1-100 (you can find printable bingo cards online or create your own).

2. Call Out Numbers: Call out numbers randomly (but ensure they fall within a manageable range that they’re learning). For example, “I’m thinking of 56!”

3. Mark Off Numbers: The child marks the number on their card when they hear it.

4. Winning: Once they have a complete row (horizontal, vertical, or diagonal), they yell “Bingo!” and you can celebrate their win!

Today we’re going to play Bingo! In Bingo, I’ll say a number, and you’ll try to find that number on your card. When you find it, you can cover it with a sticker or a marker. Your goal is to fill up a whole line of numbers, and then you can shout 'Bingo!' when you’re done. Ready to play?

***Subject:Count to 20.

***Standard:

Standard:

Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects).

1. Start with Number Recognition

• Flashcards: Use flashcards with numbers 1-20 on them. Hold them up one at a time and say the number aloud, asking the child to repeat after you. Start slowly, and as they get familiar with the numbers, speed it up.

• Number Chart: Hang up a number chart (from 1 to 20) in the learning space. Point to each number as you say it together. Visual reinforcement helps with memory.

Example:
“Let’s look at the number 1. Can you find number 1 on the chart? Great! Now, let’s find 2, 3, 4, and keep going together.”

2. Count Objects Together

• Use Toys or Blocks: Start with a small pile of toys, blocks, or even their favorite objects. Hold up one object and say, “This is 1.” Then add another and say, “This is 2,” continuing up to 20. This way, they start linking the number to the object.

• Touch and Count: As you count, have the child touch each object as they count it aloud. This physical connection helps solidify the concept of "one-to-one correspondence," which means each number matches one object.

Example:
“We’re going to count these blocks! 1, 2, 3… touch each one as you say the number.”

• Number Bingo

***Subject:One-step story problems involving addition

***Standard:

2.OA.A REPRESENT AND SOLVE PROBLEMS INVOLVING ADDITION AND SUBTRACTION.

Step 1: Understand the Concept of Place Value

• Use Base Ten Blocks or Drawings: Show the child a number, such as 42, and physically separate it into tens and ones using base ten blocks.

  -show two tens (represented by two “ten rods”) and four ones (represented by four “unit cubes”).

Example:
"For the number 42, we have 4 tens (which is 40) and 2 ones (which is 2). So, 42 is made up of 40 + 2."

Step 2: Read and Understand the Story Problem

1. Read the problem aloud slowly.

2. Ask comprehension questions:

   • “What is the problem asking us to find?”

   • “What numbers are we working with?”

   • “What kind of operation do we need to use (addition or subtraction)?”

Example:
"Lily has 24 apples. She buys 15 more apples. How many apples does she have now?"

Ask:

• "What is the first number we hear?" (24 apples)

• "What is the second number?" (15 apples)

• "What are we trying to find?" (The total number of apples)

Step 3: Break the Numbers into Place Value Units (Tens and Ones)

1. Break down the numbers into tens and ones.

2. Add the tens together first, then the ones.

3. Add the tens and ones together to find the final answer.

Example:
For the problem "Lily has 24 apples, and she buys 15 more apples," we can break the numbers down like this:

• 24 = 20 (tens) + 4 (ones)

• 15 = 10 (tens) + 5 (ones)

Now, add the tens:

• 20 + 10 = 30

Then, add the ones:

• 4 + 5 = 9

Finally, combine the tens and ones:

• 30 (tens) + 9 (ones) = 39 apples

Key idea: First, add the tens and then add the ones. This simplifies the problem.

1. Problem 1:
   Max has 32 marbles. He buys 11 more marbles. How many marbles does he have now?

   • 32 = 30 (tens) + 2 (ones)

   • 11 = 10 (tens) + 1 (ones)

   Add the tens:
   30 + 10 = 40

   Add the ones:
   2 + 1 = 3

   Final answer:
   40 + 3 = 43 marbles

2. Problem 2:
   Anna has 45 stickers. She gets 33 more stickers from her friend. How many stickers does she have in total?

   • 45 = 40 (tens) + 5 (ones)

   • 33 = 30 (tens) + 3 (ones)

   Add the tens:
   40 + 30 = 70

   Add the ones:
   5 + 3 = 8

   Final answer:
   70 + 8 = 78 stickers

3. Problem 3:
   There are 52 children in the classroom. 12 more children come in. How many children are there now?

   • 52 = 50 (tens) + 2 (ones)

   • 12 = 10 (tens) + 2 (ones)

   Add the tens:
   50 + 10 = 60

   Add the ones:
   2 + 2 = 4

   Final answer:
   60 + 4 = 64 children

More Complex Problems

Liam has 76 marbles. He buys 58 more marbles. How many marbles does he have now?

• 76 = 70 (tens) + 6 (ones)

• 58 = 50 (tens) + 8 (ones)

Add the tens:
70 + 50 = 120 (carry over)

Add the ones:
6 + 8 = 14, and the tens from the carry-over give you 130

Final answer:
120 + 14 = 134 marbles

Additional Practice:

• "Ella has 15 cookies. She makes 27 more cookies. How many cookies does she have now?"

• "A farmer has 63 apples. He picks 19 more apples. How many apples does he have in total?"

By January 2025, given 10 addition problems without regrouping (up to 50), as well as access to manipulatives and classroom resources such as process charts, Tyson will accurately solve the problem with 80% accuracy in 4 out of 5 opportunities as measured by informal procedures – such as formative assessments, work sample, and observation checklists.

1. Warm-up Game: Addition within 20

• "Let’s start with a fun warm-up to practice adding numbers. I’ll show you some numbers, and you try to add them as quickly as you can. Ready?"

2. Familiarizing with Place Value

• "Now, let’s take a look at how numbers are made up of tens and ones. For example, the number 34 has 3 tens and 4 ones."

• "We can use this place value chart to see how big numbers are built up. Let’s look at the number 25. How many tens and how many ones does it have?"

• "Can you build the number 42 using base-10 blocks? How many tens do you have? How many ones?"

Activity:

• "Let’s practice with expanded form. The number 56 can be written as 50 + 6. Can you try breaking down the number 63 like this?"

• "What about 82? Let’s write that as tens and ones: 80 + 2!"

3. Addition within 50 (without Regrouping)

• "Now, let’s practice adding numbers"

• "When we add 23 + 14, we can break it into tens and ones. Let’s add the tens first: 20 + 10 equals 30."

• "Now, let’s add the ones: 3 + 4 equals 7. So, what’s the total? 30 + 7 = 37!"

Activity:

• "Let’s try another one: What’s 31 + 12? First, let’s add the tens: 30 + 10 equals 40."

• "Now, let’s add the ones: 1 + 2 equals 3. So the total is 40 + 3 = 43."

Additional Practice:

• "Can you try adding 25 + 11 on your own? Break it down into tens and ones first!"

• "Great! What about 44 + 5? Let’s add the tens first, then the ones."