name refers to a quantity that is one greater.

K.OA.A.1 Represent addition and subtraction with

objects, fingers, mental images, drawings, sounds,

acting out situations, verbal explanations, expressions,

or equations.

Learning Target:  Know that addition means adding more objects to a set of objects and joining a set of objects. Know that when adding, parts are combined to create a whole.
Success Criteria:  When a contextual problem is read aloud, students act out the process of beginning with one part and adding another part to it. With a different contextual problem, act out the process of creating two sets and then combining/joining the two sets State that this “adding to” to a part or “joining” of parts to create a whole is called addition. *NOTE: this acting should be student physical bodies modeling the action not manipulatives.*
NOTE: we are not using a part/whole map or number bond…just the language and action of joining and adding to parts and wholes.
2 boys have trucks.  2 boys are on swings.  How many boys in all?
3 kids are in the sandbox.  1 kid has a wagon.  How many kids in all?
1 girl likes to jump rope.  4 girls like to skate.  How many girls in all?
3 students were wiggling; 1 more wiggles.  How many are wiggling?
2 students are in line; 2 more join them. How many are in line now?
3 students are jumping; 2 more start jumping. How many are jumping now?
3 boys are standing; 2 girls are standing. How many students are standing?
2 children are holding reading books; 2 children are holding math books. How many children are holding books?

name refers to a quantity that is one greater.

K.OA.A.1 Represent addition and subtraction with

objects, fingers, mental images, drawings, sounds,

acting out situations, verbal explanations, expressions,

or equations.

Learning Target:  Understand the number bond as a way to show the part/whole relationship that is used in addition.
Success Criteria: When given a variety of number bonds to examine/explore, students identify the parts that are joined to create the whole. Match a contextual situation to a given number bond. Explain using language from the contextual situation which are the parts and whole in the number bond.

I had two cookies. My mom gave me two more. How many cookies do I have now? (We wouldn’t expect the kids to write the words below but to verbally state what the parts are from the context while modeling the problem.)
My Beginner Book of Number Bonds

name refers to a quantity that is one greater.

K.OA.A.1 Represent addition and subtraction with

objects, fingers, mental images, drawings, sounds,

acting out situations, verbal explanations, expressions,

or equations.

Learning Target: Know that the next counting number is one more than the current number and is a result of adding one and moving one space on a number path.
Success Criteria:  When given a contextual situation of adding to, students will correctly model the ‘adding to’ on a number path. State that they began with a part and added/jumped ONE more part to create the whole. Come to the conclusion that every time one was added, it was just the next counting number.
I see a boy with 1 balloon.  The girl has 4 balloons.  How many balloons in all?
Here are 3 balloons.  The dog has 2 balloons.  How many balloons in all?
Here are 2 little hats. Here is 1 big hat. How many hats in all?

name refers to a quantity that is one greater.

K.OA.A.1 Represent addition and subtraction with

objects, fingers, mental images, drawings, sounds,

acting out situations, verbal explanations, expressions,

or equations.

Learning Target:  Know that the next counting number is one more than the current number. Know that, in a number bond, when one of the parts is the quantity of one, the whole will be one more than the other part.
Success Criteria: When given a contextual situation involving adding one more, students will correctly model the parts as a number on a number bond. State that when one of the parts is a quantity of one, the whole will be one more than the other part. Come to the conclusion that every time one was added, it was just the next counting number.
1 boy is on a horse. 1 more boy gets on a horse. How many boys in all?
3 clowns are in cars. 1 more clown gets in a car.  How many clowns in all?
2 pigs are in the mud. I more pig gets in the mud. How many pigs in all? 

name refers to a quantity that is one greater.

K.OA.A.1 Represent addition and subtraction with

objects, fingers, mental images, drawings, sounds,

acting out situations, verbal explanations, expressions,

or equations.

Learning Target: Know that addition means adding more objects to a set of objects and joining a set of objects. Know that when adding, parts are combined to create a whole.
Success Criteria: When a contextual problem is read aloud, students model with concrete objects the process of beginning with one part and adding another part to it. With a different contextual problem, model with concrete objects the process of creating two sets and then combining/joining the two sets. State that this “adding to” to a part or “joining” of parts to create a whole is called addition.
NOTE: we are not using a part/whole map or number bond…just the language and action of joining and adding to parts and wholes.
I can see 1 little hat.  Here are 3 big hats.  How many hats in all?
I can see 2 little pretzels.  Here is 1 big pretzel.  How many pretzels in all?
2 boys have umbrellas.  3 girls have umbrellas.  How many umbrellas in all?
4 crayons are in a basket; you put 2 more in the basket. How many are in the basket now?
There are 3 cubes on a train. Put 1 more cube on the train. How many cubes are on the train now?
Show me 3 fingers. Show me 1 more. How many fingers?
There are 4 red crayons and 2 blue crayons. How many crayons?
There are 3 blue cubes and 1 green cube. How many cubes?

Success Criteria: When asked a question or have a question about weather around the world, students ask and answer questions using the text, On the Same Day in March: A Tour of the World's Weather.

 

I can use details from the text to describe how people prepare for the weather in Alberta, Canada; Paris, France; and central Thailand. (K.SL.CC.1) 

Success Criteria:  When asked a question or have a question about weather around the world, students ask and answer questions using the text, On the Same Day in March:  A Tour of the World's Weather. When describing how people prepare for the weather in Alberta, Canada; Paris, France; and central Thailand, students use details from the text.

 

I can use details from the text to describe how people prepare for the weather in New York City and Xian, China. (K.SL.CC.1) 

Success Criteria: When asked a question or have a question about weather around the world, students ask and answer questions using the text, On the Same Day in March:  A Tour of the World's Weather. When describing how people prepare for the weather in New York City and Xian, China students use details from the text.

 

I can use details from the text to describe how people prepare for the weather in Darwin, Australia; northern Kenya; and Patagonia, Argentina. (K.SL.CC.1) 

Success Criteria: When asked a question or have a question about weather around the world, students ask and answer questions using the text, On the Same Day in March:  A Tour of the World's Weather. When describing how people prepare for the weather in Darwin, Australia; northern Kenya; and Patagonia, Argentina. , students use details from the text.

Success Criteria:  When describing the weather from a specific place around the world, students use words and pictures.