Addition: Up to 7

Ages 4–6 · 9 minutes · Math

Learn to add small numbers with sums up to 7. Maya and Nugget are here to help!

In this lesson, the student will get more practice adding small numbers. They will get practice adding via story problems. They will do some story problems without pictures to transition into mental math.

Part of

Learn to Add

Standards alignment

Common Core State Standards

K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.A.3 — Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.
K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.

Alabama

MA19.K.8 — Represent addition and subtraction up to 10 with concrete objects, fingers, pennies, mental images, drawings, claps or other sounds, acting out situations, verbal explanations, expressions, or equations.
MA19.K.9 — Solve addition and subtraction word problems, and add and subtract within 10, by using concrete objects or drawings to represent the problem.
MA19.K.10 — Decompose numbers less than or equal to 10 into pairs of smaller numbers in more than one way, by using concrete objects or drawings, and record each decomposition by a drawing or equation.
MA19.K.4 — Connect counting to cardinality using a variety of concrete objects.

Alaska

K.OA.2 — Add or subtract whole numbers to 10 (e.g., by using objects or drawings to solve word problems).
K.OA.3 — Decompose numbers less than or equal to 10 into pairs in more than one way (e.g., by using objects or drawings, and record each decomposition by a drawing or equation). For example, 5=2+3 and 5=4+1.
K.CC.4.c — Understand that each successive number name refers to a quantity that is one larger.
K.OA.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps) acting out situations, verbal explanations, expressions, or equations.

Arizona

K.OA.A.1 — Represent addition and subtraction concretely. See Table 1.
K.OA.A.2 — Solve addition and subtraction word problems and add and subtract within 10. See Table 1.
K.OA.A.3 — Decompose numbers less than or equal to 10 into pairs in more than one way (e.g., using fingers, objects, symbols, tally marks, drawings, expressions).
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
K.OA.A.5 — Fluently add and subtract within 5.

Arkansas

K.CAR.1. — Use objects, fingers, mental images, drawings, sounds, acting out situations, or verbal explanations to represent addition and subtraction from 0 to 10.
K.CAR.5 — Solve real-world problems involving addition and subtraction within 10, using objects, drawings, or equations to represent the problem.
K.CAR.2 — Use objects or drawings to decompose numbers less than or equal to 10 into pairs in more than one way, recording each decomposition.
K.CAR.4 — Use manipulatives and various strategies to fluently add and subtract within 10.

California

K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.A.3 — Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
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.

Colorado

K.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.A.3 — Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
P.OA.A.2 — Solve addition and subtraction problems set in simple contexts. Add and subtract up to at least five to or from a given number to find a sum or difference up to 10.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

Connecticut

K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.A.3 — Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.
K.CC.B.4.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

Delaware

K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.A.3 — Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.
K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.

Florida

MA.K.AR.1.2 — Given a number from 0 to 10, find the different ways it can be represented as the sum of two numbers.
MA.K.AR.1.3 — Solve addition and subtraction real-world problems using objects, drawings or equations to represent the problem.
MA.K.NSO.3.1 — Explore addition of two whole numbers from 0 to 10, and related subtraction facts.

Georgia

K.NR.5.2 — Represent addition and subtraction within 10 from a given authentic situation using a variety of representations and strategies.
K.NR.5.3 — Use a variety of strategies to solve addition and subtraction problems within 10.
K.NR.5 — Explain the concepts of addition, subtraction, and equality and use these concepts to solve real-life problems within 10.
K.NR.5.1 — Compose (put together) and decompose (break apart) numbers up to 10 using objects and drawings.
K.NR.1.3 — Given a number from 1-20, identify the number that is one more or one less.

Hawaii

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.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.A.3 — Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.CC.B.4c — Understand that each successive number name refers to a quantity that is one larger.
K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.

Idaho

K.OA.A.1 — Represent addition and subtraction of two whole numbers within ten. Use objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
K.OA.A.2 — Solve addition and subtraction word problems within ten by using physical, visual, and symbolic representations.
K.MP7 — Look for and make use of structure.

Illinois

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.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.A.3 — Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

Indiana

K.CA.1 — Solve real-world problems that involve addition and subtraction within 10 using modeling with objects or drawings. (E)
K.CA.2 — Use objects or drawings to model the decomposition of numbers less than 10 into pairs in more than one way. Identify corresponding equations. (E)
K.NS.3 — Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. Count out the number of objects, given a number from 1 to 20. (E)

Iowa

K.OA.A.2 — Add and subtract within 10 and solve word problems involving the different problem types listed below. For example, by using objects or drawings to represent the problem. • Add-to with result unknown. • Take-from with result unknown. • Put-together/take-apart with total unknown. • Put-together with both addends unknown. (See Problem Types Table 1 in Appendix A)
K.OA.A.1 — Represent addition and subtraction situations in a variety of ways. For example, with objects, fingers, mental images, drawings, sounds (claps), acting out situations, verbal explanations, expressions, or equations.
K.OA.A.3 — Decompose numbers less than or equal to 10 in more than one way. For example, by using objects or drawings, and record each decomposition by a drawing or equation, as in 5 = 2 + 3, 5 = 4 + 1, and 5 = 2 + 2 + 1.
K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration. Given a number from 1–20, count out that many objects.

Kansas

K.OA.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations.
K.OA.2 — Solve addition and subtraction word problems, and add and subtract within 10, (e.g. by using objects or drawings to represent the problem.)
K.OA.3 — Decompose numbers less than or equal to 10 into pairs in more than one way, (e.g. by using objects or drawings, and record each decomposition by a drawing or equation (e.g. 5 = 2 + 3 and 5 = 4 + 1).
K.CC.4.c — Understand that each successive number name refers to a quantity that is one larger.
K.OA.5 — Fluently (efficiently, accurately, and flexibly) add and subtract within 5.

Kentucky

KY.K.OA.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations.
KY.K.OA.2 — Solve addition and subtraction word problems and add and subtract within 10 by using objects or drawings to represent the problem.
KY.K.CC.4.c — Understand that each successive number name refers to a quantity that is one larger.
KY.K.OA.3.a — Decompose numbers into two groups in more than one way by using objects or drawings and record each decomposition by a drawing or equation.

Louisiana

K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.A.3 — Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.CC.B.5 — Count to answer "how many?" questions.
K.OA.A.5 — Fluently add and subtract within 5.

Maine

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.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, (e.g., by using objects or drawings to represent the problem).
K.OA.A.3 — Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.CC.B.4c — Understand that each successive number name refers to a quantity that is one larger. Recognize the one more pattern of counting using objects.
K.OA.A.5 — Fluently add and subtract within 5 including zero.

Maryland

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.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.A.3 — Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.OA.A.5 — Fluently add and subtract within 5.
PK.CC.B.4.c — Begin to recognize that each successive number name refers to a quantity that is one larger.

Massachusetts

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.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger. Recognize the one more pattern of counting using objects.
K.OA.A.3 — Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

Michigan

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.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
K.OA.A.3 — Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

Minnesota

K.1.2.1 — Use objects and draw pictures to find the sums and differences of numbers between 0 and 10.
K.1.2.2 — Compose and decompose numbers up to 10 with objects and pictures. For example: A group of 7 objects can be decomposed as 5 and 2 objects, or 2 and 3 and 2, or 6 and 1.
K.1.1.4 — Find a number that is 1 more or 1 less than a given number.

Mississippi

K.OA.1 — Represent addition and subtraction, in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations,verbal explanations, expressions, or equations.
K.OA.2 — Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem.
K.OA.3 — Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.CC.4.c — Understand that each successive number name refers to a quantity that is one larger.
K.CC.5 — Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.

Missouri

K.RA.A.1 — Represent addition and subtraction within 10.
K.RA.A.3 — Decompose numbers less than or equal to 10 in more than one way.
K.NS.B.7 — Demonstrate that each successive number name refers to a quantity that is one larger than the previous number.
K.NS.B.5 — Say the number names when counting objects, in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

Montana

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.
K.OA.A.2 — Solve addition and subtraction word problems from a variety of cultural contexts, including those of Montana American Indians, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.A.3 — Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.OA.A.5 — Fluently add and subtract within 5.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

Nebraska

K.N.4.a — Represent and explain addition and subtraction as part-whole relationships, with addition as putting together and/or adding to and subtraction as taking apart and/or taking from, using objects, drawings, numbers, and equations.
K.N.4.b — Compose and decompose numbers less than or equal to 10 into pairs in more than one way using verbal explanations, objects, or drawings.
K.N.4.e — Solve authentic problems that involve addition and subtraction within 10 (e.g., by using objects, drawings, and equations to represent the problem).
K.N.2.b — Understand that each successive number name refers to a quantity that is one larger.
K.N.4.d — Efficiently, flexibly, and accurately add and subtract within 5.

Nevada

K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.A.3 — Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.
K.CC.B.4.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

New Hampshire

K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.A.3 — Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
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.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

New Jersey

K.OA.A.1 — Represent addition and subtraction up to 10 with objects, fingers, mental images, drawings , sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.A.3 — Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.CC.B.4c — Understand that each successive number name refers to a quantity that is one larger.
K.CC.B.5 — Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.

New Mexico

K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.A.3 — Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.
K.OA.A.5 — Fluently add and subtract within 5.

New York

NY-K.OA.2.a — Add and subtract within 10.
NY-K.OA.2.b — Solve addition and subtraction word problems within 10.
NY-K.OA.1 — Represent addition and subtraction using objects, fingers, pennies, drawings, sounds, acting out situations, verbal explanations, expressions, equations, or other strategies.
NY-K.OA.3 — Decompose numbers less than or equal to 10 into pairs in more than one way. Record each decomposition with a drawing or equation.
NY-K.CC.4.c — Understand the concept that each successive number name refers to a quantity that is one larger.

North Carolina

NC.K.OA.1 — Represent addition and subtraction, within 10: • Use a variety of representations such as objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, or expressions. • Demonstrate understanding of addition and subtraction by making connections among representations.
NC.K.OA.2 — Solve addition and subtraction word problems, within 10, using objects or drawings to represent the problem, when solving: • Add to/Take From-Result Unknown • Put Together/ Take Apart (Total Unknown and Two Addends Unknown)
NC.K.OA.3 — Decompose numbers less than or equal to 10 into pairs in more than one way using objects or drawings, and record each decomposition by a drawing or expression.

North Dakota

K.AR.OA.4 — Solve authentic word problems with addition by putting together or adding to within 10.
K.AR.OA.3 — Decompose numbers less than or equal to 10 into pairs in more than one way using verbal explanations, objects, or drawings.
K.AR.OA.1 — Automatically add and subtract within 5.
K.NO.CC.5 — Count and tell how many objects up to 20 are in an arranged pattern or up to 10 objects in a scattered configuration. Represent a quantity of up to 20 with a numeral.

Ohio

K.OA.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds such as claps, acting out situations, verbal explanations, expressions, or equations. Drawings need not show details, but should show the mathematics in the problem.
K.OA.2 — Solve addition and subtraction problems (written or oral), and add and subtract within 10 by using objects or drawings to represent the problem.
K.OA.3 — Decompose numbers and record compositions for numbers less than or equal to 10 into pairs in more than one way by using objects and, when appropriate, drawings or equations.
K.CC.4.c — Understand that each successive number name refers to a quantity that is one larger.

Oklahoma

K.N.2 — Develop conceptual understanding with addition and subtraction (up to 10) using objects and pictures.
K.N.2.1 — Compose and decompose numbers up to 10 using objects and pictures.
1.N.2.1 — Represent and solve problems using addition and subtraction with sums and minuends of up to 10.
K.N.1.7 — Find a number that is 1 more or 1 less than a given number up to 10.

Oregon

K.OA.A.1 — Represent addition as putting together and adding to and subtraction as taking apart and taking from using objects, drawings, physical expressions, numbers or equations.
K.OA.A.2 — Add and subtract within 10. Model authentic contexts and solve problems that use addition and subtraction within 10.
K.OA.A.3 — Using objects or drawings, and equations, decompose numbers less than or equal to 10 into pairs in more than one way.
K.OA.A.5 — Fluently add and subtract within 5 with accurate, efficient, and flexible strategies.

Pennsylvania

CC.2.2.K.A.1 — Extend the concepts of putting together and taking apart to add and subtract within 10.
CC.2.2.PreK.A.1 — Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
CC.2.1.K.A.2 — Apply one-to-one correspondence to count the number of objects.
CC.2.1.PreK.A.2 — Count to tell the number of objects.

Rhode Island

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.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.A.3 — Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger. Recognize the one more pattern of counting using objects

South Carolina

K.ATO.1 — Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, and equations.
K.ATO.2 — Solve real-world/story problems using objects and drawings to find sums up to 10 and differences within 10.
K.ATO.3 — Compose and decompose numbers up to 10 using objects, drawings, and equations.
K.PS.2d — Connect the meaning of mathematical operations to the context of a given situation.
K.ATO.5 — Add and subtract fluently within 5.

South Dakota

K.OA.A.2 — Solve addition and subtraction word problems.
K.OA.A.2.a — Solve addition and subtraction word problems (within 10), involving result unknown problems, put together/take apart total unknown, and put together/take apart addend unknown, e.g., using objects or drawings to represent the problem. (see appendix for K-2 Common Addition and Subtraction Situations).
K.OA.A.2.b — Add and subtract within 10, eg., by using objects or drawings to represent the problem.
K.OA.A.3 — Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
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.
K.OA.A.5 — Fluently add and subtract within 5. (See strategies chart on page 9.)

Tennessee

K.OA.A.1 — Represent addition and subtraction with objects, fingers, drawings, acting out situations, verbal explanations, expressions, or equations.
K.OA.A.2 — Add and subtract within 10 to solve contextual problems with result/total unknown involving situations of add to, take from, and put together/take apart. Use objects, drawings, or equations to represent the problem.
K.OA.A.3 — Decompose numbers less than or equal to 10 into addend pairs in more than one way (e.g., 5 = 2 + 3 and 5 = 4 + 1) by using objects or drawings. Record each decomposition using a drawing or writing an equation.
K.OA.A.5 — Use mental strategies flexibly to develop fluency in addition and subtraction within 10.
K.CC.B.5.c — Recognize that each successive number name refers to a quantity that is one greater and each previous number is one less.

Texas

K.3A — model the action of joining to represent addition and the action of separating to represent subtraction;
K.3B — solve word problems using objects and drawings to find sums up to 10 and differences within 10; and
K.2C — count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order;
K.2F — generate a number that is one more than or one less than another number up to at least 20;
K.2I — compose and decompose numbers up to 10 with objects and pictures.

Utah

K.OA.1 — Represent addition and subtraction with objects, fingers, mental images, simple drawings, or sounds.For example, use clapping, act out situations, and use verbal explanations, expressions, or equations.
K.OA.2 — Solve addition and subtraction word problems within 10. Use objects or drawings to represent the problem.
K.OA.3 — Decompose numbers less than or equal to 10 into pairs in more than one way by using objects or drawings. Record each decomposition by a drawing or equation. For example, 5 = 2 + 3 and 5 = 4 + 1.
K.OA.5 — Fluently add and subtract using numbers within 5.

Vermont

K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.A.3 — Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.
K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.

Virginia

K.CE.1 — The student will model and solve single-step contextual problems using addition and subtraction with whole numbers within 10. Students will demonstrate the following Knowledge and Skills:
K.CE.1f — Model and solve single-step contextual problems (join, separate, and part-part-whole) using 10 or fewer concrete objects.
K.CE.1d — Use objects, drawings, words, or numbers to compose and decompose numbers less than or equal to 10 in multiple ways.
1.CE.1b — Demonstrate fluency with addition and subtraction within 10 by applying reasoning strategies (e.g., count on/count back, one more/one less, doubles, make ten).

Washington

K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.A.3 — Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.
K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.

Washington, D.C.

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.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.A.3 — Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
K.OA.A.5 — Fluently add and subtract within 5.

West Virginia

M.K.8 — Represent addition and subtraction with strategies using objects, fingers, mental images, drawings, sounds (e.g., claps), and acting out situations, verbal explanations, expressions, and equations.
M.K.9 — Solve addition and subtraction word problems and add and subtract within 10 by using objects or drawings to represent the problem.
M.K.10 — Decompose numbers less than or equal to 10 into pairs in more than one way by using objects or drawings and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
M.K.12 — Fluently (efficiently, flexibly, and accurately) add and subtract within 5 using various strategies.
MHM7 — Look for and make use of structure.

Wisconsin

M.K.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, or numbers. Drawings need not show details but should show the mathematics in the problem.
M.K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
M.K.CC.B.6 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
M.K.OA.A.3 — Compose and decompose quantities within 10 a. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition with drawings or numbers. b. Quickly name the quantity of objects briefly shown in structured arrangements anchored to 5 (e.g., fingers, ten frames, math rack/rekenrek) with totals up to 10 without counting by recognizing the arrangement or seeing the quantity in subgroups that are combined (conceptual subitizing).

Wyoming

K.OA.D.2 — Solve word problems using objects and drawings to find sums up to 10 and differences within 10.
K.OA.D.3 — Decompose numbers less than or equal to 10 in more than one way.
K.CC.B.5.A — Answer the question "how many?" by counting up to 20 objects arranged in a line, a rectangular array, a circle, or as many as 10 objects in a scattered configuration.
K.OA.D.1 — Model situations that involve representing addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.