Addition: Up to 8

Ages 4–6 · 6 minutes · Math

Help Maya and Nugget add numbers with sums up to 8

In this lesson, the student will continue getting practice adding slightly larger numbers. They will do story problems with and without pictures, moving toward mental math preparedness.

Part of

Learn to Add

Standards alignment

Common Core State Standards

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.

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

Arizona

K.OA.A.2 — Solve addition and subtraction word problems and add and subtract within 10. See Table 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.
K.OA.A.1 — Represent addition and subtraction concretely. See Table 1.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

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.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.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.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

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.
P.OA.A.1 — Represent addition and subtraction in different ways, such as with fingers, objects, and drawings.
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.
P.OA.A.3 — With adult assistance, begin to use counting on (adding 1 or 2, for example) from the larger number for addition.

Connecticut

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.

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.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.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

Florida

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.
MA.K.NSO.3.2 — Add two one-digit whole numbers with sums from 0 to 10 and subtract using related facts with procedural reliability.

Georgia

K.NR.5 — Explain the concepts of addition, subtraction, and equality and use these concepts to solve real-life problems within 10.
K.NR.5.2 — 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.1.3 — Given a number from 1-20, identify the number that is one more or one less.
K.GSR.8.2 — Describe the relative location of an object using positional words.

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.CC.B.4b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
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.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.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
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.

Indiana

K.CA.1 — Solve real-world problems that involve addition and subtraction within 10 using modeling with objects or drawings. (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)
PS.2 — Reason abstractly and quantitatively.

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.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 situations in a variety of ways. For example, with objects, fingers, mental images, drawings, sounds (claps), acting out situations, verbal explanations, expressions, or equations.
SMP2 — Reason abstractly and quantitatively.

Kansas

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.CC.5 — Count to answer “how many?” up to 20 concrete or pictorial objects arranged in a line, a rectangular array, or a circle, or as many as 10 objects in a scattered configuration; given a number from 1 to 20, count out that many objects.
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.CC.4.c — Understand that each successive number name refers to a quantity that is one larger.

Kentucky

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.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations.
KY.K.CC.5.b — Count to answer “how many?” questions with as many as 10 things in a scattered configuration.

Louisiana

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.a — Count objects up to 20, arranged in a line, a rectangular array, or a circle.

Maine

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.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.
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.

Maryland

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.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.

Massachusetts

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.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Michigan

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.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

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.
K.3.2.1 — Use words to compare objects according to length, size, weight and position. For example: Use same, lighter, longer, above, between and next to. Another example: Identify objects that are near your desk and objects that are in front of it. Explain why there may be some objects in both groups.

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.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.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.
K.RA.A.2 — Demonstrate fluency for addition and subtraction within 5.
K.NS.B.7 — Demonstrate that each successive number name refers to a quantity that is one larger than the previous number.

Montana

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.

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.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 — Number and Algebraic Relationships: Students will understand and demonstrate the meaning of addition and subtraction.

Nevada

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.

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.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.
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.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.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.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.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

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.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.CC.5 — Count to answer “How many?” in the following situations: • Given a number from 1–20, count out that many objects. • Given up to 20 objects, name the next successive number when an object is added, recognizing the quantity is one more/greater. • Given 20 objects arranged in a line, a rectangular array, and a circle, identify how many. • Given 10 objects in a scattered arrangement, identify how many.
NC.K.CC.2 — Count forward beginning from a given number within the known sequence, instead of having to begin at 1.

North Dakota

K.AR.OA.4 — Solve authentic word problems with addition by putting together or adding to within 10.
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.
1.AR.OA.1 — Automatically add and subtract within 10.

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.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.

Oklahoma

K.N.2 — Develop conceptual understanding with addition and subtraction (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.2.1 — Compose and decompose numbers up to 10 using objects and pictures.
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.NCC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
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.2.1.K.A.2 — Apply one-to-one correspondence to count the number of objects.
CC.2.2.PreK.A.1 — Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
Make sense of problems and persevere in solving them.

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.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.
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.PS.2d — Connect the meaning of mathematical operations to the context of a given situation.

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.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.

Tennessee

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.1 — Represent addition and subtraction with objects, fingers, drawings, acting out situations, verbal explanations, expressions, or equations.
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.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.3A — model the action of joining to represent addition and the action of separating to represent subtraction;
K.3C — explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences.
K.2F — generate a number that is one more than or one less than another number up to at least 20;

Utah

K.OA.2 — Solve addition and subtraction word problems within 10. Use objects or drawings to represent the problem.
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.
1.OA.5 — Relate counting to addition and subtraction. For example, by counting on 2 to add 2.

Vermont

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.

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.
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.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.

Washington, D.C.

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.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

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.5 — Count to answer questions (e.g., "How many?") about as many as 20 things arranged in a line, a rectangular array, a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

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.1.OA.C.5 — Use counting and subitizing strategies to explain addition and subtraction. a. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). b. Use conceptual subitizing in unstructured arrangements with totals up to 10 and structured arrangements anchored to 5 or 10 (e.g., ten frames, double ten frames, math rack/rekenrek) with totals up to 20 to relate the compositions and decompositions to addition and subtraction.

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 — Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
1.OA.C.5 — Relate counting to addition and subtraction using strategies, such as, by counting on and back.
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.