Subtraction: Up to 10

Subtraction: Up to 10

Ages 4–7 · 9 minutes · Math

Learn to subtract numbers up to 10.

In this lesson, the student will get more practice subtracting slightly larger numbers. They will practice setting up subtraction equations for story problems. They will do story problems involving distances and times. And they will get more practice with mental math.

Part of

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.
  • 1.OA.A.1 — Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
  • 1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
  • 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.

Alabama

  • 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.
  • MA19.1.5 — Relate counting to addition and subtraction.
  • 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.

Alaska

  • K.OA.2 — Add or subtract whole numbers to 10 (e.g., by using objects or drawings to solve word problems).
  • 1.OA.1 — Use addition and subtraction strategies to solve word problems (using numbers up to 20), involving situations of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions, using a number line (e.g., by using objects, drawings and equations). Record and explain using equation symbols and a symbol for the unknown number to represent the problem.
  • 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.
  • 1.OA.6 — Add and subtract using numbers up to 20, demonstrating fluency for addition and subtraction up to 10. Use strategies such as • counting on • making ten (8 + 6 = 8 + 2 + 4 = 10 + 4 = 14) • decomposing a number leading to a ten (13 - 4 = 13 - 3 - 1 = 10 - 1 = 9) • using the relationship between addition and subtraction, such as fact families, (8 + 4 = 12 and 12 - 8 = 4) • creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Arizona

  • K.OA.A.2 — Solve addition and subtraction word problems and add and subtract within 10. See Table 1.
  • 1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
  • 1.OA.C.6 — Fluently add and subtract within 10.
  • K.OA.A.1 — Represent addition and subtraction concretely. See Table 1.

Arkansas

  • K.CAR.4 — Use manipulatives and various strategies to fluently add and subtract within 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.1. — Use objects, fingers, mental images, drawings, sounds, acting out situations, or verbal explanations to represent addition and subtraction from 0 to 10.
  • 1.CAR.1 — Add and subtract fluently within 10 with mastery by the end of first grade.

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.
  • 1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
  • 1.OA.C.6 — Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
  • 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.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
  • 1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
  • 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.
  • 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.

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.
  • 1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
  • 1.OA.C.6 — Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
  • 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.

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.
  • 1.OA.A.1 — Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
  • 1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
  • 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.

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.
  • MA.1.AR.1.2 — Solve addition and subtraction real-world problems using objects, drawings or equations to represent the problem.

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.
  • 1.NR.2.4 — Fluently add and subtract within 10 using a variety of strategies.

Idaho

  • K.OA.A.2 — Solve addition and subtraction word problems within ten by using physical, visual, and symbolic representations.
  • 1.OA.C.5 — Relate counting to addition and subtraction.
  • 1.OA.C.6 — Demonstrate fluency for addition and subtraction within ten, use strategies to add and subtract within 20.
  • 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.

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.
  • 1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
  • 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.
  • 1.OA.C.6 — Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Indiana

  • K.CA.1 — Solve real-world problems that involve addition and subtraction within 10 using modeling with objects or drawings. (E)
  • 1.CA.2 — Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem). (E)
  • PS.4 — Model with mathematics.

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)
  • 1.OA.C.5 — Relate counting forward and backward to addition and subtraction, add or subtract 1 or 2.
  • 1.OA.IA.C.2 — Fluently add and subtract within 10 using efficient mental strategies. • Counting on. • Making ten. • Decomposing a number leading to a ten. • Using the relationship between addition and subtraction. • Creating equivalent, but easier or known sums. • Counting up to subtract. By the end of Grade 1, flexibly, efficiently, and accurately find all sums within 10.
  • 1.OA.IA.C.1.a — Relate counting to addition and subtraction (for example, by counting on 2 to add 2).

Kansas

  • 1.OA.5 — Relate counting to addition and subtraction (e.g. by counting on 2 to add 2, counting back 1 to subtract 1).
  • 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.)
  • 1.OA.1 — Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, (e.g. by using objects, drawings, and situation equations and/or solution equations with a symbol for the unknown number to represent the problem.)
  • 1.OA.6 — Add and subtract within 20, demonstrating fluency (efficiently, accurately, and flexibly) for addition and subtraction within 10. Use mental strategies such as counting on; making ten (e.g. 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g. 13 − 4 = 13 − 3 − 1 = 10 − 1 = 9); using the relationship between addition and subtraction (e.g. knowing that 8 + 4 = 12, one knows 12 − 8 = 4); and creating equivalent but easier or known sums (e.g. adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
  • 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.

Kentucky

  • KY.1.OA.6.a — Fluently add and subtract within 10.
  • 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.1.OA.1 — Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions.
  • KY.1.OA.5 — Relate counting to addition and subtraction.
  • KY.K.OA.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations.

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.
  • 1.OA.A.1 — Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem).
  • 1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
  • 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.
  • 1.OA.C.6 — Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use mental strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

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).
  • 1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
  • 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.
  • 1.OA.C.6 — Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Maryland

  • 1.OA.A.1 — Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
  • 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.
  • 1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
  • 1.OA.C.6 — Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
  • 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.

Massachusetts

  • 1.OA.A.1 — Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations (number sentences) with a symbol for the unknown number to represent the problem.
  • 1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
  • 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.
  • 1.OA.C.6 — Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use mental strategies such as counting on; making 10 (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a 10 (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
  • 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.
  • 1.OA.A.1 — Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
  • 1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
  • 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.
  • 1.OA.C.6 — Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Minnesota

  • 1.1.2.1 — Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations.
  • 1.2.2.4 — Use addition or subtraction basic facts to represent a given problem situation using a number sentence. For example: 5 + 3 = 8 could be used to represent a situation in which 5 red balloons are combined with 3 blue balloons to make 8 total balloons.
  • K.1.2.1 — Use objects and draw pictures to find the sums and differences of numbers between 0 and 10.
  • 1.2.2.1 — Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences. For example: One way to represent the number of toys that a child has left after giving away 4 of 6 toys is to begin with a stack of 6 connecting cubes and then break off 4 cubes.

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.
  • 1.OA.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
  • 1.OA.6 — Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
  • 1.OA.1 — Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Missouri

  • K.RA.A.1 — Represent addition and subtraction within 10.
  • 1.RA.A.1 — Use addition and subtraction within 20 to solve problems.
  • 1.RA.C.8 — Demonstrate fluency with addition and subtraction within 10.
  • 1.RA.A.4 — Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.

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.
  • 1.OA.A.1 — Use addition and subtraction within 20 to solve word problems within a cultural context, including those of Montana American Indians, involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
  • 1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
  • 1.OA.C.6 — Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
  • 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.

Nebraska

  • 1.N.4.b — Efficiently, flexibly, and accurately add and subtract within 10.
  • 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.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.
  • 1.N.4.a — Add and subtract within 20, using flexible strategies such as counting on or counting back, making ten, using ten, and using doubles and near doubles.

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.
  • 1.OA.A.1 — Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
  • 1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
  • 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.
  • 1.OA.C.6 — Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

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.
  • 1.OA.A.1 — Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
  • 1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
  • 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.
  • 1.OA.C.6 — Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

New Jersey

  • 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.
  • 1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
  • 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.
  • 1.OA.A.1 — Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

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.
  • 1.OA.A.1 — Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
  • 1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
  • 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.

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-1.OA.5 — Relate counting to addition and subtraction.
  • NY-1.OA.6.b — Fluently add and subtract 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.

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.1.OA.9 — Demonstrate fluency with addition and subtraction within 10.

North Dakota

  • K.AR.OA.5 — Solve authentic word problems with subtraction by taking apart or taking from within 10.
  • 1.AR.OA.1 — Automatically add and subtract within 10.
  • K.NO.CC.2 — Count backward from 20 by ones and from a given number within 10.

Ohio

  • 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.
  • 1.OA.1 — Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
  • 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 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.5 — Fluently add and subtract within 5.

Oklahoma

  • 1.N.2 — Solve addition and subtraction problems with sums and minuends of up to 10 in real-world and mathematical contexts.
  • 1.N.2.1 — Represent and solve problems using addition and subtraction with sums and minuends of up to 10.
  • 1.N.2.3 — Demonstrate fluency with basic facts of addition and subtraction with sums and minuends of up to 10.
  • K.N.2 — Develop conceptual understanding with addition and subtraction (up to 10) using objects and pictures.

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.
  • 1.OA.C.5 — Relate counting to addition and subtraction.
  • 1.OA.C.6 — Add and subtract within 20, demonstrating fluency for addition and subtraction within 10 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.
  • Make sense of problems and persevere in solving them.
  • CC.2.4.2.A.6 — Extend the concepts of addition and subtraction to problems involving length.

Rhode Island

  • 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.
  • 1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
  • 1.OA.C.6 — Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use mental strategies such as counting on; making 10 (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a 10 (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
  • 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.

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.
  • 1.ATO.5 — Recognize how counting relates to addition and subtraction.
  • K.PS.2d — Connect the meaning of mathematical operations to the context of a given situation.

South Dakota

  • 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.
  • 1.OA.C.5 — Understand counting on as addition and counting back as subtraction e.g. 5, (6,7,8) means 5 + 3 and 5, (4,3,2) means 5-3.
  • 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.

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.5 — Use mental strategies flexibly to develop fluency in addition and subtraction within 10.
  • 1.OA.A.1 — Add and subtract within 20 to solve contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and equations with a symbol for the unknown number to represent the problem. NOTE: While start unknown situations may be introduced in first grade, they are not expected to be mastered until second grade.

Texas

  • K.3B — solve word problems using objects and drawings to find sums up to 10 and differences within 10; and
  • 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.

Utah

  • 1.OA.5 — Relate counting to addition and subtraction. For example, by counting on 2 to add 2.
  • 1.OA.6.b — By the end of Grade 1, demonstrate fluency for addition and subtraction within 10.
  • K.OA.2 — Solve addition and subtraction word problems within 10. Use objects or drawings to represent the problem.
  • 1.OA.1 — Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. For example, use objects, drawings, and equations with a symbol for the unknown number 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.
  • 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.
  • 1.OA.A.1 — Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
  • 1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
  • 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.
  • 1.OA.C.6 — Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Virginia

  • 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).
  • 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:
  • 1.CE.1f — Represent, solve, and justify solutions to single-step addition and subtraction problems (join, separate, and part-part-whole) within 20, including those in context, using words, objects, drawings, or numbers.
  • 1.CE.1c — Recall with automaticity addition and subtraction facts within 10.

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.
  • 1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
  • 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.
  • 1.OA.C.6 — Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

West Virginia

  • M.1.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2, by counting backwards 3 to subtract 3).
  • 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.1.1 — Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem).
  • M.1.6 — Add and subtract within 20, demonstrating fluency for addition and subtraction within 10 and use strategies such as· counting on; • making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); • decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 -1 = 10 -1 = 9); • using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8= 4); and • creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Wisconsin

  • 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.1.OA.A.1 — Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
  • 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.
  • 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.1.OA.C.6 — Use multiple strategies to add and subtract within 20. a. Flexibly and efficiently add and subtract within 10 using strategies that may include mental images and composing and decomposing up to 10. b. Add and subtract within 20 using objects, drawings, or equations. Use multiple strategies that may include counting on; making a ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Wyoming

  • 1.OA.A.1 — Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, by using objects, drawings, or equations with a symbol for the unknown number to represent the problem.
  • 1.OA.C.5 — Relate counting to addition and subtraction using strategies, such as, by counting on and back.
  • K.OA.D.2 — Solve word problems using objects and drawings to find sums up to 10 and differences within 10.
  • 1.OA.C.6 — Add and subtract within 20, demonstrating fluency in addition and subtraction within 10. Use strategies such as counting on; making ten using the relationship between addition and subtraction.
  • 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.