Bake Away, Take Away

Ages 5–7 · 7 minutes · Math

Practice subtracting larger numbers with Kevin in the bakery

In this subtraction lesson, students will continue using ten as a benchmark for a subtraction, moving to larger numbers.

Part of

Standards alignment

Common Core State Standards

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.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.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
2.OA.B.2 — Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Alabama

MA19.1.1 — Use addition and subtraction to solve word problems within 20 by using concrete objects, drawings, and equations with a symbol for the unknown number to represent the problem.
MA19.1.6 — Add and subtract within 20.
MA19.1.6c — Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by decomposing a number leading to a ten.
MA19.1.1c — Put together/take apart with addend unknown to solve word problems within 20.

Alaska

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.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).
1.OA.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
2.OA.2 — Fluently add and subtract using numbers up to 20 using mental strategies. Know from memory all sums of two one-digit numbers.

Arizona

1.OA.A.1 — Use addition and subtraction within 20 to solve word problems with unknowns in all positions (e.g., by using objects, drawings, and/or equations with a symbol for the unknown number to represent the problem). See Table 1.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
2.MD.B.6 — Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram.
2.OA.B.2 — Fluently add and subtract within 20. By end of Grade 2, know from memory all sums of two one-digit numbers.

Arkansas

1.CAR.2 — Use computational fluency to add and subtract within 20 using manipulatives and/or a variety of strategies.
1.CAR.6 — Solve real-world problems involving addition and subtraction within 20. • Problem types include: adding to, taking from, putting together, taking apart, and comparing with unknowns present throughout the addition and subtraction problem.
2.CAR.1 — Use mental strategies to fluently add and subtract within 20 with mastery by the end of second grade.

California

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.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).
2.OA.B.2 — Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
2.MD.B.6 — Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram.

Colorado

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.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).
2.OA.B.2 — Fluently add and subtract within 20 using mental strategies. (See 1.OA.C.6 for a list of strategies.) By end of Grade 2, know from memory all sums of two one-digit numbers.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Connecticut

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.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).
2.OA.B.2 — Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
2.MD.B.6 — Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram.

Delaware

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.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).
2.OA.B.2 — Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Florida

MA.1.AR.1.2 — Solve addition and subtraction real-world problems using objects, drawings or equations to represent the problem.
MA.1.NSO.2.2 — Add two whole numbers with sums from 0 to 20, and subtract using related facts with procedural reliability.
MA.1.AR.2.3 — Determine the unknown whole number in an addition or subtraction equation, relating three whole numbers, with the unknown in any position.
MA.1.NSO.2.5 — Explore subtraction of a one-digit number from a two-digit number.

Georgia

1.NR.2.1 — Use a variety of strategies to solve addition and subtraction problems within 20.
1.NR.2 — Explain the relationship between addition and subtraction and apply the properties of operations to solve real-life addition and subtraction problems within 20.
1.NR.2.2 — Use pictures, drawings, and equations to develop strategies for addition and subtraction within 20 by exploring strings of related problems.
2.NR.2.1 — Fluently add and subtract within 20 using a variety of mental, part-whole strategies.

Hawaii

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.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.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
2.OA.B.2 — Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Idaho

1.OA.A.1 — Solve addition and subtraction word problems within 20 involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, by using physical, visual, and symbolic representations.
1.OA.C.6 — Demonstrate fluency for addition and subtraction within ten, use strategies to add and subtract within 20.
1.OA.C.5 — Relate counting to addition and subtraction.
1.MP8 — Look for and express regularity in repeated reasoning.

Illinois

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.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.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
2.OA.B.2 — Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Indiana

1.CA.1 — Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. Use strategies such as counting on; making ten (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). Model the role of 0 and the equal sign in addition and subtraction using 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)

Iowa

1.OA.A.1 — Use addition and subtraction within 20 to solve word problems involving the problem types listed below, with unknowns in all positions, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. • Adding to. • Taking from. • Putting together. • Taking apart. • Comparing. (See Problem Types Table 1 in Appendix A)
1.OA.C.6 — Add and subtract within 20, using strategies such as: • Counting on. • Making ten (for example, 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14). • Decomposing a number leading to a ten (for example, $13 − 4 = 13 − 3 − 1 = 10 − 1 = 9)$. • Using the relationship between addition and subtraction (for example, knowing that 8 + 4 = 12, one knows 12 − 8 = 4). • Creating equivalent but easier or known sums (for example, adding 6 + 7 by creating the known equivalent $6 + 6 + 1 = 12 + 1 = 13)$. • Counting up to subtract.
2.OA.B.2 — Fluently add and subtract within 20 using efficient mental strategies listed below. • Counting on. • Counting back. • Making ten. • Decomposing a number leading to a ten. • Using the relationship between addition and subtraction. • Creating equivalent, but easier or known sums. • Adding up to subtract. By the end of Grade 2, flexibly, efficiently and accurately find all sums of two one-digit numbers. Note: Fluency of this standard is critical by the end of grade.

Kansas

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).
2.OA.2 — Fluently (efficiently, accurately, and flexibly) add and subtract within 20 using mental strategies (counting on, making a ten, decomposing a number, creating an equivalent but easier and known sum, and using the relationship between addition and subtraction) Work with equal groups of objects to gain foundations for multiplication.
1.OA.5 — Relate counting to addition and subtraction (e.g. by counting on 2 to add 2, counting back 1 to subtract 1).

Kentucky

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.6 — Add and subtract within 20.
KY.1.OA.6.b — Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making 10; decomposing a number leading to a 10; using the relationship between addition and subtraction; creating equivalent but easier or known sums.
KY.1.OA.5 — Relate counting to addition and subtraction.

Louisiana

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.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).
2.OA.B.2 — Fluently add and subtract within 20 using mental strategies. By the end of Grade 2, know from memory all sums of two one-digit numbers.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Maine

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.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).
2.OA.B.2 — Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

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.
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).
2.OA.B.2 — Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

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.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).
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
2.OA.B.2 — Fluently add and subtract within 20 using mental strategies. By end of grade 2, know from memory all sums of two single-digit numbers and related differences. For example, the sum 6 + 5 = 11 has related differences of 11 – 5 = 6 and 11 – 6 = 5.

Michigan

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.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.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
2.OA.B.2 — Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

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.
2.1.2.1 — Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties. Use the relationship between addition and subtraction to generate basic facts. For example: Use the associative property to make tens when adding 5 + 8 = (3 + 2) + 8 = 3 + (2 + 8) = 3 + 10 = 13.
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.
2.2.2.2 — Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true. For example: How many more players are needed if a soccer team requires 11 players and so far only 6 players have arrived? This situation can be represented by the number sentence 11 – 6 = p or by the number sentence 6 + p = 11.
1.1.2.2 — Compose and decompose numbers up to 12 with an emphasis on making ten. For example: Given 3 blocks, 7 more blocks are needed to make 10.

Mississippi

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.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.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
2.OA.2 — Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Missouri

1.RA.A.1 — Use addition and subtraction within 20 to solve problems.
1.RA.C.7 — Add and subtract within 20.
1.RA.B.5 — Use properties as strategies to add and subtract.
2.GM.C.9 — Represent whole numbers as lengths on a number line, and represent whole-number sums and differences within 100 on a number line.

Montana

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.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).
2.OA.B.2 — Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Nebraska

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.
1.N.5.f — Solve authentic 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 by using objects, drawings, and/or equations with a symbol for the unknown number to represent the problem.
1.N.4 — Number and Operations: Students will compute using addition and subtraction.
2.N.4.a — Fluently add and subtract within 20.

Nevada

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.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.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
2.OA.B.2 — Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

New Hampshire

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.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).
2.OA.B.2 — Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

New Jersey

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.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.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
2.OA.B.2 — Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

New Mexico

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.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).
2.OA.B.2 — Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

New York

NY-1.OA.1 — Use addition and subtraction within 20 to solve one step word problems involving situations of adding to, taking from, putting together, taking apart, and/or comparing, with unknowns in all positions.
NY-1.OA.6.a — Add and subtract within 20. Use strategies such as: • counting on; • making ten; • decomposing a number leading to a ten; • using the relationship between addition and subtraction; and • creating equivalent but easier or known sums.
NY-2.OA.2.a — Fluently add and subtract within 20 using mental strategies. Strategies could include: • counting on; • making ten; • decomposing a number leading to a ten; • using the relationship between addition and subtraction; and creating equivalent but easier or known sums.
NY-1.OA.5 — Relate counting to addition and subtraction.

North Carolina

NC.1.OA.6 — Add and subtract, within 20, using strategies such as: • Counting on • Making ten • Decomposing a number leading to a ten • Using the relationship between addition and subtraction • Using a number line • Creating equivalent but simpler or known sums
NC.1.OA.1 — Represent and solve addition and subtraction word problems, within 20, with unknowns, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem, when solving: • Add to/Take from-Change Unknown • Put together/Take Apart-Addend Unknown • Compare-Difference Unknown
NC.2.OA.2 — Demonstrate fluency with addition and subtraction, within 20, using mental strategies.

North Dakota

1.AR.OA.5 — Solve authentic word problems with subtraction, including unknowns, within 20.
2.AR.OA.1 — Automatically add and subtract within 20.
1.AR.OA.3 — Decompose numbers less than or equal to 20 into pairs in more than one way.

Ohio

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.6 — Add and subtract within 20, demonstrating fluency with various strategies for addition and subtraction within 10. Strategies may include 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.5 — Relate counting to addition and subtraction, e.g., by counting on 2 to add 2.
2.OA.2 — Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Oklahoma

2.N.2.5 — Solve addition and subtraction problems involving whole numbers up to two digits.
2.N.2 — Add and subtract one- and two- digit numbers in real-world and mathematical problems.
2.N.2.2 — Demonstrate fluency with basic facts of addition and subtraction with sums and minuends of up to 20.

Oregon

1.OA.A.1 — Use addition and subtraction within 20 to solve and represent problems in authentic contexts involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.
1.OA.C.6 — Add and subtract within 20, demonstrating fluency for addition and subtraction within 10 with accurate, efficient, and flexible strategies.
1.OA.C.5 — Relate counting to addition and subtraction.
1.OA.B.3 — Apply properties of operations as strategies to add and subtract.

Pennsylvania

CC.2.2.1.A.1 — Represent and solve problems involving addition and subtraction within 20.
CC.2.2.2.A.2 — Use mental strategies to add and subtract within 20.
Make sense of problems and persevere in solving them.
CC.2.2.1.A.2 — Understand and apply properties of operations and the relationship between addition and subtraction.

Rhode Island

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.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).
2.OA.B.2 — Fluently add and subtract within 20 using mental strategies. By end of grade 2, know from memory all sums of two single-digit numbers and related differences. For example, the sum 6 + 5 = 11 has related differences of 11 – 5 = 6 and 11 – 6 = 5.
2.MD.B.6 — Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram.

South Carolina

1.ATO.1 — Solve real-world/story problems using addition (as a joining action and as a part-part-whole action) and subtraction (as a separation action, finding parts of the whole, and as a comparison) through 20 with unknowns in all positions.
1.ATO.6a — Demonstrate addition and subtraction through 20.
1.ATO.5 — Recognize how counting relates to addition and subtraction.
1.PS.2d — Connect the meaning of mathematical operations to the context of a given situation.

South Dakota

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.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.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.
2.OA.B.2.a — Fluently add and subtract within 20 using mental strategies. (See standard 1.OA.6 for a list of mental strategies.)

Tennessee

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.
1.OA.C.5 — Add and subtract within 20 using strategies such as counting on, counting back, making 10, related known facts, and composing/decomposing numbers with an emphasis on making ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9 or adding 6 + 7 by creating the known equivalent 6 + 4 + 3 = 10 + 3 = 13 OR 6 + 6 + 1 = 12 + 1).
1.OA.C.6 — Use mental strategies flexibly and efficiently to develop fluency in addition and subtraction within 20. By the end of grade 1, know all sums and differences up to 10.

Texas

1.3D — apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10;
1.5D — represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences;
1.3B — use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3;
1.3E — explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences; and
2.4A — recall basic facts to add and subtract within 20 with automaticity;

Utah

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

Vermont

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.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).
2.OA.B.2 — Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Virginia

1.CE.1e — Solve addition and subtraction problems within 20 using various strategies (e.g., inverse relationships: if 9 + 3 = 12 then 12 - 3 = 9; decomposition using known sums/differences: 9 + 7 can be thought of as 9 decomposed into 2 and 7, then use doubles, 7 + 7 = 14; 14 + 2 = 16 or decompose the 7 into 1 and 6; make a ten: 1 + 9 = 10; 10 + 6 = 16).
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.1 — The student will recall with automaticity addition and subtraction facts within 10 and represent, solve, and justify solutions to single-step problems, including those in context, using addition and subtraction with whole numbers within 20. Students will demonstrate the following Knowledge and Skills:
2.CE.1d — Demonstrate fluency with addition and subtraction within 20 by applying reasoning strategies (e.g., doubles, near doubles, make-a-ten, compensations, inverse relationships).

Washington

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.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.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.D.8 — Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.
2.OA.B.2 — Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Washington, D.C.

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.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.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
2.OA.B.2 — Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

West Virginia

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).
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.2.2 — Fluently (efficiently, flexibly, and accurately) add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers by using various strategies.

Wisconsin

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.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).
M.2.OA.B.2 — Flexibly and efficiently add and subtract within 20 using multiple mental strategies which may include counting on; making ten; decomposing a number leading to a ten; 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).
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

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.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.
1.OA.C — Add and subtract within 20.
1.OA.C.5 — Relate counting to addition and subtraction using strategies, such as, by counting on and back.