Slide, Swing, and Subtract

Slide, Swing, and Subtract

Ages 5–7 · 9 minutes · Math

Help Kevin and Maya build a playground and practice subtraction skills

In this subtraction lesson, students will review and practice subtraction up to 20 using the following methods:

- Subtracting ones digits
- Hopping down to 10

Part of

Standards alignment

Common Core State Standards

  • 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.NBT.B.2.b — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  • 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.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 = □.

Alabama

  • 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.
  • MA19.2.2 — Fluently add and subtract within 20 using mental strategies such as counting on, making ten, decomposing a number leading to ten, using the relationship between addition and subtraction, and creating equivalent but easier or known sums.
  • MA19.1.11b — Identify the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

Alaska

  • 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.NBT.2.b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones.

Arizona

  • 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.
  • 1.NBT.B.2.b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  • 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.

Arkansas

  • 1.CAR.2 — Use computational fluency to add and subtract within 20 using manipulatives and/or a variety of strategies.
  • 2.CAR.1 — Use mental strategies to fluently add and subtract within 20 with mastery by the end of second grade.
  • 1.CAR.3 — Apply properties of operations to add and subtract within 20.

California

  • 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.NBT.B.2.b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  • 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 = _.

Colorado

  • 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.NBT.B.2.b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

Connecticut

  • 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.NBT.B.2.b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  • 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.

Delaware

  • 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.NBT.B.2.b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  • 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 = _.

Florida

  • 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.NSO.2.5 — Explore subtraction of a one-digit number from a two-digit number.
  • MA.K12.MTR.3.1 — Complete tasks with mathematical fluency. Mathematicians who complete tasks with mathematical fluency: • Select efficient and appropriate methods for solving problems within the given context. • Maintain flexibility and accuracy while performing procedures and mental calculations. • Complete tasks accurately and with confidence. • Adapt procedures to apply them to a new context. • Use feedback to improve efficiency when performing calculations.

Georgia

  • 1.NR.2.1 — Use a variety of strategies to solve 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.
  • 1.NR.2.7 — Apply properties of operations as strategies to solve addition and subtraction problem situations within 20.

Hawaii

  • 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.NBT.B.2b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  • 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.C.6 — Demonstrate fluency for addition and subtraction within ten, use strategies to add and subtract within 20.
  • 1.NBT.B.2.b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  • 2.OA.B.2 — Demonstrate fluency for addition and subtraction within 20 using mental strategies. By the end of grade two, recall basic facts to add and subtract within 20 with automaticity.

Illinois

  • 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.NBT.B.2.b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  • 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 = _.

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)

Iowa

  • 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.
  • 1.NBT.B.2.b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  • 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.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).
  • 1.NBT.2.b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  • 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.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.NBT.2.b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones.
  • KY.2.OA.2 — Fluently add and subtract within 20 using mental strategies.

Louisiana

  • 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).
  • 1.NBT.B.2.b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  • 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.

Maine

  • 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.NBT.B.2b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  • 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.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 = _.

Maryland

  • 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.NBT.B.2.b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  • 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.

Massachusetts

  • 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.NBT.B.2.b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  • 1.OA.C.5 — Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Michigan

  • 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.NBT.B.2.b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  • 1.NBT.B.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

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.
  • 1.1.2.2 — 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.
  • 1.2.2.3 — Use number sense and models of addition and subtraction, such as objects and number lines, to identify the missing number in an equation such as: 2 + 4 =  3 +  = 7 5 =  – 3.

Mississippi

  • 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.NBT.2.b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  • 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.C.7 — Add and subtract within 20.
  • 1.NBT.A.2 — Understand two-digit numbers are composed of ten(s) and one(s).
  • 1.RA.B.5 — Use properties as strategies to add and subtract.

Montana

  • 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.NBT.B.2.b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  • 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.

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.
  • 2.N.4.a — Fluently add and subtract within 20.
  • 1.N.4 — Number and Operations: Students will compute using addition and subtraction.

Nevada

  • 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.NBT.B.2.b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  • 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.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.NBT.B.2.b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  • 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 = _.

New Jersey

  • 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.NBT.B.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones — called a “ten.” b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
  • 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.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.NBT.B.2.b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  • 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 = _.

New York

  • 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-1.NBT.2.b — Understand the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  • NY-1.OA.6.b — Fluently add and subtract within 10.
  • NY-1.OA.4 — Understand subtraction as an unknown-addend problem within 20.

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.4 — Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem.
  • NC.2.OA.2 — Demonstrate fluency with addition and subtraction, within 20, using mental strategies.
  • NC.1.NBT.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. • Unitize by making a ten from a collection of ten ones. • Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. • Demonstrate that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens, with 0 ones.

North Dakota

  • 2.AR.OA.1 — Automatically add and subtract within 20.
  • 1.AR.OA.1 — Automatically add and subtract within 10.
  • K-2.MA.P — Learners can identify and use strategies to problem-solve situations and determine an appropriate solution.
  • K.NO.NBT.1 — Compose and decompose numbers from 11 to 19 using a group of ten ones and some more ones using a model, drawing, or equation.

Ohio

  • 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.NBT.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten;” the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones; and the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
  • 1.OA.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 = □.

Oklahoma

  • 2.N.2.2 — Demonstrate fluency with basic facts of addition and subtraction with sums and minuends of up to 20.
  • 2.A.2.1 — Use objects and number lines to represent number sentences.
  • 2.N.2.4 — Use strategies and algorithms based on knowledge of place value and equality to add and subtract two-digit numbers.
  • 2.N.2.1 — Use the relationship between addition and subtraction to generate basic facts with sums and minuends of up to 20.

Oregon

  • 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.

Pennsylvania

  • CC.2.2.1.A.1 — Represent and solve problems involving addition and subtraction within 20.
  • CC.2.2.1.A.2 — Understand and apply properties of operations and the relationship between addition and subtraction.
  • CC.2.2.2.A.2 — Use mental strategies to add and subtract within 20.
  • CC.2.1.1.B.3 — Use place-value concepts and properties of operations to add and subtract within 100.

Rhode Island

  • 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.NBT.B.2.b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  • 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.
  • 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 = _.

South Carolina

  • 1.ATO.6a — Demonstrate addition and subtraction through 20.
  • 1.ATO.5 — Recognize how counting relates to addition and subtraction.
  • 1.ATO.8 — Determine the missing number in addition and subtraction equations within 20.
  • K.NSBT.1 — Compose and decompose numbers from 11 – 19 separating ten ones from the remaining ones using objects and drawings.

South Dakota

  • 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.NBT.B.2.b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  • 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.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.NBT.B.3 — Know that the digits of a two-digit number represent groups of tens and ones (e.g., 39 can be represented as 39 ones, 2 tens and 19 ones, or 3 tens and 9 ones).
  • 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;
  • 1.3E — explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences; and
  • 1.5F — determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation; and

Utah

  • 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.NBT.2.b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

Vermont

  • 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.NBT.B.2.b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  • 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.

Virginia

  • 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:
  • 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.1b — Demonstrate fluency with addition and subtraction within 10 by applying reasoning strategies (e.g., count on/count back, one more/one less, doubles, make ten).

Washington

  • 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.NBT.B.2.b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  • 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 = _.

Washington, D.C.

  • 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.NBT.B.2.b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  • 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 = _.

West Virginia

  • 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.1.10 — Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones - called a "ten." (e.g., A group of ten pennies is equivalent to a dime.) b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones. c. The numbers 10, 20, 30, 40, SO, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight or nine tens (and 0 ones).
  • 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.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.1.NBT.B.2 — Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones-called a "ten." b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
  • 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).

Wyoming

  • 1.OA.C — Add and subtract within 20.
  • 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.5 — Relate counting to addition and subtraction using strategies, such as, by counting on and back.
  • 2.OA.B.2 — Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know automatically all sums of two one-digit numbers based on strategies.