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[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. See Glossary, Table 1
[1.NBT.C.4] -
Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
[1.NBT.C.5] -
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Identify arithmetic patterns of 10 more and 10 less than using strategies based on place value.
[1.NBT.C.6] -
Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Mathematics | Grade : 2
Domain - Operations and Algebraic Thinking
Cluster - Represent and solve problems involving addition and subtraction.
[2.OA.A.1] - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. See Glossary, Table 1
- Addition and subtraction within 5, 10, 20, 100, or 1,000
Addition or subtraction of two whole numbers with whole number answers, and with sum or minuend in the range 0–5, 0–10, 0–20, or 0–100, respectively. Example: 8 + 2 = 10 is an addition within 10, 14 – 5 = 9 is a subtraction within 20, and 55 – 18 = 37 is a subtraction within 100. - Common Addition and Subtraction Situations
- Problem Solving Using Addition And Subtraction Situations
[2.NBT.B.5] -
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
[2.MD.B.5] -
Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
[2.MD.C.8] -
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies (up to $10), using $ and ¢ symbols appropriately and whole dollar amounts.
For example, if you have 2 dimes and 3 pennies, how many cents do you have? If you have $3 and 4 quarters, how many dollars or cents do you have? (Students are not expected to use decimal notation.)
[2.MD.D.10] -
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. See Glossary, Table 1
[3.OA.D.8] -
Solve two-step word problems using the four operations for problems posed with whole numbers and having whole number answers. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies, including rounding. [Note: Students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations)]
[4.NF.B.3] -
Understand a fraction a/b with a > 1 as a sum of fractions 1/b. [Note: Grade 4 expectations in this domain are limited to fractions with denominators 2,3,4,5,6,8,10, 12, and 100.]