Properties of Addition & Subtraction
1st Grade
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Alabama Course of Study Standards:
3
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Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (commutative property of addition).
To add 2 + 6 + 4, the second and third numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12
(associative property of addition).
When adding 0 to a number, the result is the same number (identity property of zero for addition). |
Arizona Academic Standards:
1.OA.B.3
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Apply properties of operations (commutative and associative properties of addition) as strategies to add and subtract within 20. (Students need not use formal terms for these properties.) |
Common Core State Standards:
1.OA.B.3
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Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) |
Georgia Standards of Excellence (GSE):
1.NR.2.3
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Recognize the inverse relationship between subtraction and addition within 20 and use this inverse relationship to solve authentic problems. |
Massachusetts Curriculum Frameworks:
1.OA.B.3
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Apply properties of operations to add. 6 For example, when adding numbers order does not matter. If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (Commutative property of addition). To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition). When adding zero to a number, the result is the same number (Identity property of zero for addition). |
North Carolina - Standard Course of Study:
1.OA.3
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Apply the commutative and associative properties as strategies for solving addition problems. |
New York State Next Generation Learning Standards:
1.OA.3
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Apply properties of operations as strategies to add and subtract. e.g.,- If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.)
- To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
Note: Students need not use formal terms for these properties. |
Ohio's Learning Standards:
1.OA.3
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Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) Students need not use
formal terms for these properties. |
Tennessee Academic Standards:
1.OA.B.3
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Apply properties of operations (additive identity, commutative, and associative) as strategies to add and subtract. (Students need not use formal terms for these properties.) |
Wisconsin Academic Standards:
1.OA.B.3
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Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Informal use of the commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Informal use of the associative property of addition.) |
Alabama Course of Study Standards:
4
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Explain subtraction as an unknown-addend problem. Example: subtracting 10 - 8 by finding the number that makes 10 when added to 8 |
Arizona Academic Standards:
1.OA.B.4
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Understand subtraction as an unknown-addend problem within 20 (e.g., subtract 10 - 8 by finding the number that makes 10 when added to 8). |
Common Core State Standards:
1.OA.B.4
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Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8. |
Georgia Standards of Excellence (GSE):
1.NR.2.7
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Apply properties of operations as strategies to solve addition and subtraction problem situations within 20. |
North Carolina - Standard Course of Study:
1.OA.4
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Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem. |
New York State Next Generation Learning Standards:
1.OA.4
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Understand subtraction as an unknown-addend problem within 20. e.g., Subtract 10 – 8 by finding the number that makes 10 when added to 8. |
Tennessee Academic Standards:
1.OA.B.4
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Understand subtraction as an unknown-addend problem. For example, to solve 10 – 8 = ___, a student can use 8 + ___ = 10. |
Alabama Course of Study Standards:
6
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Add and subtract within 20.- Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by counting on.
- Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by making ten
- Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by decomposing a
number leading to a ten.
Example: 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9 - Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by using the
relationship between addition and subtraction.
Example: Knowing that 8 + 4 = 12, one knows 12 - 8 = 4. - Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by creating equivalent
but easier or known sums.
Example: adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13
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Arizona Academic Standards:
1.OA.C.6
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Fluently add and subtract within 10. |
Common Core State Standards:
1.OA.C.6
Tennessee Academic Standards:
1.OA.C.5
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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). |
Georgia Standards of Excellence (GSE):
1.NR.2.4
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Fluently add and subtract within 10 using a variety of strategies. |
Louisiana Academic Standards:
1.OA.C.6
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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). |
North Carolina - Standard Course of Study:
1.OA.6
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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
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New York State Next Generation Learning Standards:
1.OA.6
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- Add and subtract 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 ten;
e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9 - using the relationship between addition and subtraction; and
e.g., knowing that 8 + 4 = 12, one knows 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
- Fluently add and subtract within 10.
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Ohio's Learning Standards:
1.OA.6
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Add and subtract within 20, demonstrating fluencyG 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. |
Wisconsin Academic Standards:
1.OA.C.6
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Use multiple strategies to add and subtract within 20.- Flexibly and efficiently add and subtract within 10 using strategies that may include mental images and composing and decomposing up to 10.
- 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).
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Pennsylvania Core Standards:
CC.2.1.1.B.3
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Use place-value concepts and properties of operations to add and subtract within 100. |
Pennsylvania Core Standards:
CC.2.2.1.A.1
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Represent and solve problems involving addition and subtraction within 20. |
Pennsylvania Core Standards:
CC.2.2.1.A.2
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Understand and apply properties of operations and the relationship between addition and subtraction. |
Florida - Benchmarks for Excellent Student Thinking:
MA.1.AR.1.1
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Apply properties of addition to find a sum of three or more whole numbers. |
Florida - Benchmarks for Excellent Student Thinking:
MA.1.AR.2.1
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Restate a subtraction problem as a missing addend problem using the relationship between addition and subtraction |
Georgia Standards of Excellence (GSE):
1.NR.2.3
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Recognize the inverse
relationship between
subtraction and addition
within 20 and use this
inverse relationship to
solve authentic problems. |
Georgia Standards of Excellence (GSE):
1.NR.2.7
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Apply properties of
operations as strategies
to solve addition and subtraction problem
situations within 20. |
Arkansas Academic Standards:
1.CAR.3
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Apply properties of operations to add and subtract within 20. |
Arkansas Academic Standards:
1.CAR.5
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Demonstrate the relationship between addition and subtraction by solving problems, using an inverse operation. |
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