# Grade 1-Operations in Algebraic Thinking - Students w/Learning Disabilities-CCS

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Common Core Standards
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1. For Kindergarten through 2nd Grade Students with Learning Disabilities: Instructors who use this variety of instructional modes will enhance learning for students with learning disabilities. This multi-sensory approach to teaching will increase the ability of students with diﬀerent functioning lear
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2. For Kindergarten through 2nd Grade Students with Learning Disabilities:Instructors who use this variety of instructional modes will enhance learning for students with Learning Disabilities. Students with Learning Disabilities require the use of handouts and visual aids, word processor with spell- ch
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“Operations and Algebraic Thinking” - First Grade Math

This educational resource pack enhanced with ​: ​color coding, visual images and sound recordings. The instructor will require a media app that plays wav files. ​Students with Learning Disabilities require the use of handouts and visual aids, word processor with spell- checker and/or voice output to provide auditory feedback. Concise oral instructions should be presented in more than one way.
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Represent and solve problems involving addition and subtraction. 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. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Understand and apply properties of operations and the relationship between addition and subtraction. Apply properties of operations as strategies to add and subtract. (Note: Students need not use formal terms for these properties.) 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.) Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

Add and subtract within 20. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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).

Work with addition and subtraction equations. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = 0 – 3, 6 + 6 = 0.
Total Pages
18 pages
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Teaching Duration
90 minutes
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