Operations & Algebraic Thinking

Get Started. It's Free
or sign up with your email address
Rocket clouds
Operations & Algebraic Thinking by Mind Map: Operations & Algebraic Thinking

1. K.OA.2: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

1.1. Teacher will show subtraction cards with pictures and number sentences. Teacher will model how to match pictures with number sentences. Then students will select a number sentence card and record the fact on their white boards. Students will then draw a picture to match their sentence.

1.2. Teacher shares word problems that required addition or subtraction. Students discuss story and had to determine what operation to use. Last, students used cubes to model the problem as teacher wrote number sentence on board.

1.3. Explicitly model the difference between adding and subtracting (symbols) and the verbs used in word problems. Have the problems posted and read them orally to the group. Have students look back in the word problems to identify which words can help them determine if we should add/subtract. Remind students to visualize the problem as they listen. Allow students to act out the story, use manipulatives, and draw a number line.

1.4. Provide students with a starting number. Roll a die and print the number in the box.Subtract, using the number line, if necessary.

2. K.OA.1: Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

2.1. Review adding one more (brief assessment at beginning) Show students the game plus one. Practice adding one more at first. Students will roll a dice and add one more to that number. Tier 2- students will add 2 more.

2.2. Drop & Add DPI game

2.3. Three in a Row DPI game

2.4. Pick a domino. Draw it. Count the dots. Write an equation to match the domino.

2.5. Face Off Game: Each player places counters on all number spaces, #2-12. • Player A tosses the dice, calculates the sum and removes a counter from that number space.• Player B tosses the die, calculates the sum and removes a counter from that number space.• Play continues and players remove counters, if possible, on each die toss.• The first player to remove all of his/her counters, wins the game and makes a tally mark next to the number of the LAST counter he/she removed to win the game.

3. K.OA.3:Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

3.1. This activity is for up to 5 students in a group. Students will each have a set of cards 0-9. They will turn all cards over and place in the middle. Students are trying to add two numbers to equal 10. Students will then take turns flipping over two cards at a time. They will add the two numbers; if they equal 10 then they have made a match. If they do not then they keep the numbers in a pile in front of them. The play continues, the next time, students will flip over two more cards regardless of whether they made a match. Students then have the option to add the two cards together, and use the additional cards they have to add as well. If a student had previously flipped over a 2 and 3, and the next round they flipped over a 6 and 8, students could add the 8 and 2 to equal 10.

3.2. This activity is for up to 5 students in a group. Students will each have a set of cards 0-9. They will turn all cards over and place in the middle. Students are trying to add two numbers to equal 10. Students will then take turns flipping over two cards at a time. They will add the two numbers; if they equal 10 then they have made a match. If they do not then they keep the numbers in a pile in front of them. The play continues, the next time, students will flip over two more cards regardless of whether they made a match. Students then have the option to add the two cards together, and use the additional cards they have to add as well. If a student had previously flipped over a 2 and 3, and the next round they flipped over a 6 and 8, students could add the 8 and 2 to equal 10.

3.3. Put ______ chips in the bag. Move the chips to make 2 sets, one on each side of the line. Record your work. Show how many counters are on each side of the line. Show how many counters are in all.

3.4. Place 5 counters in a cup. Shake the cup and spill the counters on the table. Show how many you have of each color. Write an addition sentence to match.

4. K.OA.4: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

4.1. Count out 5 cubes. Join the cubes. Add red cubes until you have made a tower of 10. Build as many different towers of 10 as you can using only red and blue cubes. Draw your towers. Write out equations to match.

4.2. Read Mouse Count.. Then ask students "How many different ways could 10 mice be arranged with some in the jar and some in the grass. Count out 10 cubes or "mice." Place some in a jar and some on the table. Record an equation to match the differnt combinations you come up with.

5. K.OA.5: Fluently add and subtract within 5.

5.1. Use number cards 0-5. Students take turns flipping two cards over at a time. Students add the numbers to see what they equal as quickly as they can.

5.2. Work with a partner. Collect 10 counters each. Take turns to roll a dice and place a counter on the number rolled, minus one (on the gameboard). Say and write the number sentence. Keep taking turns until one player has placed all 10 counters on the board.