Instruction in the standards requires a focus not only on the learner concepts and competencies but the supportive practices employed by the adults in the classroom setting. 

Concepts and Competencies

The learner will:

• Use addition and subtraction within 20 to solve word problems by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
• 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.
• Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20.
• Construct viable arguments and critique the reasoning of others.

Supportive Practices

The adult will:

• Provide and incorporate opportunities for solving problems in both everyday occurrences and planned, purposeful instruction.
• Model and incorporate appropriate math language and vocabulary.
• Model and supply students with manipulatives to count, order and group so they will recognize that a number represents a specific quantity.
• Provide problems with different operations is essential.
• Demonstrate and develop students’ abilities to find differences using related addition facts.
• Provide opportunities for students to explain various strategies for solving story problems or equations (by using concrete models or drawing).
• Encourage students to check their thinking by asking themselves, “Does this make sense?”
• Construct arguments using concrete referents, such as objects, pictures, drawings, and actions.
• Guide students in creating a representation of a problem while attending to the meanings of the quantities (quantitative reasoning).
• Provide practice for mathematical communication skills for students to participate in mathematical discussions involving questions like “How did you get that?” “Explain your thinking,” and “Why is that true?” and listening to others’ explanations.
• Encourage students to consider the available tools when solving a mathematical problem.
• Provide guidance in deciding when certain tools might be helpful.
• Provide guidance in deciding when it might be best to use colored chips to model an addition problem.

 

This resource was created by the Office of Child Development and Early Learning (OCDEL). 

Contact: RA-PWPAELS@pa.gov 

Office of Child Development and Early Learning, OCDEL, Math