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CCSS Operations and Algebraic
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Thinking (OA)
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Unpacking the Standards
Grade K
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Math Practices: 1, 2, 4, 5
Standard: K.OA.1 Cluster (m)
Related CA Standard
NS2.1
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out
situations, verbal explanations, expressions, or equations.
Essential Skills/Concepts




Understand how objects can be
joined
Understand how objects can be
separated
General understanding of
addition and subtraction
without solving equations
Understand use of symbols for
addition/subtraction equations
Teaching Notes/Strategies





Academic Vocabulary:

Join

Put together

Add

Plus

Adding to

Minus

Separate

Subtract

Take apart

Taking from

+ - =

Total (sum sounds too much
like some for kinder)

Model using linking cubes
Real life math stories to figure
out using counters, drawings,
fingers
Model word problems with
student names and acting out
Use addition and subtraction in
a word problem context
Introduce writing expressions
and equations using appropriate
terminology and symbols which
include +, –, and =.
Compose and decompose
numbers using linking cubes or
blocks i.e. “Build a tower of 5
using 3red and 2 blue”.
Resources
Math Practices:
Standard: K.OA.2 Cluster (m)
1, 2, 3, 4, 5, 6
Related CA Standard
NS 2.1
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to
represent the problem.
Essential Skills/Concepts





Understand that addition is
putting together
Understand that subtraction is
taking apart
Be able to demonstrate adding
and subtracting with concrete
objects
Draw pictures to show
understanding
Listen and understand what is
being asked
Academic Vocabulary:

Join

Put together

Add

Adding to

Separate

Subtract

Take apart

Taking from
Teaching Notes/Strategies
Ask students to solve problems
presented in a story format
(context) with a specific
emphasis on using objects or
drawings to determine the
solution
 Focus on three types of
problems during instruction.
-Result Unknown
-Change Unknown
-Start Unknown
 Act out, draw, talk through
problems to model
 Board Math

Resources
* Counters
* Doc cam
*Magnetic picture objects
Math Practices:
Standard: K.OA.3 Cluster (m)
1, 2, 4, 6, 7,8
Related CA Standard
NEW (from 1st)
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).
Essential Skills/Concepts







Count objects equaling a
number 10 or less
Break objects into two groups
Draw representation of groups
Understand that a set can be
broken into two sets
Understand that a set can be
broken in multiple ways
Make connection between
drawings and symbols for
equations
Write equations from
drawings
Teaching Notes/Strategies






Academic Vocabulary:

Groups

Break

Separate

Equation

Make trains of “5” (given
number 10 or less), break
apart and count two parts,
write equation or draw
Develop concept of
decomposing with concrete
before introducing equations
Makes connections between
the drawings and symbols:
5=4+1, 5=3+2 by modeling
Addition Bags (K-5 Resources)
Hide the Cubes game (K-5
Resources)
Felt board to use with 5 Little
Ducks idea (K-5 Resources);
tell stories to model on felt
board
Decompose groups of students
into different combinations
Resources
* Linking cubes
* Two-color counters
* Ten frames
* Addition bags
* Ten Flashing Fireflies by Philemon
Sturges
* Mouse Count by Ellen Stoll Walsh
* If You Were a Plus Sign by Trisha
Speed Shaskan
* Animals on Board by Stuart J.
Murphy
Math Practices:
Standard: K.OA.4 Cluster (m)
1, 2, 4, 6, 7, 8
Related CA Standard
NEW
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.
Essential Skills/Concepts






Recognize numerals 1-10
Understand one to one
correspondence
Able to count objects up to ten
Break apart ten into various
combinations
Find the missing part of 10
Choose a method to model and
solve the problem
Teaching Notes/Strategies








Academic Vocabulary:

Break apart

Add

Missing part
Work with ten frames
Model with cubes
Two-color counters
Number trains with linking
cubes, break in two parts,
record how many in each part,
write equations
Two-colored toss (toss ten twocolored counters on desk, count
how many of each color and
record in equation
Tie to literature stories
Model writing equations for
stories
Discuss student strategies
Resources
* ten-frames
* cubes
* two-color counters
* Ten Flashing Fireflies by Philemon
Sturges
* Anchor chart for equations
Standard: K.OA.5
Math Practices:
Cluster (m)
2, 6, 7, 8
Related CA Standard
NEW (from grade 1)
Fluently add and subtract within 5.
Essential Skills/Concepts
Have strategies to attain
fluency
Understand concept of add
Understand concept of subtract



Teaching Notes/Strategies
Work with many different kinds * Five-frames
of objects over an extended
amount of time
Living chart of strategies


-Counting on
-Counting back
-Counting up to
-Using doubles
-Using commutative property
-Using fact families’

Model using five-frames
Academic Vocabulary:

Add

Subtract

Strategies
Resources
** Fluently, means accuracy (correct
answer), efficiency (a reasonable
amount of steps), and flexibility
(using strategies such as the
distributive property).