Addition and subtraction within 20
PROCEDURALAdd and subtract within 20 using strategies such as making ten, decomposing a number leading to ten, and using known facts
Mastery Evidence
- Solve 8 + 6 using making ten: 8 + 2 + 4 = 14
- Solve 13 − 4 by decomposing: 13 − 3 − 1 = 9
- Use a known fact (8 + 4 = 12) to derive 12 − 8 = 4
Assessment Prompt
“If [child] needs to work out '8 + 6', can they split the 6 into 2 + 4, use the 2 to fill up to 10, then add the remaining 4 to get 14?”
Curriculum Standards1 alignment
1.OA.6Common Core State Standards for MathematicsAdd 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).
Prerequisites2
- Number bonds to 9hardAges 4—6
- Fluent adding and subtracting within 10hardAges 6—7
Show full prerequisite tree
- Numbers up to 10 into pairs hard
Making 10 is a specific application of decomposing numbers into pairs
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Fluent adding and subtracting within 10 hard
Strategies for within-20 calculation build on fluent within-10 knowledge
- Numbers up to 10 into pairs hard
Making 10 is a specific application of decomposing numbers into pairs
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Addition as combining or putting together two hard
Fluency with addition within 5 requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Subtraction as taking away or separating hard
Fluency with subtraction within 5 requires understanding subtraction as taking away
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
Unlocks5
- Fluent addition and subtractionhardAges 6—7
- Generalising PatternssoftAges 6—7
- Adding within 100hardAges 6—7
- Guided Multi-Step Problem SolvingsoftAges 6—7
- Fluent adding and subtracting within 20hardAges 7—8