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Common Core Math Standards for Problem Solving – First Grade

Common Core Math Standards for Problem Solving – First Grade.

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Common Core Math Standards for Problem Solving – First Grade

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  1. Common Core Math Standards for Problem Solving – First Grade • MCC1.OA.1 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. • MCC1.OA.2 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.

  2. Students are expected to: • 1. Make sense of problems and persevere in solving them. Students realize that doing mathematics involves solving problems and discussing how they solved them. • 2. Reason abstractly and quantitatively. Younger students recognize that a number represents a specific quantity. They connect the quantity to written symbols. Quantitative reasoning entails creating a representation of a problem while attending to the meanings of the quantities.

  3. 2 Types of Problems: Extended Response Constructed Response problem which has only one correct answer Example: Templeton had three eggs. Wilbur brought him two more eggs, but then one was smashed. How many does Templeton have now? • problem which has more than one correct answer • Example: There are 10 pigs in the mud. Some pigs are pink and some pigs are black. How many pigs could be pink or black?

  4. Conceptual Understanding • Ask: Do the representations and procedures accurately reflect the important mathematical concepts in the problem? • All forms of representation – such as diagrams, graphical displays, concrete models, number lines, and symbolic expressions – have long been part of school mathematics.

  5. Reasoning & Strategies • Ask: Is there evidence that logical reasoning and appropriate strategies were applied to solve the problem? • The strategy is the student’s plan of attack. An appropriate strategy is one that is based on the mathematical situation presented in the problem. A student’s strategy can often be found within his or her representation(s) or computation, therefore it is not always possible to name a student’s strategy with labels such as guess and check or make a ten.

  6. Computation & Solution(s) • Ask: Is the computation accurate and complete with the correct solution(s) for the problem? • Did the student solve the problem correctly?

  7. Communication • Ask: Does the verbal and/or written explanation clearly communicate the student’s reasoning? • What to look for: skip counting, count on, doubles facts, put together, took away, addition, subtraction, tally marks, ten frames, etc.

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