Grade 1 Mathematics Module 1, Topic D

girl drawing

Topic D affords students the opportunity to solve problems within the simplicity of equations, moving on from the context of story problems. Continuing on the momentum gained with counting on as it relates to addition in Topic C, students begin Topic D with tracking the number of counts on from a given number by using their fingers and 5-group cards (1.OA.5). In Lessons 14 and 15, students begin with an embedded quantity represented by both a picture and a numeral, and then tap pictures, tap the dots on their 5-group cards, draw more, and finally, replace these pictorial strategies to extending their fingers as an effective strategy for keeping track of the change. They apply these strategies to track changes of 0, 1, 2, and 3, thus limiting their use of tracking to quantities that will maintain efficiency. Students use these same strategies in Lesson 16, in both result unknown and the more complex change unknown equations, solving problems such as 4 + ___ = 7 as they say, “5, 6, 7” (1.OA.8).

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Common Core Learning Standards

CCLS State Standard
1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole...

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