Examples: If 8 3 = 11 is known, then 3 8 = 11 is also known.
A.2Solve 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. 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).
Hands-On Problem Solving for Grade 1 is divided into three sections: routine, non-routine, and extended explorations.
In section one, students solve routine problems that focus on specific math concepts (number, patterns, measurement, geometry).
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Math Problem Solving For Grade 1 Best Problem Solving Techniques
Low-cost school and district site licenses are available.place value, number line, addition, subtraction, multiplication, division, estimation, measurement, perimeter, area, volume, patterns and relationships, multi-step, data analysis, graphs, pictographs, writing number and algebraic sentences, fractions, time/rate, percentage, ratio, probability, geometry, Venn diagrams, negative/positive numbers, algebra, etc. With credit card or any electronic transaction US.00/year (12 months)/user.One subscription cannot be used for the entire school or district.For more information, please send an e-mail to Cost: US.00/year(12 months)/user.With credit card or any electronic transaction US.00/year (12 months)/user. D.7Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, determine the unknown number that makes the equation true in each of the equations 8 ? Spinner Game presents students with a frequency table of spins and requires students to create a bar graph of the results and draw a spinner that would yield those results.  Students must justify their proposed spinner, explaining how it fits the data.In section two, students use specific strategies to solve non-routine problems.Section three includes extended explorations that offer in-depth, real-life contexts as the basis for the problem.