Counting as a strategy, with a 0 to 20 number path printed at the top for reference. Students count on to add in problems like 8 + 3, given with the count started as '8 ... 9, 10', count back to subtract in 9 - 2, 15 - 3 and 11 - 4, then record their own hop sequences for facts like 14 + 3 in the closing part, Show Your Hops!
1.OA.5
“Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).”
The written-out hop sequences put the counting-to-operations link on paper, which is the whole of this standard.
1.OA.6
“Add 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).”
Every fact sits within 20, and counting on and counting back are the first strategies on the standard's list.
A boxed path runs 0 to 20 across the top of the sheet, so every count has a track to follow.
Three problems with the count partly filled: 8 + 3 shows 8 ... 9, 10 and a bracket for the landing number, followed by 12 + 4 and 6 + 5.
The same format in reverse for 9 - 2, 15 - 3 and 11 - 4, with a bunny on stepping stones as the visual.
Students write the full counting sequence themselves, starting with 14 ... ______, ______, ______ to solve 14 + 3.
Finger-free transition
For students still counting all, the printed number path is the bridge: they start the count at 8, not at 1.
Say the start number aloud
Model Part 1 with the first number 'in your head' and count the hops out loud. The frog framing on the sheet gives you the language.
Diagnostic in Part 3
A student who writes 14, 15, 16 for 14 + 3 counted the start number as a hop. The written sequence shows the exact slip.
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