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Mathematics
 Standard 3.Uses basic and advanced procedures while performing the processes of computation
  Level I [Grade K-2]
   Benchmark 1
Adds and subtracts whole numbers
    Knowledge/skill statement 2
Adds whole numbers
S(ME,78;2E,290;CE,185;PE,17;S1E,60)
    
Related assessment item(s):
     Add two three digit numbers (N4)

Add two 4 digit numbers (T1)   
Determine which combination of numbers added together is closest to the number given(T1)
Determine which combination of numbers added and subtracted together is closest to the sum and difference provided(T1)
Add the appropriate number to correct a problem on a calculator(T1)

    
Performance expectation(s):
    Adds and subtracts single and multi-digit whole numbers (C)

Knows sums and differences of single-digit numbers in familiar contexts where the operation makes sense to them and they can judge the reasonableness of the answer (2)

    
Common Core Reference:
    K.OA.2; 1.OA.6; 1.NBT.4; 2.OA.1; 2.OA.4; 2.NBT.5; 2.NBT.6; 2.NBT.7; 3.NBT.2; 4.NBT.4
K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

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).

1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting threedigit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or
decompose tens or hundreds.

3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship
between addition and subtraction.

4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.

    
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual
K = Knowledge
S = Skill
P = Performance

1st letter/number of each code in parentheses:
*   McREL Report
2   Project 2061: Benchmarks for Science Literacy
AC   ACT, College Readiness Standards
AD   American Diploma Project
B1   International Baccalaureate: Math, Primary
B2   International Baccalaureate: Math, Middle
B3   International Baccalaureate: Math, High
C   CBE: Standards for Excellence
C3   CBE: Standards for Excellence, end of grade 3
C5   CBE: Standards for Excellence, end of grade 5
CB   College Board: College Board Standards for College Success: Mathematics and Statistics
CO   CDE: Building Blocks to Colorado’s Content Standards
D   Department of Defense: Prekindergarten Mathematics
HS   Head Start: Child Outcomes Framework
M   NCTM: Principles & Standards for School Mathematics
MA   MDE (Massachusetts): Early Childhood Standards
N4   NAEP: Released items for grade 4 (2003)
N8   NAEP: Released items for grade 8 (2003)
P   NAEP: Mathematics Assessment Framework
PS   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
S1   New Standards: Elementary School
S2   New Standards: Middle School
S3   New Standards: High School
T   TEA: Texas Prekindergarten Curriculum Guidelines
T1   TIMSS: Population 1 assessed grade 4 (released 1998)
T2   TIMSS: Population 2 assessed grade 8 (released 1998)
T3   TIMSS: Final Year assessed grade 12 (released 1998)
U   Understanding University Success: A Report from Standards for Success
UK   United Kingdom: Desirable Outcomes for Children’s Learning

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document