Virginia SOL K.CE.1

K.CE.1 is a Standards of Learning standard. These are the knowledge and skills expectations under it.

• K.CE.1.a

  Use objects, drawings, words, or numbers to compose and decompose numbers less than or equal to 5 in multiple ways.

• K.CE.1.b

  Recognize and describe with fluency part-part-whole relationships for numbers up to 5 in a variety of configurations.

• K.CE.1.c

  Model and identify the number that makes 5 when added to a given number less than or equal to 5.

• K.CE.1.d

  Use objects, drawings, words, or numbers to compose and decompose numbers less than or equal to 10 in multiple ways.

• K.CE.1.e

  Model and identify the number that makes 10 when added to a given number less than or equal to 10.

• K.CE.1.f

  Model and solve single-step contextual problems (join, separate, and part-part-whole) using 10 or fewer concrete objects.

01

What Students Need to Do

Students build and break apart numbers to 10 in different ways. They find the missing part needed to make 5 or 10. They model and solve one-step joining, separating, and part-part-whole stories with up to 10 objects.

02

What Mastery Looks Like

A student quickly names the whole and both parts for quantities to 5, even when objects are arranged differently. They show several ways to make numbers to 10 and find missing partners for 5 or 10. They solve simple stories and explain their thinking with objects, drawings, words, or numbers.

03

Common Misconceptions

Students may think changing an object's position changes the total, or that the larger part must be named first. They may give only one decomposition, recount the known part, or confuse joining and separating situations.

04

How to Assess It

Give an exit ticket: “Show two ways to make 7. Fill in 3 + __ = 5. Draw and solve: 8 birds, 2 fly away.”

1. 01

   Give pairs ten counters and two cups; call a number, then have students split that many counters between the cups in different ways.

2. 02

   Ask, “How many ways can you make 5?” Have students draw each way and explain how they know none are missing.

3. 03

   Play Make Ten: students draw a number card, place counters on a ten-frame, then name the number of empty spaces.

4. 04

   Set up a snack problem with ten crackers; students act out some being eaten and find how many remain.

• 4.CE.3

  The student will estimate, represent, solve, and justify solutions to single-step problems, including those in context, using addition and subtraction of fracti...

• 3.CE.1

  The student will estimate, represent, solve, and justify solutions to single-step and multistep problems, including those in context, using addition and subtrac...

• 5.CE.1

  The student will estimate, represent, solve, and justify solutions to single-step and multistep contextual problems using addition, subtraction, multiplication,...

• 4.CE.1

  The student will estimate, represent, solve, and justify solutions to single-step and multistep problems, including those in context, using addition and subtrac...