DRAFT SEPT 2016

OGAP Additive Framework

Depending upon the strength of additive reasoning, students may move up and down between additive,
transitional, counting, and non-additive reasoning and strategies as they interact with new topics or new concepts.

Problem Contexts

Problem Structures

Counting
Quantities
Patterns

Types of Items
Contextual
Non-contextual

Additive Situations
Add to
Take from
Put together/Take apart
Compare

Complexity of Addends
Single digit
Multiple digit
Powers of ten

Properties and
Relationships
Equations
Number Concepts Properties
Base 10/Place Value
Concepts
Strategies

Add/To

Representations
Number Paths and Number Line
Other lengthbased models
Base 10
Ten Frames
Dot images

Put Together/ Take Apart

Compare

Meanings for Subtraction

Difference
Removal
Distance
Missing addend
Number of steps
Single step
Multistep

Addends
Two addends
Three or more addends
Compositions of 10

Result Unknown

Change Unknown

Start Unknown

Two bunnies sat on the grass. Three

more bunnies hopped there. How many
bunnies are on the grass now?

Two bunnies were sitting on the grass. Some

more bunnies hopped there. Then there were
five bunnies. How many bunnies hopped
over to the first two?

Some bunnies were sitting on the grass.

Three more bunnies hopped there. Then
there were five bunnies. How many
bunnies were on the grass before?

2+?=5

?+3=5

Five apples were on the table. I ate two

apples. How many apples are on the table
now?

Five apples were on the table. I ate some

apples. Then there were three apples. How
many apples did I eat?

52=?

5?=3

Some apples were on the table. I ate two

apples. Then there were three apples.
How many apples were on the table
before?

Total Unknown

Addend Unknown

Both Addends Unknown

Three red apples and two green apples

are on the table. How many apples are on
the table?

Five apples are on the table. Three are red

and the rest are green. How many apples are
green?

Grandma has five flowers. How many can

she put in her red vase and how many in
her blue vase?

3+2=?

3+?=5 53=?

5=0+5 5=5+0
5=1+4 5=4+1
5=2+3 5=3+2

Difference Unknown

Bigger Unknown

Smaller Unknown

(How many more? version):

Lucy has two apples. Julie has five apples.
How many more apples does Julie have
than Lucy?

(Version with more):

Julie has three more apples than Lucy. Lucy
has two apples. How many apples does Julie
have?

(Version with more):

Julie has three more apples than Lucy.
Julie has five apples. How many apples
does Lucy have?

(How many fewer? version):

Lucy has two apples. Julie has five apples.
How many fewer apples does Lucy have
than Julie?

(Version with fewer):

Lucy has three fewer apples than Julie. Lucy
has two apples. How many apples does Julie
have?

(Version with fewer):

Lucy has three fewer apples than Julie.
Julie has five apples. How many apples
does Lucy have?

2+?=5 52=?

2+3=? 3+2=?

53=? ?+3=5

2+3=?
Take From

Properties and Relationships

Additive inverse
Place value
Commutative property
Associative property
Identity
Relationship between models
Compensation/Constant
difference

Reproduced from the CCSSM (2010) Table 1 Common addition and subtraction situations.

?2=3

Additive Reasoning Progression Addition

Additive Strategies
Uses properties

18
+27
45

Fact Recall:
6+7=13

Partial Sums:
18
+27
30
+15
45

Flexible compensation:
18+27
20+25
45

Derived Facts:
6+6=12
6+7=13

Breaks up one number:

18+20=38
38+7=45

Transitional (Tens)

Breaks up both numbers by place value and adds: 18+27:

18=10+8
27=20+7
30+15=45

10+20=30
8+7=15
30+15=45

+20

+2

+5

18
38
40
45
Jumps by multiples of 10 on a number line

6+7

Early Transitional Strategies

Adding tens with or without a model

I know 5+5 is 10
and 3 more is 13
+10

+10

18
Adding on
by tens
18+10=28
28+10=38
38+2=40
40+5=45

28

38 39 40 41 42 43 44 45

Make jumps of 10 on a number line

Unitizes on Ten Frame

Combines or counts by 10s using base 10 blocks or

representations

Counting Strategies

Counting on with physical or visual model: 6+7

Mental counting strategies:

Count on from first
Count on from larger

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

12 13

9 10
11

7,8,9,10,11,12,13

Early Counting Strategies

Direct modeling and counting from 1 with concrete model (count 3 times)

1,2,3,4,5,6,7,8,9,10,11,12,13

Non-Additive Strategies

Uses incorrect operation

Models problem situation incorrectly
Guesses
Not enough information
Uses procedures incorrectly

Underlying Issues/Errors

Doesnt consider reasonableness of solution

Error in counting, calculation, place value, property, equation, or model
Units inconsistent or missing

Subitizing, Unitizing, Commutativity, Number Composition, Place value understanding

Additive

Regrouping/Traditional
algorithm:

Fact Fluency

Transitional Strategies

Counting (Ones)

As students learn new concepts or interact with new problem situations and problems structures, they may move up and down along this progression.

Generalizable, Efficient, and Flexible

Additive Reasoning Progression Subtraction

Constant Difference:
73 38

Additive

Using 10s: 138

133 is 10 and then 5
less is 5

+2 +2

Regrouping/Traditional
algorithm:

75 40=35

6 1

73
38
35

Adding Up Efficiently
38+2=40
40+33=73
2+33=35

Partial Difference:
73
38
40-5=35

Inverse relationship between

addition and subtraction
72 is 5 because 5+2 is 7

Transitional Strategies
+30

Transitional (Tens)

+2

38

+3

40

70

+3

+5

35

73

7338=35
Distance on number line

40

Expanded Notation
73=70+3
38=30+8
405=35

+30

43

73

7338=35
Jump back on number line

Early Transitional Strategies

Using Base 10 models

Adding up by tens
38+2=40
40+10=50
50+10=60
60+10=70
70+3=73
2+10+10+10+3=35

Jumping by tens on number line

+2

+10

38 40

+10

50

+10

60

+3

70 73

73 38=35
Counting Strategies

Counting (Ones)

As students learn new concepts or interact with new problem situations and problems structures, they may move up and down along this progression.

Generalizable, Efficient, and Flexible

Counting back (7-5)

7...6,5,4,3,2
Counting up
5...6, 7

Jumping by ones on number line

5

4 3
2

Counting back (7-5)

7...6,5...thats 2

+1

+1

+1

11 12

13

+1

+1

14 15
1711=6

+1

16 17

Early Counting Strategies

Direct modelingseparating from, separating to, or matching
(counts 3 times)

Non-Additive Strategies

Uses incorrect operation

Models problem situation incorrectly
Guesses
Not enough information
Uses procedures incorrectly

85 = 3

Underlying Issues/Errors

Doesnt consider reasonableness of solution

Error in counting, calculation, place value, property, equation, or model
Units inconsistent or missing

This is a derivative product of the Vermont Mathematics Partnership Ongoing Assessment Project (OGAP) which was funded by NSF (EHR-0227057) and the US DOE
(S366A020002). 2012 Marge Petit Consulting, MPC, E. Hulbert, R. Laird. Version 27 January 2013.

Subitizing, Unitizing, Commutativity, Number Composition, Base 10 understanding

Additive Strategies 7338

Number Progression

Conceptual subitizing with place value

Using place value to compare
63 > 59 because 6 tens
is more than 5 tens

Using grouping by 5s or 10s to determine total

Number Composition
Number composition and decomposition

Eight
two groups of four.

Using number relationships to compare

6 is 2 more than 4

Conceptual subitizing

Representing an amount with groups

Flexible Counting

Counting unseen objects

Conceptual Subitizing > 5

5,6,7,8

Counting to compare
1

Counting on or back from a given number

Counting by 5s or 2s with understanding
5

10

2
4

3
5

2
3

5 is more than 3

One more/less than (without counting from 1)

1

15

Early Counting

Early Counting
Cardinality (Meaningful counting)
How many?

Matching to compare

Perceptual subitizing up to 4

5>3

1 2 3 4 5 6 7

Counting with one-to-one correspondence

Representing an amount by ones
one two three four five

six seven

Precounting
Counting with some correspondence
one

two

three four

Comparing quantity by size

five...

The second row is

bigger

Rote counting

Subitizing 2 and 3

Subitizing, Mental Representations, Conservation, Base Ten Understanding

Place Value
Number Composition

Composing and decomposing in tens and ones

Flexible Counting (Mental representations)

Precounting

As students learn new concepts or interact with new problem situations and problems structures, they may move up and down along this progression.

Unitizing for Place Value