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
