CCSS Key: Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT) Measurement and Data (MD) Geometry (G) Common Core State Standard 1 st Grade Mathematics Common Core State Standards for 1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 2 1.OA.2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Operations and Algebraic Thinking (OA) 1.OA.1.1 Define clue words (1, 2*, 3, 4) 1.OA.1.2 Locate clue words to solve problems. (1, 2*, 3, 4*) 1.OA.1.3 Match clue words to operation symbols in a word problem. (1, 2*, 3, 4) 1.OA.1.4 Name and match the operation to its symbol. (1*, 2*, 3, 4) 1.OA.1.5 Solve addition word problems with unknowns in all positions. (1, 2*, 3, 4*) 1.OA.1.6 Solve subtraction word problems with unknowns in all positions. (2, 3*, 4*) 1.OA.1.7 Solve addition word problems within 20. (1*, 2*, 3*, 4*) 1.OA.1.8 Solve subtraction word problems within 20. (2*,3*,4*) 1.OA.1.9 Model/Show/Draw/Write addition of numbers less than 20 with manipulatives. (1*, 2, 3*, 4) 1.OA.1.10 Model/Show/Draw/Write subtraction numbers less than 20 with manipulatives. (2, 3*, 4*) 1.OA.2.1 Add three numbers with a sum less than or equal to 20 using objects, manipulatives, or drawings.(3*, 4*) 1.OA.2.2 Write an addition equation to find the sum of three numbers less than or equal to 20. (3*, 4*) 1.OA.2.3 Solve word problems to find the sum of three whole numbers less than or equal to 20. (3*, 4*) addition subtraction symbols equal sign addend sum difference number model show vertical horizontal clue words solve operation manipulatives equation whole number word problem 11-26-2012 1
1.OA.3. Apply properties of operations as strategies to add and subtract. 3 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) 3 Students need not use formal terms for these properties 1.OA.4. Understand subtraction as an unknown-addend problem. For example, subtract 1 0 8 by finding the number that makes 10 when added to 8. 1.OA.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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.OA.3.1 Identify math terms addends, sum, and difference. (1, 2, 3*, 4) 1.OA.3.2 Rearrange addends to create turnaround facts. (commutative property) (1, 2*, 3, 4) 1.OA.3.3 Explain that I can add in any order to find the sum of three addends. (3*, 4*) 1.OA.3.4 Apply properties of addition and subtraction. (2, 3, 4*) 1.OA.4.1 Use addition to solve a subtraction problem. Exp. 10-8= Say 8+ = 10 (2,3*,4*) 1.OA.5.1 Relate counting to addition and subtraction. (1, 2*, 3, 4*) 1.OA.5.2 Use skip counting to add and subtract starting at any given number. (1, 2*, 3, 4*) 1.OA.5.3 Use an array of examples to show repeated addition by skip counting. (1, 2*, 3, 4*) 1.OA.6.1 Identify the greater number when given two numbers. (1*) 1.OA.6.2 Solve addition problems by identifying the greater number and counting on. (1*, 2*, 3*, 4*) 1.OA.6.3 Solve addition facts to 10 within a given time frame to build fluency. (1, 2*) 1.OA.6.4 Solve addition problems by making 10 and then counting on. (1*, 2*, 3*, 4*) 8+2=10 plus 4 more 8+6= 1.OA.6.5 Add and subtract using fact families in various ways. 7+3=, 3+ =10 (2, 3*, 4*) 1.OA.6.6 Add using doubles and doubles plus or minus 1. 8+7=, 1+7+7= (1, 2*, 3, 4*) 1.OA.6.7 Solve subtraction facts to 10 within a given time frame to build fluency. (2, 3*) 1.OA.6.8 Solve mixed addition and subtraction problems within 20. (3*, 4*) Whole-Part-Part Chart commutative property associative property turnaround facts missing addend unknown addend part whole difference units skip count count on patterns array relate multiple representations fluency doubles fact families decompose equivalent 11-26-2012 2
1.OA.7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. 1.OA.7.1 Decide if addition or subtraction number sentences are equal. (3, 4*) 1.OA.7.2 Demonstrate understanding of the equal sign. (1*, 2, 3, 4) equal equations equivalent number sentences 1.OA.8. Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 = 3, 6 + 6 =. 1.NBT.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 1.NBT.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones called a ten. b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 1.OA.8.1 Solve addition or subtraction equations by applying my knowledge of fact families. (2, 3*, 4*) Number and Operations in Base Ten (NBT) 1.NBT.1.1 Count from a given number to 120. (1, 2*, 3*, 4) 1.NBT.1.2 Read from a given number to 120. (1, 2*, 3*, 4) 1.NBT.1.3 Write from a given number to 120. (1, 2*, 3*, 4) 1.NBT.1.4 Look at a number of objects from 0-120 and write the correct numeral to represent that number of objects. (1, 2*,3*,4) 1.NBT.2.1 Identify place value of a digit in a given 2 digit number. (1, 2*, 3*, 4) 1.NBT.2a.1 Represent a 2 digit number with units and bundles. (1, 2*, 3*, 4) 1.NBT.2b.1 Demonstrate that numbers 11-19 are made up of a tens bundle and a certain number of ones units. (through use of manipulatives, drawing, or verbal explanation) (1,2*,3*,4) 1.NBT.2c.1 Demonstrate that 10, 20, 30, 40, 50, 60, 70, 80, 90 represent a certain number of tens bundles and zero ones units. (1, 2*, 3*,4) equation fact families greater than less than 11-26-2012 3 numbers numerals represent place value bundle towers ten frame manipulative digit units
1.NBT.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 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. 1.NBT.5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 1.NBT.3.1 Compare two, 1 digit numbers using symbols >,<, or = (1*) 1.NBT.3.2 Compare two, 2 digit numbers using symbols >,<, or =. (2*, 3*, 4*) 1.NBT.3.3 I can use <,>, or = to compare two digit numbers. (2, 3*, 4*) 1.NBT.4.1 Add a two-digit number to a one-digit number within 100 using concrete models, drawing, and strategies.(3, 4*) 1.NBT.4.2 Add 10 to a 2 digit number.(3, 4*) 1.NBT.4.3 Understand to add the ones place before adding the tens place.(3, 4*) 1.NBT.4.4 Use ten units to make a bundle.(1, 2*, 3, 4*) 1.NBT.5.1 Discuss patterns of 10 on the hundreds chart. (1, 2*, 3, 4) 1.NBT.5.2 Locate patterns of 10 on the hundreds chart.(1, 2, 3*, 4) 1.NBT.5.3 Practice mentally finding 10 more or 10 less.(2, 3, 4*) 1.NBT.5.4 Explain how to add or subtract 10 from a given number. (2, 3, 4*) 1.NBT.6.1 Choose and tell in my own words how to subtract patterns of ten in the range 10--90.(3, 4*) 1.NBT.6.2 Use what I know about place value to show that only the tens place changes when adding/subtracting multiples of 10. (3, 4*) 100 s Charts Clear-Colored Counters compare greater than (>) less than (<) equal to (+) compare greater than (>) less than (<) equal to (+) strategies mental math 1.NBT.6. multiples Subtract multiples of 10 in the range 10 90 from multiples of 10 in the range 10 90 (positive or zero differences), 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. 11-26-2012 4
1.MD.1. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 1.MD.2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. 1.MD.3. Tell and write time in hours and half-hours using analog and digital clocks. 1.MD.4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Measurement and Data (MD) 1.MD.1.1 Order 3 objects by length. (3*, 4) 1.MD.1.2 Compare 3 objects with different lengths. (3*, 4) 1.MD.2.1 Use non-standard units to measure length. (3*, 4) 1.MD.2.2 Use standard units to measure to length. (inches, centimeters) (3*, 4) 1.MD.3.1 Identify the parts of a clock. (hour hand, minute hand, and second hand) (1*, 2, 3, 4) 1.MD.3.2 Tell the difference between analog and digital clocks. (1*, 2, 3, 4) 1.MD.3.3 Tell time to the hour using analog and digital clocks. (2*, 3, 4) 1.MD.3.4 Tell time to the ½ hour using analog and digital clocks. (2*, 3, 4) 1.MD.3.5 Write the time correctly in hours and ½ hours using the colon correctly. (2, 3*, 4*) 1.MD.4.1 Identify the parts of a bar graph (title, numbers, categories). (2*, 3, 4) 1.MD.4.2 Identify the parts of a pictograph. (2*, 3, 4) 1.MD.4.3 Collect data by using tally marks. (2*, 3, 4) 1.MD.4.4 Collect data from up to three categories. (2*,3, 4) 1.MD.4.5 Organize and represent collected data. (2*,3, 4) 1.MD.4.6 Create a graph using information I have collected. (2, 3*, 4) 1.MD.4.7 Compare results to answer questions. (2, 3, 4*) 1.MD.4.8 Answer questions about collected data. (2*,3, 4) 1.MD.4.9. Ask questions about collected data. (2*,3, 4) Non-Standard measures such as paperclips, blocks, etc. Standard measures such as rulers, meter sticks, yard sticks, etc. measure order, compare longer, shorter measure standard units non-standard units inch centimeter colon digital analog minute hand hour hand bar graph picture graph data categories vertical horizontal compare 11-26-2012 5
1.G.1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Geometry (G) 1.G.1.1 Identify shapes according to their characteristics that define them (number of sides, open or closed, etc.). (1*, 2, 3, 4) 1.G.1.2 Identify open and closed shapes. (1*, 2, 3, 4) 1.G.1.3 Build and draw identified shapes. (1*, 2, 3, 4) two-dimensional three-dimensional defining attributes non-defining attributes 1.G.2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 4 4 Students do not need to learn formal names, such as right rectangular prism. 1.G.3. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 1.G.2.1 Create two-dimensional shapes. (1*, 2, 3, 4) 1.G.2.2 Identify three-dimensional shapes. (2*, 3, 4) 1.G.2.3 Design/compose shapes to make a new shape. (2*, 3, 4) 1.G.2.4 Separate/Decompose shapes from a given shape. (2*, 3, 4) 1.G.2.5 Create new shapes from the combined shape. (2*, 3, 4) 1.G.2.6 Compose trapezoids, half-circles, and quarter circles. (2, 3*, 4) 1.G.2.7 Compose rectangular prisms, right circular cones, and right circular cylinders. (2, 3*, 4) 1.G.3.1 Identify equal parts of a shape. (1, 2*) 1.G.3.2 Describe the parts of a shape with the terms half, fourth, and quarter. (1, 2*, 3, 4*) 1.G.3.3 Break apart circles and rectangles into two or four equal parts. (1, 2*, 3, 4*) 1.G.3.4 Place the parts back together to make a whole. (1, 2*, 3, 4*) rectangle square trapezoid triangle half-circle quarter-circle cube right-rectangular prism right circular cone right circular cylinder fractions halves fourths quarters compose decompose shares 11-26-2012 6