Use addition and subtraction within 20 to flexibly, efficiently, and accurately 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/or equations with a symbol for the unknown number to represent the problem.
Flexibly, efficiently, and accurately 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/or equations with a symbol for the unknown number to represent the problem.
Apply and extend properties of operations by selecting and demonstrating strategies to add and subtract.
Demonstrate understanding of subtraction as an unknown-addend problem.
Extend and apply counting strategies to addition and subtraction (e.g., by counting on 2 to add 2).
Flexibly, efficiently, and accurately add and subtract within 20, 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).
Demonstrate understanding of the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.
| Standard | Definition | Code |
|---|---|---|
| Use addition and subtraction within 20 to flexibly, efficiently | Use addition and subtraction within 20 to flexibly, efficiently, and accurately 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/or equations with a symbol for the unknown number to represent the problem. | 1.OA.A.1 |
| Flexibly, efficiently | Flexibly, efficiently, and accurately 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/or equations with a symbol for the unknown number to represent the problem. | 1.OA.A.2 |
| Apply and extend properties of operations by selecting and demonstrating… | Apply and extend properties of operations by selecting and demonstrating strategies to add and subtract. | 1.OA.B.3 |
| Demonstrate understanding of subtraction as an unknown-addend problem | Demonstrate understanding of subtraction as an unknown-addend problem. | 1.OA.B.4 |
| Extend and apply counting strategies to addition and subtraction | Extend and apply counting strategies to addition and subtraction (e.g., by counting on 2 to add 2). | 1.OA.C.5 |
| Flexibly, efficiently | Flexibly, efficiently, and accurately add and subtract within 20, 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.C.6 |
| Demonstrate understanding of the meaning of the equal sign | Demonstrate understanding of the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. | 1.OA.D.7 |
| Determine the unknown whole number in an addition or subtraction equation… | Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. | 1.OA.D.8 |
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.
Understand that the two digits of a two-digit number represent amounts of tens and ones.
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Flexibly, efficiently, and accurately add within 100, including adding a two-digit number and a onedigit 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.
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
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.
| Standard | Definition | Code |
|---|---|---|
| Count to 120, starting at any number less than 120 | 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.A.1 |
| Understand that the two digits of a two-digit number represent amounts of tens… | Understand that the two digits of a two-digit number represent amounts of tens and ones. | 1.NBT.B.2 |
| Compare two two-digit numbers based on meanings of the tens and ones digits… | 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.B.3 |
| Flexibly, efficiently | Flexibly, efficiently, and accurately add within 100, including adding a two-digit number and a onedigit 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.C.4 |
| Given a two-digit number, mentally find 10 more or 10 less than the number… | 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.C.5 |
| Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range… | 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. | 1.NBT.C.6 |
Order three objects by length; compare the lengths of two objects indirectly by using a third object.
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.
Tell and write time in hours and half-hours using analog and digital clocks.
| Standard | Definition | Code |
|---|---|---|
| Order three objects by length | Order three objects by length; compare the lengths of two objects indirectly by using a third object. | 1.MD.A.1 |
| Express the length of an object as a whole number of length units, by laying… | 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.A.2 |
| Tell and write time in hours and half-hours using analog and digital clocks | Tell and write time in hours and half-hours using analog and digital clocks. | 1.MD.B.3 |
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.
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 create new shapes from the composite shape.
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.
| Standard | Definition | Code |
|---|---|---|
| Distinguish between defining attributes | 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. | 1.G.A.1 |
| Compose two-dimensional shapes | 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 create new shapes from the composite shape. | 1.G.A.2 |
| Partition circles and rectangles into two and four equal shares, describe the… | 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. | 1.G.A.3 |
| Describe the whole as two 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.A.4 |
Generate questions to investigate situations within the classroom.
Collect and use data to consider and decide what data will answer the investigative question. Organize data with drawings, tally marks, or other visual representations.
Analyze data sets with up to three categories by making comparisons and/or looking for patterns.
Interpret and communicate results through structured answers with teacher guidance.
| Standard | Definition | Code |
|---|---|---|
| Generate questions to investigate situations within the classroom | Generate questions to investigate situations within the classroom. | 1.DS.1 |
| Collect and use data to consider and decide what data will answer the… | Collect and use data to consider and decide what data will answer the investigative question. Organize data with drawings, tally marks, or other visual representations. | 1.DS.2 |
| Analyze data sets with up to three categories by making comparisons and/or… | Analyze data sets with up to three categories by making comparisons and/or looking for patterns. | 1.DS.3 |
| Interpret and communicate results through structured answers with teacher… | Interpret and communicate results through structured answers with teacher guidance. | 1.DS.4 |