|
Operations
and Algebraic Thinking (1.OA) |
| Represent
and solve problems involving addition and subtraction.
|
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.
|
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.
|
|
| Understand
and apply properties of operations and the relationship between
addition and subtraction. |
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 ofaddition.) To add 2 + 6 + 4, the second two numbers can
be added to makea ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property
of addition.) |
|
| 4.
|
Understand
subtraction as an unknown-addend problem. For example,
subtract 10 – 8 by finding the number that makes 10 when added
to 8. |
|
|
Add
and subtract within 20. |
5. |
Relate
counting to addition and subtraction (e.g., by counting on 2 to
add 2). |
|
| 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). |
|
Work
with addition and subtraction equations. |
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. |
|
| 8.
|
Determine
the unknown whole number in an addition or subtraction
equation relating 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 = ?.
|
|
Number
and Operations in Base Ten (1.NBT) |
Extend
the counting sequence. |
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. |
|
|
Understand
place value. |
| 2. |
Understand
that the two digits of a two-digit number represent amounts
of tens and ones. Understand the following as special cases:
|
|
| 2a. |
10
can be thought of as a bundle of ten ones — called a “ten.”
|
|
2b. |
The
numbers from 11 to 19 are composed of a ten and one, two, three, four,
five, six, seven, eight, or nine ones. |
|
| 2c. |
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).
|
|
| 3.
|
Compare
two two-digit numbers based on meanings of the tens and ones
digits, recording the results of comparisons with the symbols
>, =, and <.
|
|
|
Use
place value understanding and properties of operations to add &
subtract. |
| |
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. |
|
| |
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. |
|
Measurement
and Data (1.MD) |
|
Measure
lengths indirectly and by iterating length units. |
| |
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. |
| |
Tell
and write time in hours and half-hours using analog and digital
clocks. |
|
| Represent
and interpret data. |
| 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. |
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Geometry
(1.G) |
|
Reason
with shapes and their attributes. |
1. |
Distinguish
between defining attributes (e.g., triangles are closed and three-sided)
versus non-defining attributes (e.g., color, orientation, overall
size); build and draw shapes to possess defining attributes. |
|
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. |
|
|
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. |
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