First Grade Math Learning Standards

1.OA.A.1 1. Use addition and subtraction within 20 to solve one step word problems involving situations of adding to, taking from, putting together, taking apart, and/or comparing, with unknowns in all positions.

1.OA.A.2 2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20.

1.OA.B.3 3. Apply properties of operations as strategies to add and subtract.

1.OA.B.4 4. Understand subtraction as an unknown-addend problem within 20.

1.OA.C.5 5. Relate counting to addition and subtraction.

1.OA.C.6 6a. Add and subtract within 20. Use strategies such as: • counting on; • making ten; • decomposing a number leading to a ten; • using the relationship between addition and subtraction; and • creating equivalent but easier or known sums.

6b. Fluently add and subtract within 10.

1.OA.D.7 7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.

1.OA.D.8 8. Determine the unknown whole number in an addition or subtraction equation with the unknown in all positions.

1.NBT. A.1 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. B. Understand place value.

1.NBT. B.2. Understand that the two digits of a two-digit number represent amounts of tens and ones.

1.NBT. 2a. Understand 10 can be thought of as a bundle of ten ones, called a "ten".

1.NBT. 2b. Understand that the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

1.NBT. 2c. Understand that 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.NBT. B.3 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. C.4 4. Add within 100, including: • a two-digit number and a one-digit number; • a two-digit number and a multiple of 10.

1.NBT. C.5 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. C.6 6. Subtract multiples of 10 from multiples of 10 in the range 10-90 using • concrete models or drawings, and • strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.

1.MD.A.2 Measure the length of an object using same-size “length units” placed end to end with no gaps or overlaps. Express the length of an object as a whole number of “length units.”

1.MD.B.3a. Tell and write time in hours and half-hours using analog and digital clocks. Develop an understanding of common terms, such as, but not limited to, o’clock and half past.

1.MD.B.3b. Recognize and identify coins (penny, nickel, dime, and quarter) and their value and use the cent symbol (¢) appropriately.

3c. Count a mixed collection of dimes and pennies and determine the cent value (total not to exceed 100 cents).

1.MD.C.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.

1.G.A.1 1. Distinguish between defining attributes versus non-defining attributes for a wide variety of shapes. Build and/or draw shapes to possess defining attributes.

1.G.A.2 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.

1.G.A.3 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.