Quarters

Alaska
Math Standards 1st Grade Math Textbook/Resources (Scroll to the bottom of this page for downloadable version of 1st grade math standards)

1^{st}

2^{nd}

3^{rd}

4^{th}





K.CC Counting and Cardinality

The student will know
ordinal names and counting flexibility.





1.CC.1.
Skip counting by 2s and 5s.





1.CC.2.
Using ordinal numbers correctly when identifying object position (e.g.,
first, second, third, etc.).





1.CC.3.
Ordering numbers from 1100. Demonstrate ability in counting forward and
backward.

The student will be able to count to
tell the number of objects.





1.CC.4. Counting a large quantity of objects by grouping
into 10s and counting by 10s and 1s to find the quantity.

The
student will be able to compare numbers by:





1.CC.5.
Using the symbols for greater than, less than or equal to when comparing two
numbers or groups of objects.





1.CC.6.
Estimating how many and how much in a given set to 20 and then verify
estimate by counting.





K.OA Operations and Algebraic Thinking

The student will represent and solve problems
involving addition and subtraction.





1.OA.1.
Using addition and subtraction strategies to solve word problems (using
numbers up to 20), involving situations of adding to, taking from, putting
together, taking apart and comparing, with unknowns in all positions, using a
number line (e.g., by using objects, drawings and equations). Record and
explain using equation symbols and a symbol for the unknown number to
represent the problem.





1.OA.2.
Solving 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).
Record and explain using equation symbols and a symbol for the unknown number
to represent the problem.

The student will understand and apply properties
of operations and the relationship between addition and subtraction.





1.OA.3.
Applying properties of operations as strategies to add and subtract. (Students need not know the name of the
property.)
For example: 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). Demonstrate that when adding zero to any number, the quantity
does not change (Identity property of addition).





1.OA.4.
Understanding subtraction as an unknownaddend problem. For example, subtract 10  8 by finding the number that makes 10 when
added to 8.

The student will add and
subtract using numbers up to 20.





1.OA.5.
Relating counting to addition and subtraction (e.g., by counting on 2 to add
2).





1.OA.6.
Adding and subtracting using numbers up to 20, demonstrating fluency for
addition and subtraction up to 10. Use strategies such as
•
counting on
•
making ten
(8 + 6 = 8 + 2 + 4 = 10 + 4 = 14)
•
decomposing a number leading to a ten (13  4 = 13  3  1 = 10  1 =
9)
•
using the relationship between addition and subtraction, such as fact
families, (8 + 4 = 12 and 12  8 = 4)
•
creating equivalent but easier or known sums (e.g., adding 6 + 7 by
creating the known equivalent
6 + 6 + 1 = 12 + 1 = 13).

The student will work
with addition and subtraction equations.





1.OA.7.
Understanding the meaning of the equal sign (e.g., read equal sign as “same
as”) 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.8.
Determining the unknown whole number in an addition or subtraction equation. For example, determine the unknown number
that makes the equation true in each of the equations 8 + ? = 11, 6 + 6 = ?,
5 = ?  3.

The student will Identify
and continue patterns.





1.OA.9.
Identifying, continuing and labeling patterns (e.g., aabb, abab). Create
patterns using number, shape, size, rhythm or color.





1.NBT Numbers and Operations in Base Ten

The student will extend the counting
sequence.





1.NBT.1.
Count to 120. In this range, read, write and order numerals and represent a
number of objects with a written numeral.

The student will understand
place value.





1.NBT.2.
Modeling and identifying place value positions of two digit numbers. Include:
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.NBT.3.
Comparing two twodigit numbers based on meanings of the tens and ones
digits, recording the results of comparisons with the symbols >, =, <.

The student will use
place value understanding and properties of operations to add and subtract.





1.NBT.4.
Adding using numbers up to 100 including adding a twodigit number and a
onedigit number and adding a twodigit number and a multiple of 10.
Use:
•
concrete models or drawings and strategies based on place value
•
properties of operations
•
and/or relationship between addition and subtraction.
Relating the strategy to a written method and
explain the reasoning used.
Demonstrating
in adding twodigit numbers, tens and tens are added, ones and ones are added
and sometimes it is necessary to compose a ten from ten ones.





1.NBT.5.
Given a twodigit number, mentally find 10 more or 10 less than the number,
without having to count; explain the reasoning used.





1.NBT.6.
Subtracting multiples of 10 up to 100. Use:
•
concrete models or drawings
•
strategies based on place value
•
properties of operations
•
and/or the relationship between addition and subtraction.
Relating
the strategy to a written method and explain the reasoning used.





K.MD Measurement and Data

The student will measure lengths indirectly and
by iterating length units by:





1.MD.1.
Measuring and comparing three objects using standard or nonstandard units.





1.MD.2.
Expressing 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; understanding
that the length measurement of an object is the number of samesize length
units that span it with no gaps or overlaps.

The student will classify
objects and count the number of objects in each category by:





K.MD.3. Classifying
objects into given categories (attributes). Counting the number of objects in
each category (limit category counts to be less than or equal to 10)

The student will work with time and money by:





1.MD.3.
Telling and writing time in half hours using both analog and digital clocks.





1.MD.4.
Reading a calendar distinguishing yesterday, today and tomorrow. Reading and
writing a date.





1.MD.5.
Recognizing and reading money symbols including $ and ¢.





1.MD.6.
Identifing values of coins (e.g., nickel = 5 cents, quarter = 25 cents).
Identify equivalent values of coins up to $1 (e.g., 5 pennies = 1 nickel, 5
nickels = 1 quarter).

The student will represent and interpret data by:





1.MD.7.
Organizing, representing and interpreting data with up to three categories. Asking and answering comparison and
quantity questions about the data.





K.G Geometry (Shapes
including squares, circles, triangles, rectangles, hexagons, cubes, cones,
cylinders, and spheres)

The student will reason with shapes and
their attributes by:





1.G.1.
Distinguishing between defining attributes (e.g., triangles are closed and
threesided) versus nondefining attributes. Identify shapes that have
nondefining attributes (e.g., color, orientation, overall size). Building
and drawing shapes given specified attributes.





1.G.2.
Composing (put together) twodimensional or threedimensional shapes to
create a larger, composite shape, and compose new shapes from the composite
shape.





1.G.3.
Partitioning circles and rectangles into two and four equal shares. Describing the shares using the words, halves, fourths, and quarters and phrases half of, fourth of and quarter of. Describing the whole as
two of or four of the shares. Understanding for these examples that
decomposing (break apart) into more equal shares creates smaller shares.
