Grade 1

Operations and Algebraic Thinking

Number and Operations in Base Ten

Measurement and Data

Geometry

Represent and solve problems involving addition and subtraction.

Understand and apply properties of operations and the relationship between addition and subtraction.

Add and subtract within 10. 

Work with addition and subtraction equations.

Extend the counting sequence.

Understand place value.

Use place value understanding and properties of operations to add and subtract.

Measure lengths indirectly and by iterating length units.

Work with time and money.

Represent and interpret data.

Reason with shapes and their attributes.

Use addition and subtraction within 20 to solve word problems 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). 

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 properties of operations (commutative and associative properties of addition) as strategies to add and subtract within 20. (Students need not use formal terms for these properties.) 

Understand subtraction as an unknown-addend problem within 20 (e.g., subtract 10 - 8 by finding the number that makes 10 when added to 8).

Relate counting to addition and subtraction (e.g., by using counting on 2 to add 2).

Fluently add and subtract within 10.

Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 + 1 = 6 - 1, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2).

Determine the unknown whole number in an addition or subtraction equation relating three whole numbers (e.g., determine the unknown number that makes the equation true in each of the equations 8 +  = 11, 5 =  - 3, 6 + 6 = ).

Count to 120 by 1's, 2's, and 10's starting at any number less than 100. 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 groups of tens and ones. Understand the following as special cases: a. 10 can be thought of as a group 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).

Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 

Demonstrate understanding of addition within 100, connecting objects or drawings to strategies based on place value (including multiples of 10), properties of operations, and/or the relationship between addition and subtraction. Relate the strategy to a written form.

Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count.

Subtract multiples of 10 in the range of 10 to 90 (positive or zero differences), using objects 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 form.

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.

Identify coins by name and value (pennies, nickels, dimes and quarters).

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.

Distinguish between defining attributes (triangles are closed and 3 sided) versus non-defining attributes (color, orientation, overall size) for two-dimensional shapes; build and draw shapes that possess defining attributes.

Compose two-dimensional shapes or three-dimensional shapes to create a composite shape.

Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters. Describe the whole as two of, or four of the shares. Understand that decomposing into more equal shares creates smaller shares.

Count two sets to find sums up to 20.

Decompose a set of up to 20 objects into a group; count the quantity in each group. 

Use manipulatives or representations to write simple addition or subtraction equations within 20 based upon a word problem. 

Use data presented in graphs (i.e., pictorial, object) to solve one step “how many more” or “how many less” word problems.

Solve word problems within 20.

Using objects or pictures respond appropriately to “add __” and “take away ___”.

Solve one step addition and subtraction word problems where the change or result is unknown (4+_=7) or (4 + 3 = __), within 20 using objects, drawings, pictures.

Create a growing pattern using numbers or objects.

Recognize zero as an additive identity.

No CCCs developed for this standard.

No CCCs developed for this standard.

No CCCs developed for this standard.

Identify and apply addition and equal signs.

Represent a “taking away” situation with the – symbol.

Rote count up to 100.

Build representations of numbers up to 19 by creating a group of 10 and some 1s (e.g., 13 = one 10 and three 1s).

Identify the value of the numbers in the tens and ones place within a given number up to 31.

Build representations of 3 digit numbers using tens and ones.

Compare two digit numbers up to 31 using representations and numbers (e.g., identify more tens, less tens, more ones, less ones, larger number, smaller number).

No CCCs developed for this standard.

No CCCs developed for this standard.

Decompose tens into ones and/or hundreds into tens in subtraction situations.

Order up to 3 objects based on a measurable attribute (height, weight, length).

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

Measure using copies of 1 object to measure another.

Express length of an object as a whole number of lengths unit by laying multiple copies of a shorter object end to end.

Compare 2 units of measurement and identify which unit would require more or less when measuring a selected object. (I can measure with paper clips or markers, which unit will requ more to measure the table?).

Use time to sequence up to 3 events using a digital or analog clock.

Tell time to the nearest ½ hour using digital clocks. 

No CCCs developed for this standard.

Select questions that ask about “How many” and represent up to three categories that can be concretely represented.

Identify 2 categories resulting from a selected question.

Analyze data by sorting into 2 categories; answer questions about the total number of data points and how many in each category.

Using a picture graph, represent each object/person counted on the graph (1:1 correspondence) for 2 or more categories.

Interpret a picture graph to answer questions about how many in each category. 

Compare the values of the 2 categories of data in terms of more or less. 

Distinguish two-dimensional shapes based upon their defining attributes (i.e., size, corners, and points).

Compose three- dimensional shapes.

Compose two- and three-- dimensional shapes.

Partition circles and rectangles into 2 and 4 equal parts.