Grade 1

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 identifying patterns in the data.

Interpret and communicate results through structured answers with teacher guidance.

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 in each category.

Use addition and subtraction within 20 to efficiently, flexibly, and accurately solve real world 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.

Efficiently, flexibly, 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. For example, subtract 10-8 by finding the number that makes 10 when added to 8.

Apply and extend counting strategies to addition and subtraction (e.g., by counting on 2 to add 2).

Efficiently, flexibly, and accurately add within 20, and subtract 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. 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.

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 =?.

Order three objects according to their 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 overlap.

Tell and write time to the hour and half-hour using analog and digital clocks.

Count to 120, starting at any number less than 120. In this range, recognize and represent numerals and represent a number of objects with a written numeral.

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

1. a.10 can be thought of as a bundle of ten ones - called a "ten."
2. b.The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
3. 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 the values of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Efficiently, flexibly, and accurately 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.

Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus nondefining attributes (e.g., color, orientation, overall size) and represent shapes (build and/or draw) 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.