Skills available for
South Carolina first-grade math standards
Standards
are in bold, followed by a list of the IXL math
skills that are aligned to that
standard.
Students can practice
these skills
online at www.ixl.com.
Standards: South Carolina College- and Career-Ready Standards
1.NSBT Number Sense and Base Ten
1.NSBT.1 Extend the number sequence to:
1.NSBT.1.a count forward by ones to 120 starting at any number;
Counting review - up to 10 (1-A.1)
Counting review - up to 20 (1-A.3)
Counting - up to 30 (1-A.5)
Counting - up to 100 (1-A.7)
Counting on the hundred chart (1-A.13)
1.NSBT.1.b count by fives and tens to 100, starting at any number;
Counting by tens - up to 100 (1-A.6)
Counting by twos, fives, and tens (1-A.10)
1.NSBT.1.c read, write and represent numbers to 100 using concrete models, standard form, and equations in expanded form;
Counting tens and ones - up to 20 (1-A.4)
Counting tens and ones - up to 99 (1-A.8)
Place value models up to 20 (1-M.1)
Write numbers as tens and ones up to 20 (1-M.2)
Place value models up to 100 (1-M.3)
Write numbers as tens and ones (1-M.5)
1.NSBT.1.d read and write in word form numbers zero through nineteen, and multiples of ten through ninety.
Writing numbers in words (1-A.22)
1.NSBT.2 Understand place value through 99 by demonstrating that:
1.NSBT.2.a ten ones can be thought of as a bundle (group) called a ÒtenÓ;
Counting tens and ones - up to 20 (1-A.4)
Counting tens and ones - up to 99 (1-A.8)
Hundred chart (1-A.14)
Convert between tens and ones (1-M.4)
1.NSBT.2.b the tens digit in a two-digit number represents the number of tens and the ones digit represents the number of ones;
Write numbers as tens and ones up to 20 (1-M.2)
Write numbers as tens and ones (1-M.5)
1.NSBT.2.c two-digit numbers can be decomposed in a variety of ways (e.g., 52 can be decomposed as 5 tens and 2 ones or 4 tens and 12 ones, etc.) and record the decomposition as an equation.
Regroup tens and ones - ways to make a number (1-D.17)
1.NSBT.3 Compare two two-digit numbers based on the meanings of the tens and ones digits, using the words greater than, equal to, or less than.
Comparing numbers up to 100 (1-K.3)
1.NSBT.4 Add through 99 using concrete models, drawings, and strategies based on place value to:
1.NSBT.4.a add a two-digit number and a one-digit number, understanding that sometimes it is necessary to compose a ten (regroup);
Add a one-digit number to a two-digit number - without regrouping (1-D.16)
Add a one-digit number to a two-digit number - with regrouping (1-D.19)
1.NSBT.4.b add a two-digit number and a multiple of 10.
Add two multiples of ten (1-E.9)
Add a multiple of ten (1-E.10)
1.NSBT.5 Determine the number that is 10 more or 10 less than a given number through 99 and explain the reasoning verbally and with multiple representations, including concrete models.
Hundred chart (1-A.14)
Ten more or less (1-J.8)
1.NSBT.6 Subtract a multiple of 10 from a larger multiple of 10, both in the range 10 to 90, using concrete models, drawings, and strategies based on place value.
Subtract multiples of 10 (1-I.3)
1.ATO Algebraic Thinking and Operations
1.ATO.1 Solve real-world/story problems using addition (as a joining action and as a part-part-whole action) and subtraction (as a separation action, finding parts of the whole, and as a comparison) through 20 with unknowns in all positions.
Addition word problems - sums up to 10 (1-D.5)
Addition sentences for word problems - sums up to 10 (1-D.6)
Addition word problems - sums up to 18 (1-D.9)
Subtraction word problems - numbers up to 10 (1-H.6)
Subtraction sentences for word problems - numbers up to 10 (1-H.7)
Subtraction word problems - numbers up to 18 (1-H.10)
Addition and subtraction word problems (1-J.6)
1.ATO.2 Solve real-world/story problems that include three whole number addends whose sum is less than or equal to 20.
Add three numbers - word problems (1-E.12)
1.ATO.3 Apply Commutative and Associative Properties of Addition to find the sum (through 20) of two or three addends.
Related addition facts (1-D.14)
Add three numbers (1-E.11)
1.ATO.4 Understand subtraction as an unknown addend problem.
Complete the addition sentence - sums up to 10 (1-D.3)
Fact families (1-J.3)
1.ATO.5 Recognize how counting relates to addition and subtraction.
Counting forward and backward (1-A.11)
Skip-counting patterns - with tables (1-A.19)
Sequences - count up and down by 1, 2, 3, 5, and 10 (1-A.20)
Addition sentences using number lines - sums up to 10 (1-B.3)
Addition sentences using number lines - sums up to 18 (1-D.7)
Subtraction sentences using number lines - numbers up to 10 (1-F.3)
Subtraction sentences using number lines - numbers up to 18 (1-H.8)
1.ATO.6 Demonstrate:
1.ATO.6.a addition and subtraction through 20;
Adding zero (1-B.4)
Adding 1 (1-C.1)
Adding 2 (1-C.2)
Adding 3 (1-C.3)
Adding 4 (1-C.4)
Adding 5 (1-C.5)
Adding 6 (1-C.6)
Adding 7 (1-C.7)
Adding 8 (1-C.8)
Adding 9 (1-C.9)
Adding 0 (1-C.10)
Make a number using addition - sums up to 10 (1-D.2)
Addition facts - sums up to 18 (1-D.8)
Addition facts - sums up to 20 (1-D.11)
Add doubles (1-E.2)
Add using doubles plus one (1-E.4)
Add using doubles minus one (1-E.5)
Subtract zero and all (1-F.4)
Subtracting 1 (1-G.1)
Subtracting 2 (1-G.2)
Subtracting 3 (1-G.3)
Subtracting 4 (1-G.4)
Subtracting 5 (1-G.5)
Subtracting 6 (1-G.6)
Subtracting 7 (1-G.7)
Subtracting 8 (1-G.8)
Subtracting 9 (1-G.9)
Subtracting 0 (1-G.10)
Make a number using subtraction - numbers up to 10 (1-H.2)
Subtraction facts - numbers up to 18 (1-H.9)
Subtract one-digit numbers from two-digit numbers (1-H.15)
Subtract doubles (1-I.2)
Addition and subtraction facts - numbers up to 18 (1-J.5)
1.ATO.6.b fluency with addition and related subtraction facts through 10.
Addition facts - sums up to 10 (1-D.1)
Subtraction facts - numbers up to 10 (1-H.1)
Addition and subtraction facts - numbers up to 10 (1-J.4)
1.ATO.7 Understand the meaning of the equal sign as a relationship between two quantities (sameness) and determine if equations involving addition and subtraction are true.
Addition sentences: true or false? (1-D.15)
Subtraction sentences: true or false? (1-H.14)
Addition and subtraction sentences: true or false? (1-J.7)
1.ATO.8 Determine the missing number in addition and subtraction equations within 20.
Complete the addition sentence - sums up to 10 (1-D.3)
Complete the subtraction sentence (1-H.5)
1.ATO.9 Create, extend and explain using pictures and words for:
1.ATO.9.a repeating patterns (e.g., AB, AAB, ABB, and ABC type patterns);
Introduction to patterns (1-R.1)
Make a pattern (1-R.4)
1.ATO.9.b growing patterns (between 2 and 4 terms/figures).
Introduction to patterns (1-R.1)
Make a pattern (1-R.4)
1.G Geometry
1.G.1 Distinguish between a two-dimensional shape's defining (e.g., number of sides) and non-defining attributes (e.g., color).
Identify 2-dimensional shapes (1-V.1)
Count sides and vertices (1-V.2)
Compare sides and vertices (1-V.3)
Open and closed shapes (1-V.4)
Same shape (1-V.6)
1.G.2 Combine two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, rhombus, and trapezoid) or three-dimensional shapes (i.e., cube, rectangular prism, cone, and cylinder) in more than one way to form a composite shape.
1.G.3 Partition two-dimensional shapes (i.e., square, rectangle, circle) into two or four equal parts.
Equal parts (1-X.1)
1.G.4 Identify and name two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, rhombus, trapezoid, and circle).
Identify 2-dimensional shapes (1-V.1)
1.MDA Measurement and Data Analysis
1.MDA.1 Order three objects by length using indirect comparison.
Compare objects: length and height (1-P.2)
Customary units of length: word problems (1-P.6)
Metric units of length: word problems (1-P.10)
1.MDA.2 Use nonstandard physical models to show the length of an object as the number of same size units of length with no gaps or overlaps.
Measure using objects (1-P.3)
1.MDA.3 Use analog and digital clocks to tell and record time to the hour and half hour.
Match analog clocks and times (1-U.2)
Match analog and digital clocks (1-U.3)
Read clocks and write times (1-U.4)
Compare clocks (1-U.7)
1.MDA.4 Collect, organize, and represent data with up to 3 categories using object graphs, picture graphs, t-charts and tallies.
Record data with tally charts, picture graphs, tables (1-O.1)
Which bar graph is correct? (1-O.4)
1.MDA.5 Draw conclusions from given object graphs, picture graphs, t-charts, tallies, and bar graphs.
Interpret data in tally charts, picture graphs, tables (1-O.2)
Interpret bar graphs (1-O.3)
Sort shapes into a Venn diagram (1-T.2)
1.MDA.6 Identify a penny, nickel, dime and quarter and write the coin values using a ¢ symbol.