Alabama

OA Operations and Algebraic Thinking

• Represent and solve problems involving addition and subtraction.

  • 1 Use addition and subtraction to solve word problems within 20 by using concrete objects, drawings, and equations with a symbol for the unknown number to represent the problem.

    • Addition word problems with pictures - sums up to 10 (1-D.5)
    • Build cube trains to solve addition word problems - sums up to 10 (1-D.)
    • Addition word problems - sums up to 10 (1-D.6)
    • Addition sentences for word problems - sums up to 10 (1-D.7)
    • Addition word problems - sums up to 20 (1-D.12)
    • Addition sentences for word problems - sums up to 20 (1-D.13)
    • Subtraction word problems with pictures - up to 10 (1-H.6)
    • Use cube trains to solve subtraction word problems - up to 10 (1-H.)
    • Subtraction word problems - up to 10 (1-H.7)
    • Subtraction sentences for word problems - up to 10 (1-H.8)
    • Subtraction word problems - up to 20 (1-H.13)
    • Subtraction sentences for word problems - up to 20 (1-H.14)
    • Word problems involving addition and subtraction - up to 10 (1-K.5)
    • Word problems involving addition and subtraction - up to 20 (1-K.6)
    • Addition and subtraction sentences for word problems - up to 20 (1-K.7)

    • 1.a Add to with change unknown to solve word problems within 20.

      • "Add to" word problems with change unknown - up to 10 (1)

    • 1.b Take from with change unknown to solve word problems within 20.

      • "Take from" word problems with change unknown - up to 10 (1)

    • 1.c Put together/take apart with addend unknown to solve word problems within 20.

      • Word problems with change unknown - up to 10 (1-K.1)
      • Word problems with start unknown - up to 10 (1-K.2)
      • Word problems with one addend unknown - up to 10 (1-K.3)
      • Word problems with both addends unknown - up to 10 (1-K.4)

    • 1.d Compare quantities, with difference unknown, bigger unknown, and smaller unknown while solving word problems within 20.

      • Comparison word problems up to 10: how many more or fewer? (1-K.8)
      • Comparison word problems up to 10: what is the larger amount? (1-K.9)
      • Comparison word problems up to 10: what is the smaller amount? (1-K.10)
      • Comparison word problems up to 10 (1-K.11)
      • Comparison word problems up to 20: how many more or fewer? (1-K.)
      • Comparison word problems up to 20: what is the larger amount? (1-K.)
      • Comparison word problems up to 20: what is the smaller amount? (1-K.)
      • Comparison word problems up to 20 (1-K.)

  • 2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 by using concrete objects, drawings, or equations with a symbol for the unknown number to represent the problem.

    • Add three numbers - word problems (1-E.17)

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

  • 3 Apply properties of operations as strategies to add and subtract.

    • Add in any order (1-D.)
    • Related addition facts (1-D.14)
    • Add three numbers - make ten (1-E.10)
    • Add three numbers (1-E.16)
    • Related subtraction facts (1-H.15)
    • Fact families (1-J.3)

  • 4 Explain subtraction as an unknown-addend problem.

    • Complete the addition sentence - sums up to 10 (1-D.3)
    • Complete the addition sentence - sums up to 20 (1-D.11)
    • Complete the addition sentence - make ten (1-E.8)
    • Relate addition and subtraction sentences (1-I.1)

• Add and subtract within 20.

  • 5 Relate counting to addition and subtraction.

    • Addition sentences using number lines - sums up to 10 (1-B.5)
    • Addition sentences using number lines - sums up to 20 (1-D.8)
    • Add by counting on - sums up to 10 (1-E.)
    • Subtraction sentences using number lines - up to 10 (1-F.5)
    • Subtraction sentences using number lines - up to 20 (1-H.9)
    • Subtract by counting back - up to 10 (1-I.)
    • Subtract by counting back - up to 20 (1-I.)
    • Subtract by counting on - up to 10 (1-I.2)
    • Subtract by counting on - up to 20 (1-I.3)

  • 6 Add and subtract within 20.

    • 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 10 (1-C.)
    • Adding 0 (1-C.10)
    • Addition facts - sums up to 10 (1-D.1)
    • Addition facts - sums up to 20 (1-D.9)
    • Make a number using addition - sums up to 20 (1-D.10)
    • Complete the addition sentence - sums up to 20 (1-D.11)
    • Add doubles - with models (1-E.1)
    • Add doubles (1-E.2)
    • Add doubles - complete the sentence (1-E.3)
    • Add using doubles plus one (1-E.4)
    • Add using doubles minus one (1-E.5)
    • Subtract zero and all (1-F.7)
    • 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 10 (1-G.)
    • Subtracting 0 (1-G.10)
    • Subtraction facts - up to 10 (1-H.1)
    • Subtraction facts - up to 20 (1-H.10)
    • Make a number using subtraction - up to 20 (1-H.11)
    • Complete the subtraction sentence - up to 20 (1-H.12)
    • Relate addition and subtraction sentences (1-I.1)
    • Subtract doubles (1-I.4)
    • Addition and subtraction - ways to make a number (1-J.1)
    • Addition and subtraction facts - up to 10 (1-J.4)
    • Addition and subtraction facts - up to 20 (1-J.5)

    • 6.a Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by counting on.

      • Add by counting on - sums up to 10 (1-E.)
      • Subtract by counting back - up to 10 (1-I.)
      • Subtract by counting on - up to 10 (1-I.2)

    • 6.b Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by making ten.

      • Make ten to add - with models (1-E.7)
      • Complete the addition sentence - make ten (1-E.8)
      • Make ten to add (1-E.9)

    • 6.c Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by decomposing a number leading to a ten.

      • Use ten to subtract (1-I.)

    • 6.d Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by using the relationship between addition and subtraction.

      • Complete the addition sentence - sums up to 10 (1-D.3)
      • Complete the subtraction sentence - up to 10 (1-H.5)
      • Relate addition and subtraction sentences - up to 10 (1)

    • 6.e Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by creating equivalent but easier or known sums.

      • Make a number using addition - sums up to 10 (1-D.2)
      • Ways to make a number - addition sentences up to 10 (1-D.4)
      • Make a number using subtraction - up to 10 (1-H.2)
      • Ways to make a number - subtraction sentences up to 10 (1-H.3)
      • Ways to subtract from a number - subtraction sentences up to 10 (1-H.4)

• Work with addition and subtraction equations.

  • 7 Explain that the equal sign means "the same as." Determine whether equations involving addition and subtraction are true or false.

    • Addition sentences: true or false? (1-D.15)
    • Addition sentences: which is true? (1-D.16)
    • Subtraction sentences: true or false? (1-H.16)
    • Subtraction sentences: which is true? (1-H.17)
    • Which sign makes the number sentence true? (1-J.2)
    • Addition and subtraction sentences: which is true? (1-J.6)

  • 8 Solve for the unknown whole number in various positions in an addition or subtraction equation, relating three whole numbers that would make it true.

    • Complete the addition sentence - sums up to 10 (1-D.3)
    • Complete the addition sentence - sums up to 20 (1-D.11)
    • Add doubles - complete the sentence (1-E.3)
    • Complete the addition sentence - make ten (1-E.8)
    • Complete the subtraction sentence - up to 10 (1-H.5)
    • Complete the subtraction sentence - up to 20 (1-H.12)

• Understand simple patterns.

  • 9 Reproduce, extend, and create patterns and sequences of numbers using a variety of materials.

    • Sequences - count up and down by 1 (1-A.27)
    • Introduction to patterns (1-S.1)
    • Find the next shape in a pattern (1-S.2)
    • Complete a pattern (1-S.3)
    • Make a pattern (1-S.4)
    • Growing patterns (1-S.5)
    • Find the next shape in a growing pattern (1-S.6)
    • Find the next row in a growing pattern (1-S.7)

ON Operations with Numbers: Base Ten

• Extend the counting sequence.

  • 10 Extend the number sequence from 0 to 120.

    • 10.a Count forward and backward by ones, starting at any number less than 120.

      • Counting forward - up to 100 (1-A.13)
      • Counting backward - up to 100 (1-A.14)
      • Counting forward - up to 120 (1-A.15)
      • Counting backward - up to 120 (1-A.16)
      • Number lines - up to 100 (1-A.17)
      • Number lines - up to 120 (1-A.18)
      • Counting on the hundred chart (1-A.19)
      • Counting on a number chart - up to 120 (1-A.20)

    • 10.b Read numerals from 0 to 120.

      • Writing numbers in words - convert digits to words (1-A.31)

    • 10.c Write numerals from 0 to 120.

      • Writing numbers in words - convert words to digits (1-A.30)

    • 10.d Represent a number of objects from 0 to 120 with a written numeral.

      • Counting review - up to 10 (1-A.1)
      • Counting review - up to 20 (1-A.3)
      • Count on ten frames - up to 40 (1-A.5)
      • Counting - up to 100 (1-A.10)
      • Counting objects to 120 (1)

• Understand place value.

  • 11 Explain that the two digits of a two-digit number represent amounts of tens and ones.

    • Counting tens and ones - up to 99 (1-A.11)
    • Hundred chart (1-A.21)
    • Place value models up to 100 (1-N.3)
    • Write numbers as tens and ones (1-N.5)

    • 11.a Identify a bundle of ten ones as a "ten."

    • 11.b Identify the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

      • Counting tens and ones - up to 20 (1-A.4)
      • Place value models up to 20 (1-N.1)
      • Write numbers as tens and ones up to 20 (1-N.2)

    • 11.c Identify the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 as one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

      • Convert between tens and ones - multiples of ten (1-N.4)

  • 12 Compare pairs of two-digit numbers based on the values of the tens and ones digits, recording the results of comparisons with the symbols >, =, and < and orally with the words "is greater than," "is equal to," and "is less than."

    • Use place value to compare numbers up to 100 (1-L.)
    • Compare numbers up to 100 using words (1-L.4)
    • Compare numbers up to 100 using symbols (1-L.5)
    • Compare numbers up to 100: word problems (1-L.6)

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

  • 13 Add within 100, using concrete models or drawings and strategies based on place value.

    • 13.a Add a two-digit number and a one-digit number.

      • Use models to add a two-digit and a one-digit number - without regrouping (1-D.17)
      • Add a one-digit number to a two-digit number - without regrouping (1-D.18)
      • Use models to add a two-digit and a one-digit number - with regrouping (1-D.21)
      • Add a one-digit number to a two-digit number - with regrouping (1-D.22)
      • Addition word problems - one-digit plus two-digit numbers (1-D.23)
      • Addition sentences for word problems - one-digit plus two-digit numbers (1-D.24)
      • Use models to add a multiple of ten and a one-digit number (1-E.11)
      • Add a multiple of ten and a one-digit number (1-E.12)

    • 13.b Add a two-digit number and a multiple of 10.

      • Add two multiples of ten (1-E.13)
      • Use models to add a multiple of ten and a two-digit number (1-E.14)
      • Add a multiple of ten and a two-digit number (1-E.15)

    • 13.c Demonstrate that in adding two-digit numbers, tens are added to tens, ones are added to ones, and sometimes it is necessary to compose a ten.

      • Regroup tens and ones - ways to make a number (1-D.19)
      • Regroup tens and ones (1-D.20)

    • 13.d Relate the strategy for adding a two-digit number and a one-digit number to a written method and explain the reasoning used.

  • 14 Given a two-digit number, mentally find 10 more or 10 less than the number without having to count, and explain the reasoning used.

    • Ten more or less (1-J.7)

  • 15 Subtract multiples of 10 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.

    • Subtract multiples of ten (1-I.5)

DA Data Analysis

• Collect and analyze data and interpret results.

  • 16 Organize, represent, and interpret data with up to three categories.

    • 16.a Ask and answer questions about the total number of data points in organized data.

      • Interpret picture graphs and tally charts - how many? (1)
      • Interpret tally charts - how many? (1)

    • 16.b Summarize data on Venn diagrams, pictographs, and "yes-no" charts using real objects, symbolic representations, or pictorial representations.

      • Which picture graph is correct? (1-P.1)
      • Which tally chart is correct? (1-P.3)
      • Which table is correct? (1-P.5)
      • Sort shapes into a Venn diagram (1-U.2)

    • 16.c Determine "how many" in each category using up to three categories of data.

      • Count shapes in a Venn diagram (1-U.1)
      • Interpret picture graphs and tally charts - how many? (1)
      • Interpret tally charts - how many? (1)

    • 16.d Determine "how many more" or "how many less" are in one category than in another using data organized into two or three categories.

      • Interpret data in tables (1-P.6)
      • Interpret picture graphs and tally charts (1)

M Measurement

• Describe and compare measurable attributes.

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

    • Compare objects: length and height (1-Q.2)

  • 18 Determine the length of an object using non-standard units with no gaps or overlaps, expressing the length of the object with a whole number.

    • Measure length with objects (1-Q.7)
    • Measure length with cubes (1-Q.8)

• Work with time and money.

  • 19 Tell and write time to the hours and half hours using analog and digital clocks.

    • Match digital clocks and times (1-V.1)
    • Match analog clocks and times (1-V.2)
    • Match analog and digital clocks (1-V.3)
    • Read clocks and write times (1-V.4)

  • 20 Identify pennies and dimes by name and value.

    • Count money - pennies only (1)
    • Coin names and values - pennies and dimes (K)
    • Count pennies and dimes (1)

G Geometry

• Reason with shapes and their attributes.

  • 21 Build and draw shapes which have defining attributes.

    • 21.a Distinguish between defining attributes and non-defining attributes.

      • Name the two-dimensional shape (1-W.1)
      • Select two-dimensional shapes (1-W.2)
      • Count sides and corners (1-W.4)
      • Compare sides and corners (1-W.5)
      • Open and closed shapes (1-W.8)
      • Two-dimensional and three-dimensional shapes (1-X.1)
      • Name the three-dimensional shape (1-X.2)
      • Cubes and rectangular prisms (1-X.3)
      • Select three-dimensional shapes (1-X.4)
      • Count vertices, edges, and faces (1-X.5)
      • Compare vertices, edges, and faces (1-X.6)
      • Identify faces of three-dimensional shapes (1-X.8)

  • 22 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.

    • Compose two-dimensional shapes (1-W.11)

  • 23 Partition circles and rectangles into two and four equal shares and describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of.

    • Equal parts - halves and fourths (1-Y.1)
    • Identify halves (1-Y.3)
    • Identify fourths (1-Y.5)
    • Identify halves and fourths (1-Y.6)
    • Make halves (1-Y.8)
    • Make fourths (1-Y.10)
    • Make halves and fourths (1-Y.11)
    • Make halves and fourths in different ways (1-Y.13)

    • 23.a Describe "the whole" as two of or four of the shares of circles and rectangles partitioned into two or four equal shares.

    • 23.b Explain that decomposing into more equal shares creates smaller shares of circles and rectangles.