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Skills available for Colorado first-grade math standards

Standards are in black and IXL math skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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Colorado Extended Evidence Outcomes: Grade 1 Colorado Extended Evidence Outcomes: Grade 1
Colorado Academic Standards: Grade 1 Colorado Academic Standards: Grade 1
Colorado Academic Standards: Mathematical Practices Colorado Academic Standards: Mathematical Practices
Colorado Academic Standards (Common Core) Colorado Academic Standards (Common Core)

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1.1 Number and Quantity

1.NBT.A Number & Operations in Base Ten: Extend the counting sequence.
- 1.NBT.A.1 Count to up to at least 20, starting at any number less than 20.
  - Count up to find the next number - up to 5 (K-D.15)
  - Count up to find the next number - up to 10 (K-L.2)
  - Count forward - up to 10 (K-L.8)
  - Complete a sequence - up to 10 (K-L.10)
  - Count up to find the next number - up to 20 (K-GG.2)
  - Count forward - up to 20 (K-GG.6)
  - Complete an increasing sequence - up to 20 (K-GG.9)
  - 1.NBT.A.1.a In this range, identify numerals and represent (by writing, matching, or otherwise indicating) a number of objects with a written numeral.
1.NBT.B Number & Operations in Base Ten: Understand place value.
- 1.NBT.B.2 Understand that the two digits of the numbers 10 through 20 represent amounts of tens and ones.
  - 1.NBT.B.2.a Understand the following as special cases: 10 can be thought of a bundle of ten ones, called a ten, and the numbers 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
  - 1.NBT.B.2.b Decompose numbers less than ten in more than one way.
- 1.NBT.B.3 Compare two numbers from 1 up to at least 20 based on meanings of the tens and ones digits.
  - Compare numbers up to 20 (K-HH.3)
  - Use place value models to compare numbers up to 20 (K)
1.NBT.C Number & Operations in Base Ten: Use place value understanding and properties of operations to add and subtract.
- 1.NBT.C.4 Add within 10 using concrete models or drawings.
- 1.NBT.C.5 Given a single digit number, find 10 more than the number. Given a number in the range 10-20, find 10 less than the number.
  - Ten more on a chart - up to 20 (K)
  - Ten less on a chart - up to 20 (K)
- 1.NBT.C.6 Subtract multiples of 5 in the range 5-20 from multiples of 5 in the range 5-20 (e.g., 20-10, 15-10, 10-5), using concrete models or drawings.
  - 1.NBT.C.6.a Relate the strategy to a written method.

1.2 Algebra and Functions

1.OA.A Operations & Algebraic Thinking: Represent and solve problems involving addition and subtraction.
- 1.OA.A.1 Use addition and subtraction within at least 10 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing by using objects and drawings.
- 1.OA.A.2 Solve word problems (given orally, visually, or as objects) that call for addition of three whole numbers whose sum is up to at least 10 by using objects and drawings.
  - Add three numbers with sums less than 10 - word problems (1)
1.OA.B Operations & Algebraic Thinking: Understand and apply properties of operations and the relationship between addition and subtraction.
- 1.OA.B.3 Apply properties of operations as strategies to add and subtract (students need not use formal terms for these properties).
- 1.OA.B.4 Understand subtraction as an unknown-addend problem.
1.OA.C Operations & Algebraic Thinking: Add and subtract within 20.
- 1.OA.C.5 Relate counting to addition and subtraction using concrete models or visual representations to indicate the number that results when adding or subtracting one.
- 1.OA.C.6 Add and subtract within 20 using objects, drawing, ten frames, and/or written methods for problems with sums and differences of ten (e.g., 5 + 5, 6 + 4, 2 + 8, 14 – 4, 17 – 7) as a foundation for operations involving place value.
1.OA.D Operations & Algebraic Thinking: Work with addition and subtraction equations.
- 1.OA.D.7 Understand the meaning of the equal sign, and use models or other strategies to determine if equations involving addition and subtraction up to at least 4 are true or false.
  - Addition and subtraction sentences: which is true? (K)
- 1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers whose sum is up to at least 10.

1.3 Data, Statistics, and Probability

1.MD.A Measurement & Data: Measure lengths indirectly and by iterating length units.
- 1.MD.A.1 Order three objects by length using direct comparisons.
  - Compare objects: length and height (1-EE.1)
  - Order objects: length and height (1-EE.2)
- 1.MD.A.2 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.
  - Measure length with cubes - up to 5 (K)
  - Build cube trains to measure length - up to 5 (K)
1.MD.B Measurement & Data: Tell and write time.
- 1.MD.B.3 Demonstrate an understanding of the terms morning, afternoon, day, and night.
1.MD.C Measurement & Data: Represent and interpret data.
- 1.MD.C.4 Organize data into two categories by sorting.
  - Classify and sort by color - 2 categories (K)
  - Classify and sort by shape - 2 categories (K)
  - Which picture graph is correct? - 2 categories (K)
  - 1.MD.C.4.a Answer questions about the number of data points in each category (limit category counts to be less than or equal to 10).
    - Classify, sort, and count (K-UU.5)
    - Interpret the picture graph - 2 categories (K)

1.4 Geometry

1.G.A Geometry: Reason with shapes and their attributes.
- 1.G.A.1 Distinguish between defining attributes (e.g., the number of sides and angles) versus non-defining attributes (e.g., color, orientation, overall size) or circles, squares, rectangles, or triangles.
- 1.G.A.2 Compose two or more two-dimensional shapes (rectangles, squares, triangles, and half circles) to create a composite shape.
  - Compose two-dimensional shapes using up to 4 smaller shapes (1)
- 1.G.A.3 Partition circles and rectangles into two equal shares and demonstrate an understanding of "half."
  - Identify halves (1-NN.3)
  - Make halves (1-NN.6)

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1.1 Number and Quantity

1.NBT.A Number & Operations in Base Ten: Extend the counting sequence.

1.NBT.A.1 Count to up to at least 20, starting at any number less than 20.

1.NBT.A.1.a In this range, identify numerals and represent (by writing, matching, or otherwise indicating) a number of objects with a written numeral.

1.NBT.B Number & Operations in Base Ten: Understand place value.

1.NBT.B.2 Understand that the two digits of the numbers 10 through 20 represent amounts of tens and ones.

1.NBT.B.2.a Understand the following as special cases: 10 can be thought of a bundle of ten ones, called a ten, and the numbers 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

1.NBT.B.2.b Decompose numbers less than ten in more than one way.

1.NBT.B.3 Compare two numbers from 1 up to at least 20 based on meanings of the tens and ones digits.

1.NBT.C Number & Operations in Base Ten: Use place value understanding and properties of operations to add and subtract.

1.NBT.C.4 Add within 10 using concrete models or drawings.

1.NBT.C.4.a Relate the strategy to a written method and explain or indicate the reasoning used.

1.NBT.C.5 Given a single digit number, find 10 more than the number. Given a number in the range 10-20, find 10 less than the number.

1.NBT.C.6 Subtract multiples of 5 in the range 5-20 from multiples of 5 in the range 5-20 (e.g., 20-10, 15-10, 10-5), using concrete models or drawings.

1.NBT.C.6.a Relate the strategy to a written method.

1.2 Algebra and Functions

1.OA.A Operations & Algebraic Thinking: Represent and solve problems involving addition and subtraction.

1.OA.A.1 Use addition and subtraction within at least 10 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing by using objects and drawings.

1.OA.A.2 Solve word problems (given orally, visually, or as objects) that call for addition of three whole numbers whose sum is up to at least 10 by using objects and drawings.

1.OA.B Operations & Algebraic Thinking: Understand and apply properties of operations and the relationship between addition and subtraction.

1.OA.B.3 Apply properties of operations as strategies to add and subtract (students need not use formal terms for these properties).

1.OA.B.4 Understand subtraction as an unknown-addend problem.

1.OA.C Operations & Algebraic Thinking: Add and subtract within 20.

1.OA.C.5 Relate counting to addition and subtraction using concrete models or visual representations to indicate the number that results when adding or subtracting one.

1.OA.C.6 Add and subtract within 20 using objects, drawing, ten frames, and/or written methods for problems with sums and differences of ten (e.g., 5 + 5, 6 + 4, 2 + 8, 14 – 4, 17 – 7) as a foundation for operations involving place value.

1.OA.D Operations & Algebraic Thinking: Work with addition and subtraction equations.

1.OA.D.7 Understand the meaning of the equal sign, and use models or other strategies to determine if equations involving addition and subtraction up to at least 4 are true or false.

1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers whose sum is up to at least 10.

1.3 Data, Statistics, and Probability

1.MD.A Measurement & Data: Measure lengths indirectly and by iterating length units.

1.MD.A.1 Order three objects by length using direct comparisons.

1.MD.A.2 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.

1.MD.B Measurement & Data: Tell and write time.

1.MD.B.3 Demonstrate an understanding of the terms morning, afternoon, day, and night.

1.MD.C Measurement & Data: Represent and interpret data.

1.MD.C.4 Organize data into two categories by sorting.

1.MD.C.4.a Answer questions about the number of data points in each category (limit category counts to be less than or equal to 10).

1.4 Geometry

1.G.A Geometry: Reason with shapes and their attributes.

1.G.A.1 Distinguish between defining attributes (e.g., the number of sides and angles) versus non-defining attributes (e.g., color, orientation, overall size) or circles, squares, rectangles, or triangles.

1.G.A.2 Compose two or more two-dimensional shapes (rectangles, squares, triangles, and half circles) to create a composite shape.

1.G.A.3 Partition circles and rectangles into two equal shares and demonstrate an understanding of "half."