Indiana

1.NS Number Sense

• 1.NS.1 Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral.

  • Counting review - up to 20 (1-A.3)
  • Count on ten frames - up to 40 (1-A.5)
  • Skip-counting by fives (1-A.7)
  • Skip-counting by tens (1-A.8)
  • Counting - up to 100 (1-A.10)
  • Counting forward - up to 100 (1-A.13)
  • Counting forward - up to 120 (1-A.15)
  • 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)
  • Writing numbers in words - convert words to digits (1-A.30)
  • Writing numbers in words - convert digits to words (1-A.31)
  • Skip-counting by tens - up to 120 (1)

• 1.NS.2 Understand that 10 can be thought of as a group of ten ones—called a "ten." Understand that the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. Understand that 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).

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

• 1.NS.3 Match the ordinal numbers first, second, third, etc., with an ordered set up to 10 items.

  • Ordinal numbers (1-A.29)

• 1.NS.4 Use place value understanding to compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

  • Compare numbers up to 100 using symbols (1-L.5)

• 1.NS.5 Find mentally 10 more or 10 less than a given two-digit the number without having to count, and explain the thinking process used to get the answer.

  • Ten more or less (1-J.7)

• 1.NS.6 Show equivalent forms of whole numbers as groups of tens and ones, and understand that the individual digits of a two-digit number represent amounts of tens and ones.

  • Place value models up to 20 (1-N.1)
  • Write numbers as tens and ones up to 20 (1-N.2)
  • Place value models up to 100 (1-N.3)
  • Convert between tens and ones - multiples of ten (1-N.4)
  • Write numbers as tens and ones (1-N.5)

1.CA Computation and Algebraic Thinking

• 1.CA.1 Demonstrate fluency with addition facts and the corresponding subtraction facts within 20. 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). Understand the role of 0 in addition and subtraction.

  • 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)
  • 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)
  • Add in any order (1-D.)
  • Addition facts - sums up to 20 (1-D.9)
  • Make a number using addition - sums up to 20 (1-D.10)
  • Add by counting on - sums up to 10 (1-E.)
  • Add doubles - with models (1-E.1)
  • Add doubles (1-E.2)
  • Add using doubles plus one (1-E.4)
  • Add using doubles minus one (1-E.5)
  • Make ten to add - with models (1-E.7)
  • Make ten to add (1-E.9)
  • Add three numbers - make ten (1-E.10)
  • 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)
  • 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)
  • Subtraction facts - up to 20 (1-H.10)
  • Make a number using subtraction - up to 20 (1-H.11)
  • Relate addition and subtraction sentences (1-I.1)
  • 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)
  • Subtract doubles (1-I.4)
  • Use ten to subtract (1-I.)
  • 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)
  • Add by counting on from teen numbers - sums up to 20 (1)

• 1.CA.2 Solve real-world problems involving addition and subtraction within 20 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using 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)
  • Write addition sentences for word problems with pictures - sums up to 10 (1-D.)
  • Build cube trains to solve addition word problems - sums up to 10 (1-D.)
  • Addition word problems - sums up to 10 (1-D.6)
  • Model and write addition sentences for word problems - sums up to 10 (1-D.)
  • 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)
  • Write subtraction sentences for word problems with pictures - up to 10 (1-H.)
  • Use cube trains to solve subtraction word problems - up to 10 (1-H.)
  • Subtraction word problems - up to 10 (1-H.7)
  • "Take from" word problems with result unknown - up to 10 (1)
  • Model and write subtraction sentences for word problems - up to 10 (1-H.)
  • 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 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)
  • Word problems involving addition and subtraction - up to 10 (1-K.5)
  • Word problems involving addition and subtraction - up to 20 (1-K.6)
  • 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.)
  • "Add to" word problems with result unknown - sums up to 10 (1)
  • "Add to" word problems with change unknown - up to 10 (1)
  • "Add to" word problems with start unknown - up to 10 (1)
  • "Add to" word problems with start, change, or result unknown - up to 10 (1)
  • "Take from" word problems with change unknown - up to 10 (1)
  • "Take from" word problems with start unknown - up to 10 (1)
  • "Take from" word problems with start, change, or result unknown - up to 10 (1)
  • Word problems with result unknown - up to 10 (1)
  • "Put together" word problems with total unknown - sums up to 10 (1)

• 1.CA.3 Create a real-world problem to represent a given equation involving addition and subtraction within 20.

• 1.CA.4 Solve real-world problems that call for addition of three whole numbers whose sum is within 20 (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem).

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

• 1.CA.5 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 models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and that sometimes it is necessary to compose a ten.

  • 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)
  • Regroup tens and ones - ways to make a number (1-D.19)
  • Regroup tens and ones (1-D.20)
  • 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)
  • Add three numbers - use doubles (1-E.6)
  • 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)
  • 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)
  • Add three numbers (1-E.16)

• 1.CA.6 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 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2).

  • 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)

• 1.CA.7 Create, extend, and give an appropriate rule for number patterns using addition within 100.

  • Sequences - count up and down by 1, 2, 5, and 10 (1-A.28)

1.G Geometry

• 1.G.1 Identify objects as two-dimensional or three-dimensional. Classify and sort two-dimensional and three-dimensional objects by shape, size, roundness and other attributes. Describe how two-dimensional shapes make up the faces of three-dimensional objects.

  • Name the two-dimensional shape (1-W.1)
  • Select two-dimensional shapes (1-W.2)
  • Compare sides and corners (1-W.5)
  • Open and closed shapes (1-W.8)
  • Symmetry (1-W.10)
  • 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)
  • Compare vertices, edges, and faces (1-X.6)
  • Identify shapes traced from solids (1-X.7)
  • Identify faces of three-dimensional shapes (1-X.8)
  • Shapes of everyday objects I (1-X.9)
  • Shapes of everyday objects II (1-X.10)

• 1.G.2 Distinguish between defining attributes of two- and three-dimensional shapes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size). Create and draw two-dimensional shapes with defining attributes.

  • 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)
  • Select three-dimensional shapes (1-X.4)
  • Count vertices, edges, and faces (1-X.5)

• 1.G.3 Use 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)

• 1.G.4 Partition circles and rectangles into two and four equal parts; describe the parts 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 parts. Understand for partitioning circles and rectangles into two and four equal parts that decomposing into equal parts creates smaller parts.

  • 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)

1.M Measurement

• 1.M.1 Use direct comparison or a nonstandard unit to compare and order objects according to length, area, capacity, weight, and temperature.

  • Compare objects: length and height (1-Q.2)
  • Wide and narrow (1-Q.3)
  • Light and heavy (1-Q.4)
  • Holds more or less (1-Q.5)
  • Compare size, weight, and capacity (1-Q.6)
  • Measure length with objects (1-Q.7)
  • Measure length with cubes (1-Q.8)
  • Measure height with cubes (1-Q.9)

• 1.M.2 Tell and write time to the nearest half-hour and relate time to events (before/after, shorter/longer) using analog clocks. Understand how to read hours and minutes using 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)
  • Times of everyday events (1-V.6)
  • Compare clocks (1-V.7)

• 1.M.3 Identify the value of a penny, nickel, dime, and a collection of pennies, nickels, and dimes.

  • Count pennies, nickels, and dimes (1-R.3)

1.DA Data Analysis

• 1.DA.1 Organize and interpret data with up to three choices (What is your favorite fruit? apples, bananas, oranges); ask and answer questions about the total number of data points, how many in each choice, and how many more or less in one choice compared to another.

  • Which picture graph is correct? (1-P.1)
  • Interpret picture graphs (1-P.2)
  • Which tally chart is correct? (1-P.3)
  • Interpret tally charts (1-P.4)
  • Which table is correct? (1-P.5)
  • Interpret data in tables (1-P.6)
  • Count shapes in a Venn diagram (1-U.1)
  • Sort shapes into a Venn diagram (1-U.2)