Louisiana

1.NOF Numeracy & Operational Fluency

• 1.NOF.A Add and subtract.

  • 1.NOF.A.1 Relate counting to addition and subtraction.

    • Addition sentences using number lines - sums up to 10 (1-E.6)
    • Add by counting on - sums up to 10 (1-F.2)
    • Subtraction sentences using number lines - up to 10 (1-I.7)
    • Subtract by counting back - up to 10 (1-J.1)
    • Subtract by counting on - up to 10 (1-J.2)
    • Addition sentences using number lines - sums up to 20 (1-P.2)
    • Add by counting on - sums up to 20 (1-P.3)
    • Subtraction sentences using number lines - up to 20 (1-S.3)
    • Subtract by counting back - up to 20 (1-S.4)
    • Subtract by counting on - up to 20 (1-S.9)

  • 1.NOF.A.2 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.

    • Addition facts - sums up to 10 (1-G.1)
    • Take apart numbers in different ways - sums up to 10 (1-G.2)
    • Make a number using addition - sums up to 10 (1-G.3)
    • Ways to make a number - addition sentences up to 10 (1-G.4)
    • Relate addition and subtraction sentences - up to 10 (1-J.3)
    • Subtraction facts - up to 10 (1-K.1)
    • Make a number using subtraction - up to 10 (1-K.2)
    • Ways to make a number - subtraction sentences up to 10 (1-K.3)
    • Ways to subtract from a number - subtraction sentences up to 10 (1-K.4)
    • Fact families - up to 10 (1-M.1)
    • Add and subtract with 0 (1-M.2)
    • Addition and subtraction facts - up to 10 (1-M.3)
    • Sort addition and subtraction facts - up to 10 (1-M.4)
    • Adding 1 (1-Q.1)
    • Adding 2 (1-Q.2)
    • Adding 3 (1-Q.3)
    • Adding 4 (1-Q.4)
    • Adding 5 (1-Q.5)
    • Adding 6 (1-Q.6)
    • Adding 7 (1-Q.7)
    • Adding 8 (1-Q.8)
    • Adding 9 (1-Q.9)
    • Adding 10 (1-Q.10)
    • Adding 0 (1-Q.11)
    • Addition facts - sums up to 20 (1-Q.12)
    • Sort addition facts - sums up to 20 (1-Q.13)
    • Make a number using addition - sums up to 20 (1-Q.14)
    • Relate addition and subtraction sentences - up to 20 (1-S.2)
    • Subtracting 1 (1-T.1)
    • Subtracting 2 (1-T.2)
    • Subtracting 3 (1-T.3)
    • Subtracting 4 (1-T.4)
    • Subtracting 5 (1-T.5)
    • Subtracting 6 (1-T.6)
    • Subtracting 7 (1-T.7)
    • Subtracting 8 (1-T.8)
    • Subtracting 9 (1-T.9)
    • Subtracting 10 (1-T.10)
    • Subtracting 0 (1-T.11)
    • Subtraction facts - up to 20 (1-T.12)
    • Sort subtraction facts - up to 20 (1-T.13)
    • Make a number using subtraction - up to 20 (1-T.14)
    • Addition and subtraction facts - up to 20 (1-V.1)
    • Addition and subtraction - ways to make a number (1-V.2)
    • Fact families - up to 20 (1)

    • 1.NOF.A.2a Use mental strategies such as: counting on or counting back; using a number line or path; making ten; decomposing a number leading to a ten; using the part-whole relationship between addition and subtraction; and creating equivalent but easier or known sums.

      • Add in any order (1-F.1)
      • Add by counting on - sums up to 10 (1-F.2)
      • Subtract zero and all (1-I.9)
      • Subtract by counting back - up to 10 (1-J.1)
      • Subtract by counting on - up to 10 (1-J.2)
      • Use addition to subtract - up to 10 (1-J.4)
      • Related addition facts - sums up to 10 (1)
      • Related addition facts (1-P.1)
      • Add by counting on - sums up to 20 (1-P.3)
      • Add doubles - with models (1-P.4)
      • Add doubles (1-P.5)
      • Add using doubles plus one (1-P.7)
      • Add using doubles minus one (1-P.8)
      • Add near doubles (1-P.9)
      • Use ten frames to add (1-P.11)
      • Make ten to add (1-P.12)
      • Add three numbers - make ten (1-P.13)
      • Related subtraction facts (1-S.1)
      • Subtract by counting back - up to 20 (1-S.4)
      • Subtracting to and from 10 (1-S.5)
      • Use ten frames to subtract (1-S.6)
      • Use ten to subtract (1-S.7)
      • Use addition to subtract - up to 20 (1-S.8)
      • Subtract by counting on - up to 20 (1-S.9)
      • Count on and use ten to subtract - up to 20 (1-S.10)
      • Subtract doubles (1-S.11)
      • Add doubles with models - sums up to 10 (1)
      • Add doubles - sums up to 10 (1)
      • Subtract doubles - up to 10 (1)

  • 1.NOF.A.3 Given a two-digit number, mentally find one more, 10 more, one less, or 10 less than a given number, without having to count.

    • Ten more or less (1-CC.1)
    • Add and subtract ten (1-CC.2)

    • 1.NOF.A.3a Justify the reasoning used when computing mentally with an oral and/or written explanation.

• 1.NOF.B Extending the counting sequence.

  • 1.NOF.B.4 Count to 120, starting at any number less than 120.

    • 1.NOF.B.4a Count forward and backward to 120 by ones, fives, and tens.

      • 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.4)
      • Count objects to 100 (1-A.5)
      • Count forward - up to 100 (1-A.6)
      • Count backward - up to 100 (1-A.7)
      • Number lines - up to 100 (1-A.8)
      • Count on the hundred chart (1-A.9)
      • Count objects to 120 (1-B.2)
      • Count up to find the next number - up to 120 (1-B.3)
      • Count down to find the next number - up to 120 (1-B.4)
      • Count forward - up to 120 (1-B.5)
      • Number lines - up to 120 (1-B.6)
      • Count on a number chart - up to 120 (1-B.7)
      • Sequences - count up and down by 1 (1-B.8)
      • Skip-count by fives (1-C.2)
      • Skip-count by tens (1-C.3)
      • Skip-count by tens - up to 120 (1-C.4)
      • Count forward by fives - up to 120 (1-C.10)
      • Count objects by tens and ones - up to 120 (1-C.14)
      • Count forward and backward by fives and tens (1)
      • Count forward and backward by fives (1)

    • 1.NOF.B.4b In this range, read, write, and identify numerals and number names written in words.

      • Write the number you hear - up to 120 (1-B.1)
      • Writing numbers in words - convert words to digits (1-B.9)
      • Writing numbers in words - convert digits to words (1-B.10)

• 1.NOF.C Understand place value.

  • 1.NOF.C.5 Understand that the two digits of a two-digit number represent amounts of tens and ones.

    • 1.NOF.C.5a Read, write, and represent two-digit numbers up to 99 using base-ten numerals/standard form, word form, and unit form. Understand the following as special cases: 10 can be thought of as a bundle of ten ones—called a "ten"; The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones; 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).

      • Make teen numbers: addition sentences (1)
      • Take apart teen numbers: addition sentences (1)
      • Make and take apart teen numbers: addition sentences (1)
      • Build and break apart teen numbers (1-AA.1)
      • Place value models up to 20 (1-AA.2)
      • Build and break apart multiples of ten (1-AA.3)
      • Build two-digit numbers (1-AA.4)
      • Build and break apart two-digit numbers - with models (1-AA.5)
      • Place value models for two-digit numbers (1-AA.6)
      • Build and break apart two-digit numbers - without models (1-AA.7)

1.AR Algebraic Reasoning

• 1.AR.A Represent and solve problems involving addition and subtraction.

  • 1.AR.A.1 Use addition and subtraction within 20 to solve real-world mathematical tasks involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.

    • 1.AR.A.1a Represent these situations using models and equations, elevating the concrete-representational-abstract instructional framework.

      • Addition word problems with pictures - sums up to 10 (1-H.1)
      • Write addition sentences for word problems with pictures - sums up to 10 (1-H.2)
      • Build cube trains to solve addition word problems - sums up to 10 (1-H.3)
      • Addition word problems - sums up to 10 (1-H.4)
      • Model and write addition sentences for word problems - sums up to 10 (1-H.5)
      • Addition sentences for word problems - sums up to 10 (1-H.6)
      • Subtraction word problems with pictures - up to 10 (1-L.1)
      • Write subtraction sentences for word problems with pictures - up to 10 (1-L.2)
      • Use cube trains to solve subtraction word problems - up to 10 (1-L.3)
      • Subtraction word problems - up to 10 (1-L.4)
      • Model and write subtraction sentences for word problems - up to 10 (1-L.5)
      • Subtraction sentences for "take apart" word problems - up to 10 (1-L.6)
      • Subtraction sentences for word problems - up to 10 (1-L.7)
      • Comparison word problems up to 10: how many more? (1-N.1)
      • Subtraction sentences for comparison word problems up to 10: how many more? (1-N.2)
      • Comparison word problems up to 10: how many fewer? (1-N.3)
      • Subtraction sentences for comparison word problems up to 10: how many fewer? (1-N.4)
      • Comparison word problems up to 10: how many more or fewer? (1-N.5)
      • Subtraction sentences for comparison word problems up to 10: how many more or fewer? (1-N.6)
      • Comparison word problems up to 10: what is the larger amount? (1-N.7)
      • Comparison word problems up to 10: what is the smaller amount? (1-N.8)
      • Comparison word problems up to 10 (1-N.9)
      • Addition and subtraction word problems with pictures - up to 10 (1-O.1)
      • Use cube trains to solve addition and subtraction word problems - up to 10 (1-O.2)
      • Word problems with unknown sums and differences - up to 10 (1-O.3)
      • Addition and subtraction sentences for word problems - up to 10 (1-O.4)
      • Word problems with change unknown - up to 10 (1-O.5)
      • Word problems with start unknown - up to 10 (1-O.6)
      • Word problems with one addend unknown - up to 10 (1-O.7)
      • Word problems with both addends unknown - up to 10 (1-O.8)
      • Word problems involving addition and subtraction - up to 10 (1-O.9)
      • Match word problems to addition and subtraction sentences - up to 10 (1-O.10)
      • Addition word problems with models - sums up to 20 (1-R.1)
      • Addition word problems - sums up to 20 (1-R.2)
      • Addition sentences for word problems - sums up to 20 (1-R.3)
      • Subtraction word problems with models - up to 20 (1-U.1)
      • Subtraction word problems - up to 20 (1-U.2)
      • Subtraction sentences for word problems - up to 20 (1-U.3)
      • Comparison word problems up to 20: how many more or fewer? (1-W.1)
      • Comparison word problems up to 20: what is the larger amount? (1-W.2)
      • Comparison word problems up to 20: what is the smaller amount? (1-W.3)
      • Comparison word problems up to 20: part 1 (1-W.4)
      • Comparison word problems up to 20: part 2 (1-W.5)
      • Write number sentences for comparison word problems - up to 20 (1-W.6)
      • Word problems with sum or difference unknown - up to 20 (1-X.1)
      • Addition and subtraction sentences for word problems - up to 20 (1-X.2)
      • Word problems with change unknown - up to 20 (1-X.3)
      • Write number sentences for word problems with change unknown - up to 20 (1-X.4)
      • Word problems with start unknown - up to 20 (1-X.5)
      • Write number sentences for word problems with start unknown - up to 20 (1-X.6)
      • Word problems with one addend unknown - up to 20 (1-X.7)
      • Write number sentences for word problems with one addend unknown - up to 20 (1-X.8)
      • Word problems with both addends unknown - up to 20 (1-X.9)
      • Use models to solve word problems involving addition and subtraction - up to 20 (1-X.10)
      • Word problems involving addition and subtraction without comparisons - up to 20 (1-X.11)
      • Write number sentences for word problems without comparisons - up to 20 (1-X.12)
      • Word problems involving addition and subtraction - up to 20 (1-X.13)
      • Write number sentences for word problems - up to 20 (1-X.14)
      • Match word problems to addition and subtraction sentences - up to 20 (1-X.15)

  • 1.AR.A.2 Solve real-world mathematical tasks that call for addition of three whole numbers whose sum is less than or equal to 20.

    • 1.AR.A.2a Represent these situations using models and equations, elevating the concrete-representational-abstract instructional framework.

      • Add three numbers - word problems (1-R.4)

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

  • 1.AR.B.3 Apply properties of operations to add and subtract.

    • Add in any order (1-F.1)
    • Use addition to subtract - up to 10 (1-J.4)
    • Fact families - up to 10 (1-M.1)
    • Add and subtract with 0 (1-M.2)
    • Related addition facts (1-P.1)
    • Use ten frames to add (1-P.11)
    • Make ten to add (1-P.12)
    • Add three numbers - make ten (1-P.13)
    • Related subtraction facts (1-S.1)
    • Use addition to subtract - up to 20 (1-S.8)
    • Fact families - up to 20 (1)

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

    • Complete the addition sentence to make ten - with models (1-F.3)
    • Complete the addition sentence to make ten (1-F.4)
    • Relate addition and subtraction sentences - up to 10 (1-J.3)
    • Use addition to subtract - up to 10 (1-J.4)
    • Relate addition and subtraction sentences - up to 20 (1-S.2)
    • Use addition to subtract - up to 20 (1-S.8)
    • Complete the addition sentence - sums up to 10 (1-Z.1)
    • Complete the addition sentence - sums up to 20 (1-Z.3)

• 1.AR.C Work with addition and subtraction equations.

  • 1.AR.C.5 Interpret the meaning of the equal sign.

    • 1.AR.C.5a Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s).

      • Complete addition and subtraction equations - up to 20 (1-Z.6)

    • 1.AR.C.5b Determine if equations involving addition and subtraction are true or false.

      • Addition and subtraction sentences to 10: which is true? (1-Y.1)
      • Which sign makes the number sentence true? - up to 10 (1-Y.2)
      • Addition sentences: true or false? (1-Y.3)
      • Addition sentences: which is true? (1-Y.4)
      • Subtraction sentences: true or false? (1-Y.5)
      • Subtraction sentences: which is true? (1-Y.6)
      • Addition and subtraction sentences to 20: which is true? (1-Y.7)
      • Which sign makes the number sentence true? (1-Y.8)

  • 1.AR.C.6 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.

    • Complete the addition sentence to make ten - with models (1-F.3)
    • Complete the addition sentence to make ten (1-F.4)
    • Add doubles - complete the sentence (1-P.6)
    • Complete the addition sentence - sums up to 10 (1-Z.1)
    • Complete the subtraction sentence - up to 10 (1-Z.2)
    • Complete the addition sentence - sums up to 20 (1-Z.3)
    • Complete the subtraction sentence - up to 20 (1-Z.4)
    • Complete the addition or subtraction sentence - up to 20 (1-Z.5)

• 1.AR.D Compare numbers.

  • 1.AR.D.7 Compare two, two-digit numbers based on values of the tens and ones digits, recording the results of comparisons with comparative language or the symbols >, =, < and the words greater than, equal to, and less than.

    • Use place value to compare numbers up to 100 (1-BB.1)
    • Compare numbers up to 100 using words (1-BB.2)
    • Compare numbers up to 100 using symbols - with models (1-BB.3)
    • Compare numbers up to 100 using symbols (1-BB.5)

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

  • 1.AR.E.8 Add up to 99, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10.

    • 1.AR.E.8a Use concrete models or drawings and strategies based on place value, properties of operations, and/or the part:whole relationship between addition and subtraction; relate the strategy to a number sentence.

      • Use models to add a multiple of ten and a one-digit number (1-DD.1)
      • Use models to add a multiple of ten and a two-digit number (1-DD.3)
      • Use models to add a two-digit and a one-digit number - without regrouping (1-DD.5)
      • Add by counting on - sums to 100 (1-DD.7)
      • Use a hundred chart to add tens or ones - without regrouping (1-DD.8)
      • Use a hundred chart to add ones - with regrouping (1-DD.9)
      • Use models to add a two-digit and a one-digit number - with regrouping (1-DD.10)
      • Use models to add two-digit numbers - without regrouping (1-DD.12)
      • Use place value to add two-digit numbers - without regrouping (1-DD.13)
      • Use models to add two-digit numbers - with regrouping (1-DD.15)
      • Use place value to add two-digit numbers - with regrouping (1-DD.16)

    • 1.AR.E.8b Understand that in adding two-digit numbers, add tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

      • Regroup tens and ones - ways to make a number (1-AA.9)
      • Regroup tens and ones (1-AA.10)
      • Add multiples of ten (1-CC.3)
      • Add a multiple of ten and a one-digit number (1-DD.2)
      • Add a multiple of ten and a two-digit number (1-DD.4)
      • Add a two-digit and a one-digit number - without regrouping (1-DD.6)
      • Add by counting on - sums to 100 (1-DD.7)
      • Add a two-digit and a one-digit number - with regrouping (1-DD.11)
      • Add two-digit numbers without regrouping - sums to 100 (1-DD.14)
      • Add two-digit numbers with regrouping - sums to 100 (1-DD.18)

    • 1.AR.E.8c Justify the reasoning of methods for addition used with an oral and/or written explanation.

  • 1.AR.E.9 Subtract two digit numbers, limited to multiples of 10 using concrete models or drawings and strategies based on place value, properties of operations, and/or the part:whole relationship between addition and subtraction.

    • Subtract multiples of ten (1-CC.4)

    • 1.AR.E.9a Justify the reasoning used when choosing the model or strategy to compute with an oral and/or written explanation.

1.GL Geometric Reasoning & Logic

• 1.GL.A Reason with shapes and their attributes.

  • 1.GL.A.1 Distinguish between defining attributes versus non-defining attributes.

    • Select two-dimensional shapes (1-KK.1)
    • Name the two-dimensional shape (1-KK.2)
    • Count sides and corners (1-KK.4)
    • Compare sides and corners (1-KK.5)
    • Sort two-dimensional shapes (1-KK.6)
    • Square corners (1-KK.7)
    • Equal sides (1-KK.8)
    • Open and closed shapes (1-KK.9)
    • Attributes of two-dimensional shapes (1-KK.10)
    • Compare shapes using attributes (1-KK.11)
    • Name the two-dimensional shape and explain your answer (1-KK.12)
    • Two-dimensional and three-dimensional shapes (1-LL.1)
    • Cubes and rectangular prisms (1-LL.2)
    • Select three-dimensional shapes (1-LL.3)
    • Name the three-dimensional shape (1-LL.4)
    • Count vertices, edges, and faces (1-LL.5)
    • Compare vertices, edges, and faces (1-LL.6)
    • Identify faces of three-dimensional shapes (1-LL.7)
    • Identify shapes traced from solids (1-LL.8)
    • Attributes of three-dimensional shapes (1-LL.9)
    • Name the three-dimensional shape and explain your answer (1-LL.10)
    • Sort three-dimensional shapes (1-LL.11)

    • 1.GL.A.1a Build and draw shapes that possess defining attributes.

      • Draw polygons (1)

    • 1.GL.A.1b Verbally describe why a shape belongs to a given category.

      • Name the three-dimensional shape and explain your answer (1-LL.10)

  • 1.GL.A.2 Compose two-dimensional shapes and three-dimensional shapes to create a composite shape, and compose new shapes from the composite shape, building understanding of the part:whole relationships.

    • Compose two-dimensional shapes (1-KK.13)
    • Compose two-dimensional shapes: which shapes can you make? (1-KK.14)
    • Compose three-dimensional shapes (1-LL.12)
    • Compose bigger three-dimensional shapes (1-LL.13)

  • 1.GL.A.3 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.

    • Equal parts - 2 and 4 equal parts (1-NN.1)
    • Make halves (1-NN.6)
    • Make fourths (1-NN.7)
    • Make halves and fourths (1-NN.8)
    • Make halves and fourths in different ways (1-NN.9)

    • 1.GL.A.3a Understand for these examples that decomposing into more equal shares creates smaller shares.

      • Compare halves and fourths (1-NN.10)

    • 1.GL.A.3b Identify examples and non-examples of halves and fourths.

      • Identify halves (1-NN.3)
      • Identify fourths (1-NN.4)
      • Identify halves and fourths (1-NN.5)

1.DM Data Analysis & Measurement

• 1.DM.A Measure lengths indirectly and by iterating length units.

  • 1.DM.A.1 Apply knowledge of "longer than" and "shorter than."

    • 1.DM.A.1a Order three objects by length.

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

    • 1.DM.A.1b Compare the lengths of two objects indirectly by using a third object.

      • Indirect comparison (1-EE.3)

  • 1.DM.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.DM.A.2a Understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.

      • Measure length with objects (1-EE.8)
      • Build cube trains to measure length (1-EE.9)

• 1.DM.B Tell and write time.

  • 1.DM.B.3 Tell, write, and represent time in hours and half-hours using analog and digital clocks.

    • Match digital clocks and times (1-FF.1)
    • Match analog clocks and times with words: to the hour (1-FF.3)
    • Match analog clocks and times with words: to the half hour (1-FF.4)
    • Match analog clocks and times: to the half hour (1-FF.5)
    • Match analog and digital clocks: to the half hour (1-FF.6)
    • Read clocks and write times (1-FF.7)

• 1.DM.C Represent and interpret data.

  • 1.DM.C.4 Use tally marks and t-charts/tables with up to three categories to:

    • Tally marks - up to 10 (1-II.5)
    • Which tally chart is correct? (1-II.6)
    • Record data in tables (1-II.8)

    • 1.DM.C.4a Create bar graphs and/or picture graphs to represent data precisely with accurate scaling within a scale of 1 or 2; and

      • Which picture graph is correct? (1-II.1)
      • Make picture graphs with pictures (1-II.2)
      • Make picture graphs with symbols (1-II.4)
      • Show data in different ways (1-II.10)
      • Which bar graph is correct? (1-II.14)
      • Create picture graphs - scale of 2 (1)

    • 1.DM.C.4b Interpret data represented in a chart or graph by asking and answering questions about: the total number of data points; how many in each category; and how many more or less are in one category than in another?

      • Interpret picture graphs (1-II.3)
      • Interpret tally charts (1-II.7)
      • Interpret data in tables (1-II.9)
      • Interpret picture graphs, tally charts, and tables (1-II.11)
      • Interpret bar graphs: find the number in one category (1-II.12)
      • Interpret bar graphs (1-II.13)
      • Interpret picture graphs - scale of 2 (1)

• 1.DM.D Work with money.

  • 1.DM.D.5 Determine the value of a collection of coins up to 50 cents. (Pennies, nickels, dimes, and quarters in isolation; not to include a combination of different coins.)

    • Count money - pennies only (1)
    • Count groups of like coins: pennies, nickels, dimes, or quarters (1-HH.4)
    • Skip-count nickels (1)
    • Skip-count dimes (1)
    • Skip-count quarters (1)