1.OA.A Represent and solve problems involving addition and subtraction.
1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
1.OA.A.1.a Ability to represent the problem in multiple ways including drawings and or objects/manipulatives (e.g., counters, unifix cubes, Digi-Blocks, number lines, and part-part- whole mats)
1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
1.OA.A.2.a Ability to add numbers in any order and be able to identify the most efficient way to solve the problem
1.OA.C.5.c Ability to use skip counting to add, understanding when skip counting they are adding groups of, such as when counting by 2s to add 2 understand that a counting by 2's is counting groups of 2.
1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on, making ten (e.g., 8 + 6 = 8 + 2 + 4, which leads to 10 + 4 = 14); decomposing a number leading to a ten (13 – 4 = 13 – 3 – 1, which leads to 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, which equals 13).
1.OA.C.6.a Ability to use mental math strategies such as counting on, making ten, decomposing a number leading to ten, the relationship between addition and subtraction, and creating equivalent but easier or know sums to add and subtract within 20, first using visual models and then moving to mental math
1.OA.C.6.b Ability to demonstrate fluency for addition and subtraction within 10, building first on accurate recall of the facts using games, (including technology) and purposeful practice. (Tasks which are timed should not be used unless students have demonstrated accurate recall of the facts.)
1.NBT.A.1.a Ability to represent numerals in a variety of ways, including tracing numbers, repeatedly writing numbers, tactile experiences with numbers (e.g., making numbers out of clay, tracing them in the sand, and writing on the white board or in the air)
1.NBT.B Understand Place Value.
1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
1.NBT.B.2.a Ability to use base ten manipulatives (e.g., base ten blocks, DigiBlocks, connecting cubes, ten frames, interlocking base ten blocks) to represent two-digit numbers
1.NBT.C Use place value understanding and properties of operations to add and subtract.
1.NBT.C.4 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 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. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten.
1.NBT.C.4.a Knowledge of addition and subtraction fact families
1.NBT.C.6 Subtract multiples of 10 in the range of 10-90 from multiples of 10 in the range of 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.
1.NBT.C.6.a Ability to use base ten manipulatives, number lines or hundreds charts to model finding 10 less and explain reasoning
1.NBT.C.6.b Knowledge of addition and subtraction fact families
1.NBT.C.6.c Ability to model subtraction using base ten manipulatives (e.g., base ten blocks, Digi-Blocks, Unifix cubes) and explain the process
1.NBT.C.6.d Knowledge of place value and skip counting by 10
1.MD.A Measure lengths indirectly and by iterating length units.
1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
1.MD.A.1.a Knowledge of the concept of transitivity (e.g. the understanding that if the length of object A is longer than the length of object B and the length of object B is longer than the length of object C, then the length of object A is longer than the length of object C)
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; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
1.MD.A.2.a Knowledge that length is the distance between the two endpoints of an object
1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer 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.
1.MD.C.4.a Ability to sort data into separate categories
1.MD.C.4.c Ability to answer questions about the data such as 'Which category has more?' 'Which category has less?' 'What is the favorite snack of our class?' 'How many more stickers does Sam have than John?'
1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
1.G.A.1.a Ability to sort shapes (e.g., attribute blocks, polygon figures) by shape, number of sides, size or number of angles
1.G.A.1.b Ability to use geoboards, toothpicks, straws, paper and pencil, computer games to build shapes that possess the defining attributes
1.G.A.1.c Ability to explain how two shapes are alike or how they are different from each other
1.G.A.2 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.
1.G.A.2.a Ability to use concrete manipulatives (e.g., pattern blocks, attribute blocks, cubes, rectangular prisms, cones, cylinders, geoboards, paper & pencil,) to create composite shapes from 2 or 3 dimensional shapes
1.G.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. Understand for these examples that decomposing into more equal shares creates smaller shares.
1.G.A.3.a Knowledge that the whole or unit has been partitioned into equal– sized portions or fair shares