Nebraska

N Number

• Students will solve problems and reason with number concepts using multiple representations, make connections within math and across disciplines, and communicate their ideas.

  • 1.N.1 Subitizing: Students will quantify briefly shown collections and verbally label the arrangements without counting.

    • 1.N.1.a Without counting, recognize and verbally label arrangements for briefly shown collections up to 20 (e.g., "I saw 16." "How did you know?" "I saw 10 and 6, that is 16").

      • Count on ten frames - up to 20 (1)
      • Counting review - up to 10 (1-A.1)
      • Counting review - up to 20 (1-A.3)

  • 1.N.2 Counting and Cardinality: Students will understand the relationship between numbers and quantities to extend the counting sequence.

    • 1.N.2.a Count verbally by ones and tens within 120 starting at any given number.

      • 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)

    • 1.N.2.b Count verbally by ones and tens within 120 starting at any given number. Understand that the given number is a direct representation of the total objects in a given set and counting on each successive number represents adding an additional object, and counting back each proceeding number represents removing an object.

      • One more and one less on frames - up to 10 (1)
      • Counting tens and ones - up to 99 (1-A.11)
      • Sequences - count up and down by 1 (1-A.27)

    • 1.N.2.c Write numerals to match a representation of a given set of objects for numbers up to 120.

      • Count on ten frames - up to 40 (1-A.5)
      • Counting - up to 100 (1-A.10)
      • Writing numbers in words - convert digits to words (1-A.31)
      • Counting objects to 120 (1)

    • 1.N.2.d Understand patterns of skip counting by 2s, 5s, and 10s.

      • Skip-counting by twos (1-A.6)
      • Skip-counting by fives (1-A.7)
      • Skip-counting by tens (1-A.8)
      • Skip-counting by twos, fives, and tens (1-A.9)
      • Counting by twos, fives, and tens (1-A.12)
      • Skip-counting patterns - with tables (1-A.26)
      • Sequences - count up and down by 1, 2, 5, and 10 (1-A.28)

  • 1.N.3 Base Ten: Students will represent and compare two-digit numbers to gain foundations for place value.

    • 1.N.3.a Understand 10 as a bundle, collection, or (more abstractly) composition of ten ones and that the two digits of a two-digit number represent a composition of some tens and some ones.

      • Counting tens and ones - up to 20 (1-A.4)
      • Counting tens and ones - up to 99 (1-A.11)
      • 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.N.3.b Compare two, two-digit numbers using words greater than, less than, equal to, and symbols <, >, =. Justify comparisons based on the number of tens and ones.

      • 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)

  • 1.N.4 Number and Operations: Students will compute using addition and subtraction.

    • 1.N.4.a Add and subtract within 20, using flexible strategies such as counting on or counting back, making ten, using ten, and using doubles and near doubles.

      • 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)
      • 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 20 (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 sentences using number lines - up to 20 (1-H.9)
      • Subtraction facts - up to 20 (1-H.10)
      • Make a number using subtraction - up to 20 (1-H.11)
      • Subtract by counting back - up to 20 (1-I.)
      • 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 20 (1-J.5)

    • 1.N.4.b Efficiently, flexibly, and accurately add and subtract within 10.

      • Addition sentences using number lines - sums up to 10 (1-B.5)
      • 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 by counting on - sums up to 10 (1-E.)
      • Subtraction sentences using number lines - up to 10 (1-F.5)
      • 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)
      • Subtract by counting back - up to 10 (1-I.)
      • Subtract by counting on - up to 10 (1-I.2)
      • Addition and subtraction facts - up to 10 (1-J.4)

    • 1.N.4.c Find the difference between two numbers that are multiples of 10, ranging from 10 to 90 using concrete models, drawings, or strategies, and write the corresponding equation.

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

    • 1.N.4.d Mentally find 10 more or 10 less than a two-digit number without having to count and explain the reasoning used.

      • Ten more or less (1-J.7)

    • 1.N.4.e Add within 100, including adding a two-digit number and a one-digit number, adding a two-digit number and a multiple of ten, using concrete models, drawings, and strategies that reflect an understanding of place value, the relationship between addition and subtraction, and the properties of operations. Relate the strategy to a written method and explain the reasoning used to solve.

      • 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)
      • Use models to add two-digit numbers - without regrouping (1-D.25)
      • Add two-digit numbers without regrouping - sums to 100 (1-D.26)
      • Use models to add two-digit numbers - with regrouping (1-D.27)
      • Add two-digit numbers with regrouping - sums to 100 (1-D.28)
      • 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)

    • 1.N.4.f Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; 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)
      • Use models to add a two-digit and a one-digit number - with regrouping (1-D.21)
      • Use models to add two-digit numbers - with regrouping (1-D.27)

    • 1.N.4.g Subtract multiples of ten from two-digit numbers (positive or zero differences) using concrete models, drawings, and strategies that reflect an understanding of place value, the relationship between addition and subtraction, and the properties of operations. Relate the strategy to a written method and explain the reasoning used to solve.

      • Subtract a multiple of ten (1-I.6)

  • 1.N.5 Number and Algebraic Relationships: Students will understand and apply properties of operations and the relationship between addition and subtraction to solve problems.

    • 1.N.5.a Use the meaning of the equal sign to determine if equations are true and give examples of equations that are true (e.g.,4 = 4, 6 = 7 – 1, 6 + 3 = 3 + 6, 7 + 2 = 5 + 4).

      • 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.N.5.b Use the relationship of addition and subtraction to solve subtraction problems (e.g., find 12 – 9 = ___, using the addition fact 9 + 3 = 12).

      • Relate addition and subtraction sentences (1-I.1)

    • 1.N.5.c Determine the unknown whole number in an addition or subtraction equation (e.g., 7 + ? = 13).

      • 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)

    • 1.N.5.d Use the commutative property of addition to develop addition strategies and compose/decompose numbers to develop addition and subtraction strategies.

      • Add in any order (1-D.)
      • Related addition facts (1-D.14)
      • Add by counting on - sums up to 10 (1-E.)
      • Add by counting on - sums up to 20 (1-E.)
      • Add three numbers - make ten (1-E.10)
      • Add three numbers (1-E.16)
      • Break apart a one-digit number to add (1)
      • Break apart a two-digit number to add - sums up to 100 (1)
      • Break apart a one-digit number to subtract (1)

    • 1.N.5.e Solve problems that call for addition of three whole numbers whose sum is less than or equal to 20 using flexible strategies with objects, drawings, and/or equations.

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

    • 1.N.5.f Solve authentic 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 by using objects, drawings, and/or 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)
      • 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.)

    • 1.N.5.g Create an authentic problem to represent a given equation involving addition and subtraction within 20.

      • Turn words into an addition sentence - sums up to 10 (1-B.6)
      • Addition sentences for word problems - sums up to 10 (1-D.7)
      • Addition sentences for word problems - sums up to 20 (1-D.13)
      • Turn words into a subtraction sentence - up to 10 (1-F.6)
      • Subtraction sentences for word problems - up to 10 (1-H.8)
      • Subtraction sentences for word problems - up to 20 (1-H.14)

G Geometry

• Students will solve problems and reason with geometry using multiple representations, make connections within math and across disciplines, and communicate their ideas.

  • 1.G.1 Shapes and Their Attributes: Students will represent and describe the attributes of two-dimensional shapes.

    • 1.G.1.a Determine geometric attributes of two-dimensional shapes regardless of orientation or size for rhombi, trapezoids, and hexagons (e.g., a hexagon is closed with six sides).

      • Name the two-dimensional shape (1-W.1)
      • Select two-dimensional shapes (1-W.2)
      • Rhombuses (1-W.3)
      • Count sides and corners (1-W.4)
      • Compare sides and corners (1-W.5)
      • Square corners (1-W.6)
      • Equal sides (1-W.7)
      • Open and closed shapes (1-W.8)
      • Classify quadrilaterals (1)

    • 1.G.1.b Determine geometric attributes of three-dimensional shapes including cones, cylinders, cubes, and rectangular prisms regardless of orientation or size.

      • Name the three-dimensional shape (1-X.2)
      • Select three-dimensional shapes (1-X.4)
      • Count vertices, edges, and faces (1-X.5)
      • 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)

    • 1.G.1.c Describe lines and sides of shapes as parallel or non-parallel.

      • Parallel sides in quadrilaterals (1)

    • 1.G.1.d Partition circles and rectangles into two and four equal parts using the language halves and fourths.

      • Equal parts - halves and fourths (1-Y.1)
      • 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.G.2 Measurement: Students will measure and compare lengths.

    • 1.G.2.a Measure the length of an object as a whole number of same-size, non-standard units by placing them end to end.

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

    • 1.G.2.b Order three objects by directly comparing their lengths or indirectly by using a third object.

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

  • 1.G.3 Time and Money: Students will solve problems with coins and tell time to the half hour.

    • 1.G.3.a Understand the value of dimes and pennies (e.g., a dime is equal to ten pennies) relating to tens and ones and solve problems involving dimes and pennies using the ¢ symbol appropriately.

      • Coin names and values - pennies and dimes (K)
      • Exchanging pennies and dimes (1)

    • 1.G.3.b Count collections of like coins (penny, nickel, and dime) relating to patterns of counting by 1s, 5s, and 10s.

      • Count money - pennies only (1)
      • Skip-count nickels (1)
      • Skip-count dimes (1)
      • Skip-count pennies, nickels, or dimes (1)

    • 1.G.3.c Tell and write time to the half hour and hour 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)

D Data

• Students will solve problems and reason with data/probability using multiple representations, make connections within math and across disciplines, and communicate their ideas.

  • 1.D.1 Data Collection: Students will formulate questions to collect, organize, and represent data.

    • 1.D.1.a Collect, organize, and represent a data set with up to three categories using a picture graph.

      • Which picture graph is correct? (1-P.1)

  • 1.D.2 Analyze Data and Interpret Results: Students will analyze the data and interpret the results.

    • 1.D.2.a Ask and answer questions about the total number of data points, how many in each category, and compare categories by identifying how many more or less are in a particular category using a picture graph.

      • Interpret picture graphs (1-P.2)