North Carolina

NC.1.OA Operations and Algebraic Thinking

• Represent and solve problems.

  • NC.1.OA.1 Represent and solve addition and subtraction word problems, within 20, with unknowns, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem, when solving:

    • NC.1.OA.1.a Add to/Take from-Change Unknown

      • Addition word problems with pictures - sums up to 10 (1-D.5)
      • Addition word problems - sums up to 10 (1-D.6)
      • 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)
      • Subtraction word problems - up to 10 (1-H.7)
      • 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 involving addition and subtraction - up to 20 (1-K.6)

    • NC.1.OA.1.b Put together/Take Apart-Addend Unknown

      • Addition word problems with pictures - sums up to 10 (1-D.5)
      • Addition word problems - sums up to 10 (1-D.6)
      • 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)
      • Subtraction word problems - up to 10 (1-H.7)
      • 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 involving addition and subtraction - up to 20 (1-K.6)

    • NC.1.OA.1.c Compare-Difference Unknown

  • NC.1.OA.2 Represent and solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, by using objects, drawings, and equations with a symbol for the unknown number.

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

• Understand and apply the properties of operations.

  • NC.1.OA.3 Apply the commutative and associative properties as strategies for solving addition problems.

    • Add in any order (1-D.)
    • Related addition facts (1-D.14)
    • Add three numbers - make ten (1-E.10)
    • Add three numbers (1-E.16)
    • Related subtraction facts (1-H.15)
    • Fact families (1-J.3)

  • NC.1.OA.4 Solve an unknown-addend problem, within 20, by using addition strategies and/or changing it to a subtraction problem.

    • Complete the addition sentence - sums up to 10 (1-D.3)
    • Complete the addition sentence - sums up to 20 (1-D.11)
    • Complete the addition sentence - make ten (1-E.8)
    • Relate addition and subtraction sentences (1-I.1)

• Add and subtract within 20.

  • NC.1.OA.9 Demonstrate fluency with addition and subtraction within 10.

    • Addition facts - sums up to 10 (1-D.1)
    • Make a number using addition - sums up to 10 (1-D.2)
    • Complete the addition sentence - sums up to 10 (1-D.3)
    • Ways to make a number - addition sentences up to 10 (1-D.4)
    • Addition word problems - sums up to 10 (1-D.6)
    • Addition sentences for word problems - sums up to 10 (1-D.7)
    • 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)
    • Complete the subtraction sentence - up to 10 (1-H.5)
    • Subtraction word problems - up to 10 (1-H.7)
    • Subtraction sentences for word problems - up to 10 (1-H.8)
    • Addition and subtraction facts - up to 10 (1-J.4)

  • NC.1.OA.6 Add and subtract, within 20, using strategies such as:

    • NC.1.OA.6.a Counting on

      • Add with pictures - sums up to 10 (1-B.2)
      • Addition sentences up to 10: which model matches? (1-B.3)
      • Addition facts - sums up to 10 (1-D.1)
      • Addition facts - sums up to 20 (1-D.9)
      • Subtract with pictures - up to 10 (1-F.2)
      • Subtraction sentences up to 10: which model matches? (1-F.3)
      • Subtraction facts - up to 10 (1-H.1)
      • Subtraction facts - up to 20 (1-H.10)
      • Addition and subtraction facts - up to 20 (1-J.5)

    • NC.1.OA.6.b Making ten

      • Complete the addition sentence - make ten (1-E.8)
      • Add three numbers - make ten (1-E.10)

    • NC.1.OA.6.c Decomposing a number leading to a ten

    • NC.1.OA.6.d Using the relationship between addition and subtraction

      • Relate addition and subtraction sentences (1-I.1)
      • Fact families (1-J.3)

    • NC.1.OA.6.e Using a number line

      • Addition sentences using number lines - sums up to 20 (1-D.8)
      • Subtraction sentences using number lines - up to 20 (1-H.9)

    • NC.1.OA.6.f Creating equivalent but simpler or known sums

      • Make a number using addition - sums up to 20 (1-D.10)
      • Related addition facts (1-D.14)
      • Add using doubles plus one (1-E.4)
      • Add using doubles minus one (1-E.5)
      • Make a number using subtraction - up to 20 (1-H.11)
      • Related subtraction facts (1-H.15)

• Analyze addition and subtraction equations within 20.

  • NC.1.OA.7 Apply understanding of the equal sign to determine if equations involving addition and subtraction are true.

    • 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)

  • NC.1.OA.8 Determine the unknown whole number in an addition or subtraction equation involving three whole numbers.

    • 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)

NC.1.NBT Number and Operations in Base Ten

• Extend and recognize patterns in the counting sequence.

  • NC.1.NBT.1 Count to 150, starting at any number less than 150.

    • 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.5)
    • Counting - up to 100 (1-A.10)
    • Counting forward - up to 100 (1-A.13)
    • Counting forward - up to 120 (1-A.15)
    • Counting on the hundred chart (1-A.19)
    • Counting on a number chart - up to 120 (1-A.20)

  • NC.1.NBT.7 Read and write numerals, and represent a number of objects with a written numeral, to 100.

    • Writing numbers in words - convert words to digits (1-A.30)
    • Writing numbers in words - convert digits to words (1-A.31)

• Understand place value.

  • NC.1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.

    • Counting tens and ones - up to 99 (1-A.11)
    • Hundred chart (1-A.21)
    • Place value models up to 100 (1-N.3)
    • Write numbers as tens and ones (1-N.5)

    • NC.1.NBT.2.a Unitize by making a ten from a collection of ten ones.

    • NC.1.NBT.2.b Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine 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)

    • NC.1.NBT.2.c Demonstrate 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, with 0 ones.

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

  • NC.1.NBT.3 Compare two two-digit numbers based on the value 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)

• Use place value understanding and properties of operations.

  • NC.1.NBT.4 Using concrete models or drawings, strategies based on place value, properties of operations, and explaining the reasoning used, add, within 100, in the following situations:

    • NC.1.NBT.4.a A two-digit number and a one-digit number

      • 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)

    • NC.1.NBT.4.b A two-digit number and a multiple of 10

      • Use models to add a multiple of ten and a one-digit number (1-E.11)
      • Add two multiples of ten (1-E.13)
      • Add a multiple of ten and a two-digit number (1-E.15)

  • NC.1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

    • Ten more or less (1-J.7)

  • NC.1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90, explaining the reasoning, using:

    • NC.1.NBT.6.a Concrete models and drawings

    • NC.1.NBT.6.b Number lines

    • NC.1.NBT.6.c Strategies based on place value

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

    • NC.1.NBT.6.d Properties of operations

    • NC.1.NBT.6.e The relationship between addition and subtraction

      • Add two multiples of ten (1-E.13)

NC.1.MD Measurement and Data

• Measure lengths.

  • NC.1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.

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

  • NC.1.MD.2 Measure lengths with non-standard units.

    • NC.1.MD.2.a Express the length of an object as a whole number of non-standard length units.

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

    • NC.1.MD.2.b Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps.

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

• Build understanding of time and money.

  • NC.1.MD.3 Tell and write time in hours and half-hours 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)

  • NC.1.MD.5 Identify quarters, dimes, and nickels and relate their values to pennies.

    • Names and values of common coins (1-R.1)

• Represent and interpret data.

  • NC.1.MD.4 Organize, represent, and interpret data with up to three categories.

    • NC.1.MD.4.a Ask and answer questions about the total number of data points.

      • Interpret picture graphs (1-P.2)
      • Interpret tally charts (1-P.4)
      • Interpret data in tables (1-P.6)

    • NC.1.MD.4.b Ask and answer questions about how many in each category.

      • 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)

    • NC.1.MD.4.c Ask and answer questions about how many more or less are in one category than in another.

      • Interpret picture graphs (1-P.2)
      • Interpret tally charts (1-P.4)
      • Interpret data in tables (1-P.6)

NC.1.G Geometry

• Reason with shapes and their attributes.

  • NC.1.G.1 Distinguish between defining and non-defining attributes and create shapes with defining attributes by:

    • NC.1.G.1.a Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles.

    • NC.1.G.1.b Building cubes, rectangular prisms, cones, spheres, and cylinders.

  • NC.1.G.2 Create composite shapes by:

    • NC.1.G.2.a Making a two-dimensional composite shape using rectangles, squares, trapezoids, triangles, and half-circles naming the components of the new shape.

      • Compose two-dimensional shapes (1-W.11)

    • NC.1.G.2.b Making a three-dimensional composite shape using cubes, rectangular prisms, cones, and cylinders, naming the components of the new shape.

  • NC.1.G.3 Partition circles and rectangles into two and four equal shares.

    • NC.1.G.3.a Describe the shares as halves and fourths, as half of and fourth of.

      • 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)

    • NC.1.G.3.b Describe the whole as two of, or four of the shares.

    • NC.1.G.3.c Explain that decomposing into more equal shares creates smaller shares.