Ohio

1.OA Operations and Algebraic Thinking

• Represent and solve problems involving addition and subtraction.

  • 1.OA.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.

    • 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.OA.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. Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)

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

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

  • 1.OA.3 Apply properties of operations as strategies to add and subtract.

    • 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)

  • 1.OA.4 Understand subtraction as an unknown-addend 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.

  • 1.OA.5 Relate counting to addition and subtraction, e.g., by counting on 2 to add 2.

    • Addition sentences using number lines - sums up to 10 (1-B.5)
    • Addition sentences using number lines - sums up to 20 (1-D.8)
    • Add by counting on - sums up to 10 (1-E.)
    • Subtraction sentences using number lines - up to 10 (1-F.5)
    • Subtraction sentences using number lines - up to 20 (1-H.9)
    • 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)

  • 1.OA.6 Add and subtract within 20, demonstrating fluency with various strategies for addition and subtraction within 10. Strategies may include 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.

    • 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)

• Work with addition and subtraction equations.

  • 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.

    • 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.OA.8 Determine the unknown whole number in an addition or subtraction equation relating 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)

1.NBT Number and Operations in Base Ten

• Extend the counting sequence.

  • 1.NBT.1 Count to 120, starting at any number less than 120. 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)
    • 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)
    • Sequences - count up and down by 1 (1-A.27)
    • 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.

  • 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. 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; and 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)
    • Counting tens and ones - up to 99 (1-A.11)
    • Hundred chart (1-A.21)
    • 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.NBT.3 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)

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

  • 1.NBT.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; record the strategy with a written numerical method (drawings and, when appropriate, equations) and explain the reasoning used. Understand that when adding two-digit numbers, tens are added to tens; ones are added to ones; and 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)
    • 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)
    • 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.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)

  • 1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 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.

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

1.MD Measurement and Data

• Measure lengths indirectly and by iterating length units.

  • 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)

  • 1.MD.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.

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

• Work with time and money.

  • 1.MD.3 Work with time and money.

    • 1.MD.3a 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)

    • 1.MD.3b Identify pennies and dimes by name and value.

• Represent and interpret data.

  • 1.MD.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.

    • 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)

1.G Geometry

• Reason with shapes and their attributes.

  • 1.G.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 that possess defining attributes.

    • Name the two-dimensional shape (1-W.1)
    • 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)
    • Name the three-dimensional shape (1-X.2)
    • Cubes and rectangular prisms (1-X.3)
    • Select three-dimensional shapes (1-X.4)
    • Count vertices, edges, and faces (1-X.5)
    • Compare vertices, edges, and faces (1-X.6)
    • Identify faces of three-dimensional shapes (1-X.8)

  • 1.G.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. Students do not need to learn formal names such as "right rectangular prism."

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

  • 1.G.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 in real-world contexts. Understand for these examples that decomposing into more equal shares creates smaller shares.

    • 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)