The Common Core in Oregon

1.OA Algebraic Reasoning: Operations

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

  • 1.OA.A.1 Use addition and subtraction within 20 to solve and represent problems in authentic contexts involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.

    • Addition word problems with pictures - sums up to 10 (1-D.5)
    • Build cube trains to solve addition word problems - sums up to 10 (1-D.)
    • 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)
    • Use cube trains to solve subtraction word problems - up to 10 (1-H.)
    • 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 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.A.2 Solve problems that call for addition of three whole numbers whose sum is less than or equal to 20 using objects, drawings or equations.

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

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

  • 1.OA.B.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.B.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)

• 1.OA.C Add and subtract within 20.

  • 1.OA.C.5 Relate counting to addition and subtraction.

    • 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.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10 with accurate, efficient, and flexible strategies.

    • 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)

• 1.OA.D Work with addition and subtraction equations.

  • 1.OA.D.7 Use the meaning of the equal sign to determine whether 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.D.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 Numeric Reasoning: Base Ten Arithmetic

• 1.NBT.A Extend the counting sequence.

  • 1.NBT.A.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)
    • 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 - up to 100 (1-A.10)
    • Counting by twos, fives, and tens (1-A.12)
    • 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)
    • Sequences - count up and down by 1 (1-A.27)
    • Sequences - count up and down by 1, 2, 5, and 10 (1-A.28)
    • Writing numbers in words - convert words to digits (1-A.30)
    • Writing numbers in words - convert digits to words (1-A.31)
    • Counting objects to 120 (1)
    • Skip-counting by tens - up to 120 (1)

• 1.NBT.B Understand place value.

  • 1.NBT.B.2 Understand 10 as a bundle of ten ones and that the two digits of a two-digit number represent amounts of tens and ones.

    • Count on ten frames - up to 20 (1)
    • Make and take apart teen numbers: addition sentences (1)
    • 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)
    • Show numbers on ten frames - 11 to 20 (1)

  • 1.NBT.B.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)

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

  • 1.NBT.C.4 Add within 100 using concrete or visual representations 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 why 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.C.5 Without having to count, mentally find 10 more or 10 less than a given two-digit number and explain the reasoning used.

    • Ten more or less (1-J.7)
    • Hundred chart - ten more or less (1)

  • 1.NBT.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 using concrete or visual representations and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Relate the strategy and model used to a written method and explain the reasoning used.

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

1.GM Geometric Reasoning and Measurement

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

  • 1.GM.A.1 Distinguish between defining attributes versus non-defining attributes for a wide variety of shapes. Build and draw shapes to 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.GM.A.2 Compose common two-dimensional shapes or three-dimensional shapes to create a composite shape, and create additional new shapes from composite shapes.

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

  • 1.GM.A.3 Partition circles and rectangles into two and four equal shares. Describe the equal shares and understand that partitioning 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)

• 1.GM.B Describe and compare measurable attributes.

  • 1.GM.B.4 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.GM.B.5 Express the length of an object as a whole number of non-standard length units, by laying multiple copies of a shorter object (the length unit) end to end.

    • Measure length with objects (1-Q.7)
    • Measure length with cubes (1-Q.8)
    • Measure height with cubes (1-Q.9)

• 1.GM.C Tell and write time.

  • 1.GM.C.6 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.DR Data Reasoning

• 1.DR.A Pose investigative questions and collect/consider data.

  • 1.DR.A.1 Generate questions to investigate situations within the classroom. Collect or consider data that can naturally answer questions by representing data visually.

    • Which picture graph is correct? (1-P.1)
    • Which tally chart is correct? (1-P.3)
    • Which table is correct? (1-P.5)
    • Which bar graph is correct? (1-P.9)
    • Create bar graphs (1)
    • Create picture graphs (1)

• 1.DR.B Analyze, represent, and interpret data.

  • 1.DR.B.2 Analyze data sets with up to three categories by representing data visually, such as with graphs and charts, and interpret information presented to answer investigative questions.

    • 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)