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Grade 1 Math

21 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Operations Algebraic Thinking · 1.OA.A.1

Solve addition and subtraction situations within twenty

Independently use addition and subtraction within 20 to solve word problems involving adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, using objects, drawings, and equations with a symbol for the unknown number. across representations and contexts.

Component progression

  1. 1I can solve a word problem within 20 where a quantity is added to or taken from a starting amount, with the unknown as the result.
  2. 2I can solve a word problem within 20 involving combining two parts, taking a set apart, or comparing two quantities.
  3. 3I can solve a word problem within 20 where the unknown is the starting quantity, the change amount, or the result, using an equation with a symbol for the unknown.
Operations Algebraic Thinking · 1.OA.A.2

Add three whole numbers within twenty

Independently solve word problems that call for addition of three whole numbers whose sum is within 20, using objects, drawings, and equations with a symbol for the unknown number. across representations and contexts.

Component progression

  1. 1I can represent a word problem involving three addends using objects or a drawing.
  2. 2I can add three whole numbers with a sum within 20 by combining them in the order given.
  3. 3I can add three whole numbers by first combining a convenient pair, such as a pair that makes ten.
Operations Algebraic Thinking · 1.OA.B.3

Apply properties as strategies

Independently apply properties of operations as strategies to add and subtract, such as if 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (commutative property), or to add 2 + 6 + 4, the last two numbers can be added first to make a ten (associative property). across representations and contexts.

Component progression

  1. 1I can use the fact that addends can be added in either order to find or check a sum.
  2. 2I can regroup three addends to combine a convenient pair first, such as making a ten, without changing the total.
  3. 3I can use the commutative and associative properties together as strategies to add more efficiently.
Operations Algebraic Thinking · 1.OA.B.4

Understand subtraction as an unknown addend problem

Independently understand subtraction as an unknown-addend problem; for example, subtract 10 - 8 by finding the number that makes 10 when added to 8. across representations and contexts.

Component progression

  1. 1I can rewrite a subtraction equation as an equivalent addition equation with an unknown addend.
  2. 2I can use a known addition fact to find the answer to a related subtraction problem.
  3. 3I can solve a subtraction problem within 20 by finding the missing addend that completes the related addition fact.
Operations Algebraic Thinking · 1.OA.C.5

Connect counting to addition and subtraction

Independently relate counting to addition and subtraction, such as by counting on 2 to add 2. across representations and contexts.

Component progression

  1. 1I can use the counting-on strategy to add a small number to a larger one, starting from the larger addend.
  2. 2I can use the counting-back strategy to subtract a small number from a larger one.
  3. 3I can choose whether to count on or count back based on which number in the problem is larger.
Operations Algebraic Thinking · 1.OA.C.6

Add and subtract within twenty with fluency to ten

Independently add and subtract within 20, demonstrating fluency for addition and subtraction within 10, using strategies such as counting on, making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, and creating equivalent but easier sums. across representations and contexts.

Component progression

  1. 1I can add within 20 by decomposing an addend to make a ten first, then adding the remainder.
  2. 2I can use a known addition fact to quickly find a related subtraction fact within 20, or vice versa.
  3. 3I can add and subtract within 10 fluently, without needing to count out objects.
Operations Algebraic Thinking · 1.OA.D.7

Understand the equal sign

Independently understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false, such as recognizing 6 = 6, 7 = 8 - 1, and 5 + 2 = 2 + 5 as true, but 4 + 1 = 5 + 2 as false. across representations and contexts.

Component progression

  1. 1I can explain that the equal sign means both sides of an equation represent the same value.
  2. 2I can evaluate the value of each side of an addition or subtraction equation.
  3. 3I can determine whether an equation is true or false by comparing the values of both sides, including equations with an operation on either side.
Operations Algebraic Thinking · 1.OA.D.8

Find an unknown number in an equation

Independently determine the unknown whole number in an addition or subtraction equation relating three whole numbers, such as finding the unknown number that makes 8 + ? = 11 true. across representations and contexts.

Component progression

  1. 1I can find the unknown number in an equation where the unknown is the result of an addition or subtraction.
  2. 2I can find the unknown number in an equation where the unknown is an addend or the amount being subtracted.
  3. 3I can substitute a found value back into the equation to verify both sides are equal.
Number Operations Base Ten · 1.NBT.A.1

Count, read, write, and represent numbers to 120

Independently count to 120, starting at any number less than 120, and in this range read and write numerals and represent a number of objects with a written numeral. across representations and contexts.

Component progression

  1. 1I can count forward to 120, starting from any given number less than 120.
  2. 2I can read a numeral from 0 to 120 aloud correctly.
  3. 3I can write the numeral that represents a counted quantity of objects up to 120.
Number Operations Base Ten · 1.NBT.B.2

Understand two-digit numbers as tens and ones

Independently understand that the two digits of a two-digit number represent amounts of tens and ones, including the special cases that 10 is a bundle of ten ones called a ten, the numbers 11 to 19 are composed of a ten and one to nine ones, and the numbers 10, 20, 30, ..., 90 refer to one to nine tens with zero ones. across representations and contexts.

Component progression

  1. 1I can represent 10 as a bundle of ten ones, called a ten, using base-ten materials or a drawing.
  2. 2I can represent a number from 11 to 19 as one ten and the corresponding number of extra ones.
  3. 3I can identify the number of tens and ones in a multiple of ten from 10 to 90.
Number Operations Base Ten · 1.NBT.B.3

Compare two-digit numbers

Independently compare two two-digit numbers based on the meanings of the tens and ones digits, recording the results of the comparison with the symbols >, =, and <. across representations and contexts.

Component progression

  1. 1I can compare two two-digit numbers by first comparing the number of tens in each.
  2. 2I can compare the ones digits of two two-digit numbers when their tens digits are the same.
  3. 3I can record the result of comparing two two-digit numbers using the >, =, or < symbol correctly.
Number Operations Base Ten · 1.NBT.C.4

Add within 100 using place value

Independently add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of ten, 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, understanding that one adds tens and tens, ones and ones, and sometimes it is necessary to compose a new ten. across representations and contexts.

Component progression

  1. 1I can add a two-digit number and a one-digit number using a place-value model or drawing, combining ones with ones.
  2. 2I can add a two-digit number and a multiple of ten using a place-value model, combining tens with tens.
  3. 3I can regroup ten ones as a new ten when adding two-digit numbers whose ones digits sum to 10 or more.
Number Operations Base Ten · 1.NBT.C.5

Find ten more or ten less mentally

Independently given a two-digit number, mentally find 10 more or 10 less than the number, without having to count, and explain the reasoning used. across representations and contexts.

Component progression

  1. 1I can mentally find the number that is 10 more than a given two-digit number by increasing the tens digit.
  2. 2I can mentally find the number that is 10 less than a given two-digit number by decreasing the tens digit.
  3. 3I can explain why only the tens digit changes when finding ten more or ten less than a two-digit number.
Number Operations Base Ten · 1.NBT.C.6

Subtract multiples of ten

Independently subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90, with 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. across representations and contexts.

Component progression

  1. 1I can represent two multiples of ten using base-ten blocks or a drawing of groups of ten.
  2. 2I can subtract one multiple of ten from another by removing groups of ten.
  3. 3I can connect the place-value model for subtracting multiples of ten to a written subtraction equation.
Measurement Data · 1.MD.A.1

Order and indirectly compare lengths

Independently order three objects by length, and compare the lengths of two objects indirectly by using a third object. across representations and contexts.

Component progression

  1. 1I can order three objects from shortest to longest (or longest to shortest) by direct comparison.
  2. 2I can compare the lengths of two objects that cannot be compared directly by using a third object as an intermediary.
  3. 3I can explain how comparing two objects to the same third object determines which of the two is longer.
Measurement Data · 1.MD.A.2

Measure length by iterating units

Independently 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, understanding that the length measurement is the number of same-size length units that span the object with no gaps or overlaps. across representations and contexts.

Component progression

  1. 1I can lay copies of a shorter unit object end to end along a longer object without leaving gaps or creating overlaps.
  2. 2I can count the number of unit objects used to span the length of an object.
  3. 3I can state the length of an object as a whole number of the length unit used.
Measurement Data · 1.MD.B.3

Tell and write time to the hour and half-hour

Independently tell and write time in hours and half-hours using analog and digital clocks. across representations and contexts.

Component progression

  1. 1I can identify the hour hand and minute hand on an analog clock and explain what each shows.
  2. 2I can read an analog or digital clock showing an exact hour and write the time correctly.
  3. 3I can read an analog or digital clock showing a half-hour and write the time correctly.
Measurement Data · 1.MD.C.4

Organize, represent, and interpret data

Independently organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many are in each category, and how many more or less are in one category than another. across representations and contexts.

Component progression

  1. 1I can sort collected data into up to three categories.
  2. 2I can represent categorized data using a simple chart, table, or picture graph.
  3. 3I can answer questions about the total number of data points, the count in a specific category, and the difference between two categories.
Geometry · 1.G.A.1

Distinguish defining attributes and build shapes

Independently distinguish between defining attributes of shapes, such as a triangle being closed and three-sided, and non-defining attributes, such as color, orientation, or overall size; build and draw shapes that possess defining attributes. across representations and contexts.

Component progression

  1. 1I can identify the defining attributes of a given shape, such as number of sides or corners.
  2. 2I can distinguish between a shape's defining attributes and non-defining attributes such as color or size.
  3. 3I can build or draw a shape that correctly possesses a specified set of defining attributes.
Geometry · 1.G.A.2

Compose two- and three-dimensional shapes

Independently 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. across representations and contexts.

Component progression

  1. 1I can combine two or more two-dimensional shapes, such as rectangles, squares, trapezoids, triangles, half-circles, or quarter-circles, to create a new composite shape.
  2. 2I can combine two or more three-dimensional shapes, such as cubes, right rectangular prisms, right circular cones, or right circular cylinders, to create a new composite solid.
  3. 3I can use a previously composed shape as a component to build an even larger composite shape.
Geometry · 1.G.A.3

Partition shapes into halves and fourths

Independently 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 that decomposing into more equal shares creates smaller shares. across representations and contexts.

Component progression

  1. 1I can partition a circle or rectangle into two equal shares and describe each as a half.
  2. 2I can partition a circle or rectangle into four equal shares and describe each as a fourth or quarter.
  3. 3I can explain that partitioning the same whole into more equal shares results in smaller individual shares.
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