## Mathematics – United States – Common Core State Standards

• ##### Mathematics
• 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. (See Glossary, Table 1. http://www.corestandards.org/the-standards/mathematics/glossary/glossary/ )

• 9 learning outcomes – click to view

• #### Adding two more on a number line

• Activities: 2 course, 0 extra
• #### Adding within six using visual cues

• Activities: 0 course, 1 extra

• Activities: 7 course, 3 extra
• #### Single-digit addition problem solving using visual cues

• Activities: 0 course, 2 extra
• #### Subtracting from 10

• Activities: 7 course, 2 extra
• #### Adding single-digit numbers - number skills

• Activities: 7 course, 17 extra
• #### Make 10.

• Activities: 6 course, 4 extra
• #### Subtraction using visual cues. - How Many Left?

• Activities: 0 course, 2 extra
• #### Subtracting single-digit numbers

• Activities: 4 course, 12 extra
• 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.

• 2 learning outcomes – click to view

• #### Adding three small numbers

• Activities: 2 course, 10 extra

• Activities: 7 course, 4 extra
• ##### Mathematics
• 1.OA.3 – Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

• 8 learning outcomes – click to view

• #### Adding to ten using visual cues

• Activities: 0 course, 3 extra

• Activities: 7 course, 3 extra
• #### Adding single-digit numbers - number skills

• Activities: 7 course, 17 extra
• #### Single-digit addition (missing number)

• Activities: 5 course, 10 extra
• #### Subtracting from 10

• Activities: 7 course, 2 extra
• #### Subtracting single digit numbers - visual

• Activities: 4 course, 0 extra
• #### Subtracting single-digit numbers

• Activities: 4 course, 12 extra
• #### Single digit subtraction (missing number)

• Activities: 3 course, 7 extra
• 1.OA.4 – Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.

• 4 learning outcomes – click to view

Samples: Make 10. Make 10 (problem solving). Single digit addition (missing number). Addition - missing numbers. Make 10.

• #### Make 10.

• Activities: 6 course, 4 extra
• #### Make 10 (problem solving)

• Activities: 2 course, 2 extra
• #### Single-digit addition (missing number)

• Activities: 5 course, 10 extra
• #### Addition - missing numbers

• Activities: 1 course, 0 extra
• ##### Mathematics
• 1.OA.5 – Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

• 6 learning outcomes – click to view

Samples: One and two more than. One and two less than. Two more than. Count on and back by 2. Subtract 1 from numbers under 10.

• #### One more than

• Activities: 6 course, 3 extra
• #### One less than

• Activities: 3 course, 1 extra
• #### Two more than

• Activities: 4 course, 5 extra
• #### Two less than

• Activities: 2 course, 3 extra
• #### Take one away

• Activities: 2 course, 0 extra
• #### Subtracting 2

• Activities: 3 course, 0 extra
• 1.OA.6 – Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as 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).

• 5 learning outcomes – click to view

Samples: Adding single digit numbers. Subtracting single digit numbers. Adding single digit numbers (problem solving).

• #### Adding single-digit numbers - number skills

• Activities: 7 course, 17 extra
• #### Subtracting single-digit numbers

• Activities: 4 course, 12 extra
• #### Adding single-digit numbers- problem solving

• Activities: 4 course, 9 extra
• #### Make 10 (problem solving)

• Activities: 2 course, 2 extra
• #### Subtracting single digits from up to 20 (problem solving)

• Activities: 2 course, 7 extra
• ##### Mathematics
• 1.OA.7 – Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

• 1 learning outcomes – click to view

• Activities: 4 course, 1 extra
• 1.OA.8 – Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.

• 12 learning outcomes – click to view

Samples: Make 10. Single digit addition (missing number). Single digit subtraction (missing number). Adding 2 (number line).

• #### Make 10.

• Activities: 6 course, 4 extra
• #### Single-digit addition (missing number)

• Activities: 5 course, 10 extra
• #### Single digit subtraction (missing number)

• Activities: 3 course, 7 extra
• #### Adding two more on a number line

• Activities: 2 course, 0 extra
• #### Adding within six using visual cues

• Activities: 0 course, 1 extra

• Activities: 7 course, 3 extra

• Activities: 1 course, 1 extra
• #### Adding single-digit numbers - number skills

• Activities: 7 course, 17 extra
• #### Subtracting from 10

• Activities: 7 course, 2 extra
• #### Subtracting single digit numbers - visual

• Activities: 4 course, 0 extra
• #### Subtracting single-digit numbers

• Activities: 4 course, 12 extra
• #### Balancing equations - Equivalent number sentences

• Activities: 2 course, 0 extra
• ##### Mathematics
• 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.

• 2 learning outcomes – click to view

Samples: Counting to 100. Counting to 100 (number line 30-50). Missing numbers. Counting to 100 (number line 50-70).

• #### Counting to 100 using a hundreds chart

• Activities: 6 course, 2 extra
• #### Counting to one hundred on a number line

• Activities: 3 course, 2 extra
• ##### Mathematics
• 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:

• 1.NBT.2.a – 10 can be thought of as a bundle of ten ones — called a “ten.”

• 4 learning outcomes – click to view

Samples: Place Value Teens Mab using blocks to count. Counting to 20 using cubes. Counting to 30 using cubes. Place Values.

• #### Place value (11-20)

• Activities: 2 course, 0 extra
• #### Counting to 20 using cubes

• Activities: 1 course, 0 extra
• #### Counting to 30 using cubes

• Activities: 1 course, 0 extra
• #### Numbers represented using MAB (up to 100)

• Activities: 3 course, 2 extra
• 1.NBT.2.b – The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

• 2 learning outcomes – click to view

Samples: Place Value Teens Mab using blocks to count. Counting to 20 using cubes.

• #### Place value (11-20)

• Activities: 2 course, 0 extra
• #### Counting to 20 using cubes

• Activities: 1 course, 0 extra
• 1.NBT.2.c – 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).

• 1 learning outcomes – click to view

Samples: Counting on number line (by 10's). Counting by 10. Counting by 10. Counting by 10. Counting by 10. Counting by 10.

• #### Counting on by ten on a number line

• Activities: 6 course, 5 extra
• 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 <.

• ##### Mathematics
• 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; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

• 8 learning outcomes – click to view

Samples: Adding on single digit numbers using blocks. Adding on 10 using blocks. Adding multiples of 10 using blocks.

• #### Adding on single digit numbers using blocks

• Activities: 1 course, 0 extra
• #### Adding on 10 using blocks

• Activities: 2 course, 0 extra
• #### Adding multiples of 10 using blocks

• Activities: 2 course, 0 extra
• #### Adding two digit numbers using blocks

• Activities: 1 course, 0 extra
• #### Show addition and subtraction visually

• Activities: 1 course, 0 extra
• #### Adding multiples of 10

• Activities: 3 course, 4 extra
• #### Adding single-digit numbers to two-digit numbers

• Activities: 3 course, 14 extra
• #### Adding multiples of 10

• Activities: 1 course, 3 extra
• 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.

• 5 learning outcomes – click to view

Samples: Adding 10. Subtracting 10 using blocks. Subtracting 10. Counting on number line (by 10's). Groups of 10. Adding 10.

• #### Adding 10 to two-digit numbers

• Activities: 6 course, 14 extra
• #### Subtracting 10 using blocks

• Activities: 1 course, 0 extra
• #### Subtracting 10

• Activities: 7 course, 12 extra
• #### Counting on by ten on a number line

• Activities: 6 course, 5 extra
• #### Groups of ten

• Activities: 6 course, 5 extra
• 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.

• 4 learning outcomes – click to view

Samples: Subtracting multiples of 10 using blocks. Counting on number line (by 10's). Groups of 10.

• #### Subtracting multiples of 10 using blocks

• Activities: 1 course, 0 extra
• #### Counting on by ten on a number line

• Activities: 6 course, 5 extra
• #### Groups of ten

• Activities: 6 course, 5 extra
• #### 10x tables (problem solving)

• Activities: 2 course, 6 extra
• ##### Mathematics
• 1.MD.1 – Order three objects by length; compare the lengths of two objects indirectly by using a third object.

• 5 learning outcomes – click to view

Samples: Measuring Length (using informal units). Order or compare objects or shapes based on informal measurements.

• #### Measure length using informal units.

• Activities: 2 course, 5 extra
• #### Order objects based on length.

• Activities: 1 course, 0 extra
• #### Compare length - Graph

• Activities: 1 course, 0 extra
• #### Directly compare length

• Activities: 1 course, 5 extra
• #### Compare the length of three objects

• Activities: 1 course, 0 extra
• 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. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

• 3 learning outcomes – click to view

Samples: Measuring Length (using informal units). Order or compare objects or shapes based on informal measurements.

• #### Measure length using informal units.

• Activities: 2 course, 5 extra
• #### Order objects based on length.

• Activities: 1 course, 0 extra
• #### Compare the length of three objects

• Activities: 1 course, 0 extra
• ##### Mathematics
• 1.MD.3 – Tell and write time in hours and half-hours using analog and digital clocks.

• 2 learning outcomes – click to view

Samples: Reading the time on a clock. Telling the time - half past. Telling the time on an analog clock - o'clock.

• #### Telling the time on an analog clock - o'clock

• Activities: 4 course, 8 extra
• #### Telling the time on an analog clock - half past

• Activities: 5 course, 8 extra
• ##### Mathematics
• 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.

• 4 learning outcomes – click to view

Samples: Answer simple questions to collect data. Using simple questions to gather data. version in next outcome.

• #### Answer yes/no questions to collect data

• Activities: 2 course, 1 extra
• #### Choose simple questions to gather responses

• Activities: 2 course, 0 extra
• #### Display data with objects and drawings

• Activities: 0 course, 2 extra
• #### Interpret data presented using drawings and symbols

• Activities: 2 course, 2 extra
• ##### Mathematics
• 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 to possess defining attributes.

• 3 learning outcomes – click to view

Samples: Naming shapes - objects. Sorting two-dimensional shapes. Quadrilaterals. Drawing shapes.

• #### Naming shapes in objects

• Activities: 1 course, 6 extra
• #### Sorting two-dimensional shapes

• Activities: 3 course, 5 extra
• #### Identifying two-dimensional shapes

• Activities: 5 course, 0 extra
• 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.”)

• 8 learning outcomes – click to view

Samples: Environmental objects. Dividing shapes. Joining 3D objects to make composite objects. Quadrilaterals.

• #### Three-dimensional objects in the environment

• Activities: 4 course, 2 extra
• #### Dividing shapes

• Activities: 1 course, 0 extra
• #### Composite objects

• Activities: 2 course, 0 extra
• #### Identifying two-dimensional shapes

• Activities: 5 course, 0 extra
• #### Construct and draw two dimensional shapes

• Activities: 3 course, 3 extra
• #### Three-dimensional objects (top, side and front view)

• Activities: 1 course, 3 extra
• #### Describe the features of three-dimensional objects

• Activities: 4 course, 8 extra
• #### Nets of three dimensional objects

• Activities: 4 course, 4 extra
• 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. Understand for these examples that decomposing into more equal shares creates smaller shares.

• 4 learning outcomes – click to view

Samples: A half. Quarters. Introduction to Fractions. Fractions of groups. A half. Eighths. Halves, thirds and quarters.

• #### Halving objects

• Activities: 4 course, 3 extra
• #### Halves, quarters and eighths

• Activities: 7 course, 10 extra
• #### Halves, thirds and quarters

• Activities: 2 course, 1 extra
• #### Dividing groups into halves and quarters

• Activities: 5 course, 5 extra