Mathematics – United States – Common Core State Standards
1.OA – Operations & Algebraic Thinking
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/thestandards/mathematics/glossary/glossary/ )

9 learning outcomes – click to view
Samples: Adding 2 (number line). Adding within 5. Adding on to 10 by counting. Adding by counting (problem solving).

Adding 2 (number line)
 Activities: 2 course, 0 extra

Adding within 5
 Activities: 1 course, 1 extra

Adding on to 10 by counting
 Activities: 2 course, 3 extra

Adding by counting (problem solving)
 Activities: 1 course, 2 extra

Subtracting from 10
 Activities: 4 course, 2 extra

Adding single digit numbers
 Activities: 4 course, 18 extra

Make 10.
 Activities: 3 course, 4 extra

Subtraction using visual cues.  How Many Left?
 Activities: 0 course, 2 extra

Subtracting single digit numbers
 Activities: 3 course, 12 extra


9 learning outcomes – click to view
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
Samples: Adding three numbers (small numbers). Adding three single digit numbers. Adding three numbers (small numbers).

Adding three numbers (small numbers)
 Activities: 3 course, 11 extra

Adding three numbers
 Activities: 3 course, 3 extra


2 learning outcomes – click to view
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
Samples: Adding by counting (to 10). Adding on to 10 by counting. Adding single digit numbers.

Adding by counting (to 10)
 Activities: 5 course, 6 extra

Adding on to 10 by counting
 Activities: 2 course, 3 extra

Adding single digit numbers
 Activities: 4 course, 18 extra

Single digit addition (missing number)
 Activities: 5 course, 10 extra

Subtracting from 10
 Activities: 4 course, 2 extra

Subtracting single digit numbers (pictures)
 Activities: 4 course, 0 extra

Subtracting single digit numbers
 Activities: 3 course, 12 extra

Single digit subtraction (missing number)
 Activities: 3 course, 7 extra


8 learning outcomes – click to view
1.OA.4 – Understand subtraction as an unknownaddend 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). 'Adding on' to subtract. Make 10.

Make 10.
 Activities: 3 course, 4 extra

Make 10 (problem solving)
 Activities: 2 course, 2 extra

Single digit addition (missing number)
 Activities: 5 course, 10 extra

'Adding on' to subtract
 Activities: 1 course, 0 extra


4 learning outcomes – click to view
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 More Than. One Less Than. Two more than. Count on and back by 2. Subtract 1 from numbers under 10. Subtracting 2.

One more than
 Activities: 3 course, 3 extra

One Less Than
 Activities: 2 course, 1 extra

Two more than
 Activities: 2 course, 5 extra

Two Less Than
 Activities: 2 course, 3 extra

Take away 1 (numbers under 10)
 Activities: 2 course, 0 extra

Subtracting 2
 Activities: 2 course, 0 extra


6 learning outcomes – click to view
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
 Activities: 4 course, 18 extra

Subtracting single digit numbers
 Activities: 3 course, 12 extra

Adding single digit numbers (problem solving)
 Activities: 2 course, 8 extra

Make 10 (problem solving)
 Activities: 2 course, 2 extra

Subtracting single digits from up to 20 (problem solving)
 Activities: 2 course, 6 extra


5 learning outcomes – click to view
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
Samples: Adding single digits (matching answers). Adding single digits (matching answers). Single digit addition.

Adding single digits (matching answers)
 Activities: 2 course, 1 extra


1 learning outcomes – click to view
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: 3 course, 4 extra

Single digit addition (missing number)
 Activities: 5 course, 10 extra

Single digit subtraction (missing number)
 Activities: 3 course, 7 extra

Adding 2 (number line)
 Activities: 2 course, 0 extra

Adding within 5
 Activities: 1 course, 1 extra

Adding on to 10 by counting
 Activities: 2 course, 3 extra

Adding by counting
 Activities: 1 course, 1 extra

Adding single digit numbers
 Activities: 4 course, 18 extra

Subtracting from 10
 Activities: 4 course, 2 extra

Subtracting single digit numbers (pictures)
 Activities: 4 course, 0 extra

Subtracting single digit numbers
 Activities: 3 course, 12 extra

Balancing equations  Equivalent number sentences
 Activities: 2 course, 0 extra


12 learning outcomes – click to view
1.NBT – Number & Operations in Base Ten
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.

3 learning outcomes – click to view
Samples: Write numbers to 100. Hundred's Chart Count. Counting to 100 (number line 3050). Hundreds chart 130.

Write numbers to 100
 Activities: 1 course, 0 extra

Hundreds chart 130
 Activities: 2 course, 2 extra

Counting to 100 on a number line
 Activities: 3 course, 2 extra


3 learning outcomes – click to view
Mathematics
1.NBT.2 – Understand that the two digits of a twodigit 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.”

5 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 (1120)
 Activities: 4 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

Write numbers to 100
 Activities: 1 course, 0 extra


5 learning outcomes – click to view
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 (1120)
 Activities: 4 course, 0 extra

Counting to 20 using cubes
 Activities: 1 course, 0 extra


2 learning outcomes – click to view
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 by 10. Counting by 10. Counting by 10. Counting by 10. Counting by 10. Counting by 10.

Counting by 10
 Activities: 5 course, 5 extra


1 learning outcomes – click to view
1.NBT.3 – Compare two twodigit 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 twodigit number and a onedigit number, and adding a twodigit 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 twodigit 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: 1 course, 0 extra

Adding multiples of 10 using blocks
 Activities: 1 course, 0 extra

Adding two digit numbers using blocks
 Activities: 1 course, 0 extra

Explain addition and subtraction by drawing
 Activities: 1 course, 0 extra

Adding multiples of 10
 Activities: 2 course, 4 extra

Adding on (numbers under 10)
 Activities: 3 course, 14 extra

Adding multiples of 10
 Activities: 2 course, 4 extra


8 learning outcomes – click to view
1.NBT.5 – Given a twodigit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

6 learning outcomes – click to view
Samples: Counting Forwards By 10. Subtracting 10 using blocks. Subtracting 10. Counting by 10. Number of tens. Groups of 10.

Adding 10 (to two digits)
 Activities: 3 course, 14 extra

Subtracting 10 using blocks
 Activities: 1 course, 0 extra

Subtracting 10
 Activities: 4 course, 11 extra

Counting by 10
 Activities: 5 course, 5 extra

Number of tens
 Activities: 1 course, 0 extra

Groups and Rows of 10.
 Activities: 4 course, 5 extra


6 learning outcomes – click to view
1.NBT.6 – Subtract multiples of 10 in the range 1090 from multiples of 10 in the range 1090 (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.

5 learning outcomes – click to view
Samples: Subtracting multiples of 10 using blocks. Counting by 10. Number of tens. Groups of 10. 10x tables (problem solving).

Subtracting multiples of 10 using blocks
 Activities: 1 course, 0 extra

Counting by 10
 Activities: 5 course, 5 extra

Number of tens
 Activities: 1 course, 0 extra

Groups and Rows of 10.
 Activities: 4 course, 5 extra

10x tables (problem solving)
 Activities: 2 course, 3 extra


5 learning outcomes – click to view
1.MD – Measurement & Data
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, 7 extra

Order objects based on length.
 Activities: 1 course, 0 extra

Compare length  Graph
 Activities: 1 course, 0 extra

Directly compare length
 Activities: 3 course, 6 extra

Compare the length of 3 things
 Activities: 1 course, 0 extra


5 learning outcomes – click to view
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 samesize 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.

4 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, 7 extra

Order objects based on length.
 Activities: 1 course, 0 extra

Compare the length of 3 things
 Activities: 1 course, 0 extra

Measure length using informal units  blocks
 Activities: 1 course, 0 extra


4 learning outcomes – click to view
Mathematics
1.MD.3 – Tell and write time in hours and halfhours using analog and digital clocks.

2 learning outcomes – click to view
Samples: Reading An Analog Clock. Reading A Clock Half Past. Telling the time on an analog clock  o'clock.

Telling the time on an analog clock  o'clock
 Activities: 2 course, 7 extra

Telling the time on an analog clock  half past
 Activities: 2 course, 7 extra


2 learning outcomes – click to view
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: 1 course, 1 extra

Choose simple questions to gather responses
 Activities: 1 course, 0 extra

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

Interpret data presented using drawings and symbols
 Activities: 1 course, 2 extra


4 learning outcomes – click to view
1.G – Geometry
Mathematics
1.G.1 – Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining 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 shapes according to colour and shape. Identifying twodimensional shapes.

Naming shapes  objects
 Activities: 1 course, 5 extra

Sorting twodimensional shapes
 Activities: 3 course, 5 extra

Identifying twodimensional shapes
 Activities: 1 course, 0 extra


3 learning outcomes – click to view
1.G.2 – Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional 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 1. Dividing shapes. Joining 3D objects to make composite objects.

Identify and describe threedimensional objects in the environment
 Activities: 3 course, 2 extra

Dividing shapes
 Activities: 1 course, 0 extra

Joining 3D objects to make composite objects
 Activities: 1 course, 0 extra

Identifying twodimensional shapes
 Activities: 1 course, 0 extra

Construct and draw two dimensional shapes
 Activities: 1 course, 4 extra

Top, side and front view. Threedimensional objects
 Activities: 1 course, 3 extra

Describe the features of threedimensional objects
 Activities: 4 course, 8 extra

Nets of three dimensional objects
 Activities: 4 course, 4 extra


8 learning outcomes – click to view
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: Halves and quarters. Identifying Fractions. Halves, thirds and quarters. Dividing groups into halves and quarters.

A half.
 Activities: 2 course, 4 extra

Quarters and eighths
 Activities: 4 course, 10 extra

Halves, thirds and quarters
 Activities: 1 course, 1 extra

Dividing groups into halves and quarters
 Activities: 2 course, 5 extra


4 learning outcomes – click to view