Priority+Standards


 * The following are priority standards for grade 1:**


 * Operations and Algebraic Thinking**
 * ** 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.
 * ** 1.OA.3 ** Apply properties of operations as strategies to add and subtract. //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.)//
 * ** 1.OA. ** **6** Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use mental 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).


 * Numbers and Operations-Base Ten**
 * ** 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:
 * a.10 can be thought of as a bundle of ten ones—called a “ten.”
 * b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
 * 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.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 <.
 * ** 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.
 * ** 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.


 * Measurement and Data**
 * ** 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.//
 * ** 1. ** **MD.3** Tell and write time in hours and half-hours using analog and digital clocks.
 * ** 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.


 * Geometry**
 * **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.
 * **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.