Download 1st Gr. Math Checklist 8-27-10

1st Grade Math
Common Core Standards
Dates
Standard
August & September
1.NBT.1
1.OA.1
1.OA.6
1.NBT.2
1.NBT.2a
1.NBT.2b
1.NBT.2c
1.MD.3
1.MD.4
1.OA.2
October & November
1.OA.4
1.OA.5
1.OA.6
1.NBT.3
1.MD.1
1.MD.2
1.MD.3
December & January
1.OA.3
1.OA.6
1.OA.7
1.OA.8
1.MD.4
Content
Count to 120, starting at any number less than 120
Read numbers to 120
Write numbers to 120
Represent a number of objects with a written number to 120
Number Stories: Use addition and subtraction within 20 to solve word
problems with unknowns in all positions (e.g. by using objects, drawings, and
equations with a symbol for the unknown # to represent the problem)
Fluently add and subtract within 10
Understand that the 2 digits of a 2-digit # represent amounts of tens and ones.
10 can be thought of as a bundle of ten ones – called a “ten”
The numbers from 11-19 are composed of a ten and one, two, three, four, five,
six, seven, eight, or nine ones.
The numbers 10,20,30,40,50,60,70,80,90 refer to 1,2,3,4,5,6,7,8,or 9 tens (and
zero ones)
Tell and write time in hours using analog and digital clocks
Organize data in up to three categories.
Number Stories: Solve word problems with addition of three whole numbers
who 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.
Understand subtraction as reverse addition (e.g., You can find 10-8 by finding
the number that makes 10 when added to 8.)
Relate counting to addition and subtraction (e.g. by counting on 2 to add 2)
Fluently add and subtract within 10
Add and subtract within 20 using strategies such as counting on, making ten
(8+6=8+2+4=10+4=14), or decomposing a # to make ten (13-4=13-3-1=101=9).
Compare 2 two-digit numbers based on meanings of the tens and ones digits,
using the symbols >,<,=
Order three objects by length
Compare the lengths of two objects indirectly by using a third object
Measure the length of an object in whole number length units by laying
multiple copies of a shorter object end to end with no gaps or overlaps.
Tell and write time to the half-hour using analog and digital clocks
Apply properties of operations as strategies to add and subtract (students do
not have to use the formal terms for properties)Commutative: 3+8=11 and
8+3=11Associative: 2+6+4= 2+10=12
Fluently add and subtract within 10
Adding and subtracting within 20, using Fact Families, creating easier or
known sums (e.g. add 6+7 by creating the known equivalent 6+6+1=12+1=13)
Determine if equations involving addition and subtraction are true or false
Open Sentences: Determine the unknown whole number in an addition or
subtraction equation relating to 3 whole numbers. (8+=11; 5=-3; 6+6=?)
Organize, represent, and interpret data in up to three categories. Ask and
answer questions about the total number, how many in each category, and
more or less in one category than in another.
Check
-Off
Dates
Standard
Content
1.OA.6
Fluently add and subtract within 10
Distinguish between defining attributes (e.g. triangles are closed and 3-sided)
vs. non-defining attributes (e.g. color, orientation, overall size)
Build and draw shapes that show defining attributes
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles,
half-circles, and quarter-circles) to create a composite shape and compose new
shapes from the composite shape
Compose three-dimensional shapes (cubes, right rectangular prisms, right
circular cones, right circular cylinders) to create a composite shape and
compose new shapes from the composite shape
Divide circles and rectangles into two and four equal parts. Describe the parts
using the words halves, fourths, and quarter and the phrases half of, fourth of,
and quarter of.
Describe the whole as two of, or four of the parts
Understand that decomposing into more equal parts creates smaller parts.
February & March
1.G.1
1.G.2
1.G.3
1.OA.6
April & May
1.NBT.4
1.NBT.5
1.NBT.6
Fluently add and subtract within 10
Add within 100, including adding a 2-digit number and a 1 digit number using
concrete models or drawings and strategies based on place value, properties of
operations, and/or relationships between add. and sub.
Add within 100, including adding a 2-digit number and a multiple of ten using
concrete models or drawings and strategies based on place value, properties of
operations, and/or relationships between add. and sub.
Add within 100, understanding that in adding 2-digit #’s, tens and tens are
added, ones and ones are added, and sometimes regrouping is necessary.
Relate the strategy used to add or subtract to the written equation, explaining
the reasoning used.
Given a 2-digit number, mentally find 10 more or 10 less than the number
without having to count; Explain the reasoning used
Subtract multiples of 10 from other multiples of ten in the range of 10-90 using
concrete models or drawings and strategies based on place value, properties of
operations, and/or relationships between add. and sub.
Relate the strategy used to add or subtract to the written equation, explaining
the reasoning used.
Check
-Off