MATH - QUARTER ONE
G = Geometry
MD = Measurement & Data
NBT = Number & Operations (Base Ten)
OA = Operations & Algebraic Thinking
Common Core Standards (FINISHED! For now...)
Unit 1: Counting, Place Value & Building Number Sense
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.
1.NBT.2 Understand that two digits of a two-digit number represent amounts of tens and ones.
1.NBT. 2a 10 can be thought of as a bundle of ten ones — called a “ten.”
1.NBT.2b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven ,eight, or nine
ones.
1.NBT.2c 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).
Common Core Standards (Chapter 1 - Addition; beginning mid October)
Unit 2: Understanding of Operations & Symbols
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.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, then the second two numbers can be added to make a
ten, so 2 + 6 + 4 = 2+10=12 (Associative property of addition).
1.OA.5 Relate counting to addition and subtraction. Ex. by counting on 2 to add 2.
1.OA.7 Understanding 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.
Common Core Standards (approximately 16 days)
Unit 3: Compose and Decompose: The Foundation of Addition & Subtraction
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.4 Understand subtraction as an unknown addend problem. For example subtract 10 - 8 by finding the number
that makes 10 when added to 8.
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).
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.
1.NBT.2 Understand that two digits of a two-digit number represent amounts of tens and ones.
1.NBT.2a 10 can be thought of as a bundle of ten ones — called a “ten.”
1.NBT.2b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven ,eight, or nine
ones.
1.NBT.2c 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).