
1Grade 1 Standards
Top Mathematicians

Geometry

1.G.1.1
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.


1.15

1.25

1.35

1.45

1.55

1.65

1.75

1.85

1.95

1.105

1.115


1.G.1.2
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.


1.G.1.3
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.


1.125

1.135

1.145

1.155

1.1620


1.G.1.1

Measurement and Data

1.MD.1.1
Order three objects by length; compare the lengths of two objects indirectly by using a third object.


1.175

1.185

1.1910

1.2010

1.215

1.225

1.235

1.2410

1.255


1.MD.1.1a.a
Understand how to use a ruler to measure length to the nearest inch. Recognize that the ruler is a tool that can be used to measure the attribute of length.


1.MD.1.1a.b
Understand how to use a ruler to measure length to the nearest inch. Understand the importance of the zero point and end point and that the length measure is the span between two points.


1.MD.1.1a.c
Understand how to use a ruler to measure length to the nearest inch. Recognize that the units marked on a ruler have equal length intervals and fit together with no gaps or overlaps. These equal interval distances can be counted to determine the overall length of an object.


1.MD.2.3
Tell and write time in hours and halfhours using analog and digital clocks.


1.2610

1.2710

1.285

1.2910

1.305

1.315


1.MD.2a.a
Identify and combine values of money in cents up to one dollar working with a single unit of currency. Identify the value of coins (pennies, nickels, dimes, quarters).


1.325

1.335


1.MD.2a.b
Identify and combine values of money in cents up to one dollar working with a single unit of currency. Compute the value of combinations of coins (pennies and/or dimes).


1.MD.2a.c
Identify and combine values of money in cents up to one dollar working with a single unit of currency. Relate the value of pennies, dimes, and quarters to the dollar (e.g., There are 100 pennies or ten dimes or four quarters in one dollar.)


1.345


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.


1.355

1.3720

1.3820

1.3920

1.405


1.MD.1.1

Number and Operations in Base Ten

1.NBT.1.1
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.


1.4210

1.435

1.4420

1.455

1.4615

1.4720


1.NBT.2.2
Understand that the two digits of a twodigit number represent amounts of tens and ones.


1.NBT.2.2.a
Understand that the two digits of a twodigit number represent amounts of tens and ones. 10 can be thought of as a bundle of ten ones  called a "ten."

1.NBT.2.2.b
Understand that the two digits of a twodigit number represent amounts of tens and ones. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.


1.435

1.5120

1.525


1.NBT.2.2.c
Understand that the two digits of a twodigit number represent amounts of tens and ones. 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.2.2.d
Understand that the two digits of a twodigit number represent amounts of tens and ones. Decompose twodigit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones).


1.4820


1.NBT.2.3
Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.


1.5420

1.5520

1.5620


1.NBT.3.4
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.


1.4820

1.4915

1.5010

1.5120

1.5710

1.5810

1.5920

1.6010


1.NBT.3.5
Given a twodigit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.


1.6115


1.NBT.3.6
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.


1.6010

1.6220


1.NBT.1.1

Operations and Algebraic Thinking

1.OA.1.1
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.


1.185

1.1910

1.2010

1.215

1.225

1.235

1.2410

1.255

1.6315

1.6410

1.655

1.665

1.675

1.6810

1.6910

1.7010

1.7110

1.7210

1.7310

1.745

1.7510

1.7610

1.7710

1.7810

1.7910

1.8010

1.815


1.OA.1.2
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.


1.8210

1.8310


1.OA.2.3
Apply properties of operations as strategies to add and subtract.


1.8210

1.8310

1.8410

1.8520

1.8610

1.8720

1.8815

1.8915


1.OA.2.4
Understand subtraction as an unknownaddend problem.


1.6810

1.8815

1.8915


1.OA.3.5
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).


1.9010

1.9120

1.9220

1.9320


1.OA.3.6
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).


1.5710

1.8410

1.8610

1.8915

1.9450

1.9550

1.9610

1.9720

1.9815

1.995

1.10015

1.10215

1.10310

1.10415

1.10555

1.10615

1.10710

1.10820

1.11115

1.11215

1.1135

1.11415

1.11510


1.OA.4.7
Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.

1.OA.4.8
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.

1.OA.1.1