Note: The specification of each standard is followed by links to lessons on AAAMath.com/AAAKnow.com that may be relevant to that standard. The type of
lesson (MC=Multiple Choice, SA=Short Answer) and a short description of the interactive lesson is given.
Grade 1 Common Core State Standards
Grade 1 » Operations & Algebraic Thinking
Represent and solve problems involving addition and subtraction.
CCSS.MATH.CONTENT.1.OA.A.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.
CCSS.MATH.CONTENT.1.OA.A.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.
Understand and apply properties of operations and the relationship between
addition and subtraction.
CCSS.MATH.CONTENT.1.OA.B.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.)
CCSS.MATH.CONTENT.1.OA.B.4
Understand subtraction as an unknownaddend problem. For example, subtract 10  8
by finding the number that makes 10 when added to 8.
Adding Numbers
 Addition Sentences SA  Solve for an unknown single digit number in an equation like 3 + ? = 9.
Subtracting Numbers
 Subtractions Sentences SA  Solve for an unknown single digit number in an equation like 9  ? = 3.
Add and subtract within 20.
CCSS.MATH.CONTENT.1.OA.C.5
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
CCSS.MATH.CONTENT.1.OA.C.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).
Work with addition and subtraction equations.
CCSS.MATH.CONTENT.1.OA.D.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.
Adding Numbers
 Addition Sentences SA  Solve for an unknown single digit number in an equation like 3 + ? = 9.
Subtracting Numbers
 Subtractions Sentences SA  Solve for an unknown single digit number in an equation like 9  ? = 3.
CCSS.MATH.CONTENT.1.OA.D.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 = _.
Adding Numbers
 Addition Sentences SA  Solve for an unknown single digit number in an equation like 3 + ? = 9.
Subtracting Numbers
 Subtractions Sentences SA  Solve for an unknown single digit number in an equation like 9  ? = 3.
Grade 1 » Number & Operations in Base Ten
Extend the counting sequence.
Numbers and Counting to Twenty
 Number of Objects I MC  count 1 to 20 boxes  answers are 120
 Number of Objects II MC  count 1 to 20 boxes  answers are OneTwenty
 Words and Numbers MC  given a number word choose number symbol 120
 Numbers and Words MC  given a number 120 choose the appropriate number word OneTwenty
 Numbers in Order MC  choose next number when a number is presented  starting numbers are in order
 Next Number MC  choose next number when a number is presented  starting numbers are in random order
 Names of Numbers when Counting MC  choose next number word when a number word is presented  starting numbers are in order
 Name of Next Number MC  choose next number word when a number word is presented  starting numbers are in random order
 Counting Numbers to Words MC  choose next number word when a number symbol is presented  starting numbers are in random order
 Counting Words to Numbers MC  choose next symbol word when a number word is presented  starting numbers are in random order
CCSS.MATH.CONTENT.1.NBT.A.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.
Understand place value.
Place Values
 Place Value Objects SA  Displays between 1 and 99 objects and asks how many 10s and how many 1s.
 Place Value I MC  Displays a 2 digit number and asks how many 10s and how many 1s
 Specific Place Values MC  Gives a 2 digit number and asks what is the place value for ones or tens
 Place Value II SA  Displays a 2 digit number and asks how many Tens and how many Ones.
CCSS.MATH.CONTENT.1.NBT.B.2
Understand that the two digits of a twodigit number represent amounts of tens
and ones. Understand the following as special cases:
Place Values
 Place Value Objects SA  Displays between 1 and 99 objects and asks how many 10s and how many 1s.
 Place Value I MC  Displays a 2 digit number and asks how many 10s and how many 1s
 Specific Place Values MC  Gives a 2 digit number and asks what is the place value for ones or tens
 Place Value II SA  Displays a 2 digit number and asks how many Tens and how many Ones.
CCSS.MATH.CONTENT.1.NBT.B.2.A
10 can be thought of as a bundle of ten ones — called a "ten."
Place Values
 Place Value Objects SA  Displays between 1 and 99 objects and asks how many 10s and how many 1s.
 Place Value I MC  Displays a 2 digit number and asks how many 10s and how many 1s
 Specific Place Values MC  Gives a 2 digit number and asks what is the place value for ones or tens
 Place Value II SA  Displays a 2 digit number and asks how many Tens and how many Ones.
CCSS.MATH.CONTENT.1.NBT.B.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.
Place Values
 Place Value Objects SA  Displays between 1 and 99 objects and asks how many 10s and how many 1s.
 Place Value I MC  Displays a 2 digit number and asks how many 10s and how many 1s
 Specific Place Values MC  Gives a 2 digit number and asks what is the place value for ones or tens
 Place Value II SA  Displays a 2 digit number and asks how many Tens and how many Ones.
CCSS.MATH.CONTENT.1.NBT.B.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).
Place Values
 Place Value Objects SA  Displays between 1 and 99 objects and asks how many 10s and how many 1s.
 Place Value I MC  Displays a 2 digit number and asks how many 10s and how many 1s
 Specific Place Values MC  Gives a 2 digit number and asks what is the place value for ones or tens
 Place Value II SA  Displays a 2 digit number and asks how many Tens and how many Ones.
CCSS.MATH.CONTENT.1.NBT.B.3
Compare two twodigit numbers based on meanings of the tens and ones digits,
recording the results of comparisons with the symbols <, =, and >.
Use place value understanding and properties of operations to add and subtract.
CCSS.MATH.CONTENT.1.NBT.C.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.
CCSS.MATH.CONTENT.1.NBT.C.5
Given a twodigit number, mentally find 10 more or 10 less than the number,
without having to count; explain the reasoning used.
CCSS.MATH.CONTENT.1.NBT.C.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.
Grade 1 » Measurement & Data
Measure lengths indirectly and by iterating length units.
CCSS.MATH.CONTENT.1.MD.A.1
Order three objects by length; compare the lengths of two objects indirectly by
using a third object.
CCSS.MATH.CONTENT.1.MD.A.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.
Tell and write time.
CCSS.MATH.CONTENT.1.MD.B.3
Tell and write time in hours and halfhours using analog and digital clocks.
Represent and interpret data.
CCSS.MATH.CONTENT.1.MD.C.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.
Grade 1 » Geometry
Reason with shapes and their attributes.
CCSS.MATH.CONTENT.1.G.A.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.
CCSS.MATH.CONTENT.1.G.A.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
CCSS.MATH.CONTENT.1.G.A.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.
Portions © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
Portions © John Banfill 2014

