Core Content Connectors by Common Core State Standards: Mathematics 1st Grade

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This view is designed to mirror the Common Core document while also including the CCCs linked to each CCSS.

Grade 1 Overview

Operations and Algebraic Thinking

• Represent and solve problems involving addition and subtraction.
• Understand and apply properties of operations and the relationship between addition and subtraction.
• Add and subtract within 20.

Number and operations in Base Ten

• Extend the counting sequence.
• Understand place value.
• Use place value understanding and properties of operations to add and subtract.

Measurement and Data

• Measure lengths indirectly and by iterating length units.
• Tell and write time.
• Represent and interpret data.

Geometry

• Reason with shapes and their attributes.

Operations and Algebraic Thinking	1.OA
Represent and solve problems involving addition and subtraction.
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.
CCCs linked to 1.OA.A.1	1.NO.2a9 Use manipulatives or representations to write simple addition or subtraction equations within 20 based upon a word problem.
	1.NO.2a10 Use data presented in graphs (i.e., pictorial, object) to solve one step "how many more" or "how many less" word problems.
	1.NO.2a11 Solve word problems within 20.
	1.PRF.1b3 Using objects or pictures respond appropriately to "add __" and "take away ___".
	1.PRF.1c2 Solve one step addition and subtraction word problems where the change or result is unknown (4 + _ = 7) or (4 + 3 = __), within 20 using objects, drawings, pictures.
	2.NO.2a15 Remove objects from a set in a subtraction situation to find the amount remaining up to a minimum of 20.
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.
CCCs linked to 1.OA.A.2	1.NO.2a11 Solve word problems within 20.
Understand and apply properties of operations and the relationship between addition and subtraction.
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.)
CCCs linked to 1.OA.B.3	1.NO.1i2 Recognize zero as an additive identity.
	2.NO.2b1 Use commutative properties to solve addition problems with sums up to 20 (e.g., 3 + 8 = 11 therefore 8 + 3 = __).
	2.NO.2b2 Use associative property to solve addition problems with sums up to 20.
4. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
CCCs linked to 1.0A.B.4	2.NO.2a15 Remove objects from a set in a subtraction situation to find the amount remaining up to a minuend of 20.
Add and subtract within 20.
5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
CCCs linked to 1.0A.C.5	1.NO.2a8 Decompose a set of up to 20 objects into a group; count the quantity in each group.
	1.NO.2a6 Count 2 sets to find sums up to 20.
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).
CCCs linked to 1.0A.C.6	1.NO.2a6 Count 2 sets to find sums up to 20.
	1.NO.2a8 Decompose a set of up to 20 objects into a group; count the quantity in each group.
Work with addition and subtraction equations.
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.
CCCs linked to 1.0A.D.7	1.NO.2c1 Identify and apply addition and equal signs.
	2.SE.1c2 Label simple equations as = or with the phrase not equal.
	2.NO.2c2 Identify and apply addition, subtraction, and equal signs.
8. Determine the unknown whole number in an addition or subtraction equation relating to 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 = _.
CCCs linked to 1.0A.D.8	2.SE.1d2 Represent a "taking away" situation with the – symbol.

Numbers and Operations in Base Ten	1.NBT
Extend the counting sequence.
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.
CCCs linked to 1.NBT.A.1	1.NO.1a6 Rote count up to 100.
	2.NO.1a9 Rote count up to 100.
Understand place value.
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).
CCCs linked to 1.NBT.B.2	1.NO.1h1 Build representations of numbers up to 19 by creating a group of 10 and some 1s (e.g., 13 = one 10 and three 1s).
	1.NO.1h2 Identify the value of the numbers in the tens and ones place within a given number up to 31.
	2.NO.1h4 Build representations of 3 digit numbers using tens and ones.
3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
CCCs linked to 1.NBT.B.3	1.NO.1h3 Compare two digit numbers up to 31 using representations and numbers (e.g., identify more tens, less tens, more ones, less ones, larger number, smaller number).
	2.NO.1h6 Compare two digit numbers using representations and numbers (e.g., identify more tens, less tens, more ones, less ones, larger number, smaller number).
Use place value understanding and properties of operations to add and subtract.
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.
CCCs linked to 1.NBT.C.4	2.NO.2c3 Compose ones into tens and/or tens into hundreds in addition situation.
5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
CCCs linked to 1.NBT.C.5	2.NO.1e8 Mentally add or subtract 10 from a given set from the 10s family (e.g., what is 10 more than 50? What is 10 less than 70?).
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.
CCCs linked to 1.NBT.C.6	2.NO.2c4 Decompose tens into ones and/or hundreds into tens in subtraction situations.

Measurement and Data	1.MD
Measure lengths indirectly and by iterating length units.
1. Order three objects by length; compare the lengths of two objects indirectly by using a third object.
CCCs linked to 1.MD.A.1	1.ME.1b3 Order up to three objects based on a measurable attribute (height, weight, length).
	1.ME.1b4 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
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.
CCCs linked to 1.MD.A.2	1.ME.2a1 Measure using copies of one object to measure another.
	1.ME.2b1 Express length of an object as a whole number of lengths unit by laying multiple copies of a shorter object end to end.
	1.ME.1c1 Compare two units of measurement and identify which unit would require more or less when measuring a selected object (e.g., I can measure with paper clips or markers, which unit will require more to measure the table?).
Tell and write time.
3. Tell and write time in hours and half-hours using analog and digital clocks.
CCCs linked to 1.MD.B.3	1.ME.2a2 Use time to sequence up to three events, using a digital or analog clock.
	2.ME.1a5 Tell time to the nearest ½ hour using digital clocks.
Represent and interpret data.
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.
CCCs linked to 1.MD.C.4	1.DPS.1a2 Select questions that ask about "How many" and represent up to three categories that can be concretely represented.
	1.DPS.1a3 Identify 2 categories resulting from a selected question.
	1.DPS.1a4 Analyze data by sorting into 2 categories; answer questions about the total number of data points and how many in each category.
	1.DPS.1c1 Using a picture graph, represent each object/person counted on the graph (1:1 correspondence) for 2 or more categories.
	1.DPS.1d1 Interpret a picture graph to answer questions about how many in each category.
	1.DPS.1e1 Compare the values of the two categories of data in terms of more or less.
	2.DPS.1a5 Select a question about three attributes that can be concretely represented.
	2.DPS.1a6 Identify up to three categories resulting from a selected question.

Geometry	1.G
Reason with shapes and their attributes.
1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
CCCs linked to 1.G.A.1	1.GM.1b2 Distinguish two-dimensional shapes based upon their defining attributes (i.e., size, corners, and points).
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.
CCCs linked to 1.G.A.2	2.GM.1d1 Compose three-dimensional shapes.
	1.GM.1c 2 Compose two- and three-dimensional shapes.
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.
CCCs linked to 1.G.A.3	1.GM.1f1 Partition circles and rectangles into 2 and 4 equal parts.