Maryland College and Career-Ready Standards 1st Grade Math Skills

MD.MA.1.OA. Operations and Algebraic Thinking (OA)

1.OA.A. Represent and solve problems involving addition and subtraction.

1.OA.A.1. Major Standard: 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.A.1.1. Ability to represent the problem in multiple ways including drawings and or objects/manipulatives (e.g., counters, unifix cubes, Digi-Blocks, number lines, and part-part-whole mats).

1.OA.A.1.2. Ability to take apart and combine numbers in a wide variety of ways.

1.OA.A.1.3. Ability to make sense of quantity and be able to compare numbers.

1.OA.A.1.5. Ability to solve a variety of addition and subtraction word problems (CCSS, Page 88, Table 1).

1.OA.A.2. Major Standard: 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.OA.A.2.1. Ability to add numbers in any order and be able to identify the most efficient way to solve the problem.

1.OA.A.2.2. Ability to solve a variety of addition and subtraction word problems (CCSS, Page 88, Table 1).

1.OA.B. Understand and apply properties of operations and relationship between addition and subtraction.

1.OA.B.3. Major Standard: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) 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, which equals 12 (Associative property of addition).

1.OA.B.3.1. Knowledge of and ability to use the properties of operations (CCSS, Page 90, Table 3).

1.OA.B.4. Major Standard: 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.B.4.2. Ability to apply the strategy to think addition rather than take away: Rather than find 9-6 = ?, ask how many would you add to six to equal nine?

1.OA.B.4.4. Ability to use the open number line to find the unknown.

1.OA.C. Add and subtract within 20.

1.OA.C.5. Major Standard: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

1.OA.C.5.1. Knowledge of and ability to use addition counting strategies (e.g., Counting All, Counting On, Counting On from the Larger Number) to solve addition problems.

1.OA.C.5.2. Knowledge of and ability to use subtraction counting strategies (Counting Up To, Counting Back From) to solve problems.

1.OA.C.5.3. Ability to use skip counting to add, understanding when skip counting they are adding groups of, such as when counting by 2s to add 2, understand that a counting by 2s is counting groups of 2.

1.OA.C.6. Major Standard: 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, which leads to 10+4 = 14); decomposing a number leading to a ten (13–4 = 13–3–1, which leads to 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, which equals 13).

1.OA.C.6.1. Ability to use mental math strategies such as counting on, making ten, decomposing a number leading to ten, the relationship between addition and subtraction, and creating equivalent but easier or know sums to add and subtract within 20, first using visual models and then moving to mental math.

1.OA.C.6.2. Ability to demonstrate fluency for addition and subtraction within 10, building first on accurate recall of the facts using games, (including technology) and purposeful practice (Tasks which are timed should not be used unless students have demonstrated accurate recall of the facts).

1.OA.D. Work with addition and subtraction equations.

1.OA.D.7. Major Standard: 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.

1.OA.D.7.1. Knowledge that an equal sign represents the relationship between two equal quantities.

1.OA.D.7.3. Understand the equal sign means “is the same as”.

1.OA.D.8. Major Standard: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the question true in each of the equations: 8+? = 11, 5 = ?-3, 6+6 = ?.

1.OA.D.8.1. Ability to represent the problem in multiple ways including drawings and or objects/manipulatives (e.g., counters, connecting cubes, Digi-Blocks, number lines).

1.OA.D.8.2. Ability to take apart and combine numbers in a wide variety of ways.

1.OA.D.8.3. Ability to make sense of quantity and be able to compare numbers.

1.OA.D.8.5. Ability to solve a variety of addition and subtraction word problems (CCSS, Page 88, Table 1).

MD.MA.1.NBT. Number and Operations in Base Ten (NBT)

1.NBT.A. Extend the counting sequence.

1.NBT.A.1. Major Standard: 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.A.1.2. Reading

1.NBT.A.1.2.a. Ability to explore visual representations of numerals, matching a visual representation of a set to a numeral.

1.NBT.A.1.2.b. Ability to read a written numeral.

1.NBT.B. Understand Place Value.

1.NBT.B.2. Major Standard: Understand that the two digits of a two-digit number represent amounts of tens and ones.

1.NBT.B.2.1. Ability to use base ten manipulatives (e.g., base ten blocks, DigiBlocks, connecting cubes, ten frames, interlocking base ten blocks) to represent two-digit numbers.

1.NBT.B.2.2. Knowledge of the connection between numerals, words, and quantities.

1.NBT.B.2.3. Knowledge that two-digit numbers are composed of bundles of tens and leftover ones.

1.NBT.B.2.4. Ability to count by tens and ones.

1.NBT.B.2a. Major Standard: Understand that the two digits of a two-digit number represent amounts of tens and ones – Understand the following as a special case: 10 can be thought of as a bundle of ten ones–called a “ten”.

1.NBT.B.2a.1. Ability to use base ten manipulatives (e.g., base ten blocks, DigiBlocks, connecting cubes, ten frames, interlocking base ten blocks) to build and compare ten ones and ten.

1.NBT.B.2b. Major Standard: Understand that the two digits of a two-digit number represent amounts of tens and ones – Understand the following as a special case: 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.B.2b.1. Ability to use base ten manipulatives (e.g., base ten blocks, Digi-Blocks, connecting cubes, ten frames, interlocking base ten blocks) to build and compare 11 to 19.

1.NBT.B.2b.2. Ability to match the concrete representations of 11 through 19 with the numerical representations.

1.NBT.B.2b.3. Ability to understand that numbers 11-19 represent one ten and some more ones.

1.NBT.B.2c. Major Standard: Understand that the two digits of a two-digit number represent amounts of tens and ones – Understand the following as a special case: 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.B.2c.1. Ability to use base ten manipulatives (e.g., base ten blocks, DigiBlocks, Unifix Cubes, ten frames, interlocking base ten blocks) to build and model counting by tens.

1.NBT.B.2c.2. Ability to skip count by 10s to 100 understanding that each ten counted represents that number of groups of ten.

1.NBT.B.3. Major Standard: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

1.NBT.B.3.1. Ability to apply their understanding of the value of tens and ones in order to compare the magnitude of two numbers.

1.NBT.B.3.2. Ability to use base ten manipulatives to represent the numbers and model the comparison of their values.

1.NBT.B.3.3. Ability to represent their reasoning about the comparison of two two-digit numbers using pictures, numbers, and words.

1.NBT.B.3.5. Ability to use ordinality to compare the placement of the numbers on the number line or 100s chart.

1.NBT.B.3.6. Knowledge of the symbols >, =, < and their meaning.

1.NBT.C. Use place value understanding and properties of operations to add and subtract.

1.NBT.C.4. Major Standard: 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.

1.NBT.C.4.1. Knowledge of addition and subtraction fact families.

1.NBT.C.4.2. Ability to model addition and subtraction using base ten manipulatives (e.g., base ten blocks, Digi-Blocks, Unifix cubes) and explain the process.

1.NBT.C.4.3. Knowledge of place value.

1.NBT.C.5. Major Standard: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

1.NBT.C.5.1. Ability to use base ten manipulatives, number lines or hundreds charts to model finding 10 more and explain reasoning.

1.NBT.C.5.2. Knowledge of addition and subtraction fact families.

1.NBT.C.5.3. Ability to model addition using base ten manipulatives (e.g., base ten blocks, Digi-Blocks, connecting cubes) and explain the process.

1.NBT.C.5.4. Knowledge of place value and skip counting by forward 10.

1.NBT.C.6. Major Standard: Subtract multiples of 10 in the range of 10-90 from multiples of 10 in the range of 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.

1.NBT.C.6.1. Ability to use base ten manipulatives, number lines or hundreds charts to model finding 10 less and explain reasoning.

1.NBT.C.6.2. Knowledge of addition and subtraction fact families.

1.NBT.C.6.3. Ability to model subtraction using base ten manipulatives (e.g., base ten blocks, Digi-Blocks, Unifix cubes) and explain the process.

1.NBT.C.6.4. Knowledge of place value and skip counting by 10.

MD.MA.1.MD. Measurement and Data (MD)

1.MD.A. Measure lengths indirectly and by iterating length units.

1.MD.A.2. Major Standard: 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.

1.MD.A.2.1. Knowledge that length is the distance between the two endpoints of an object.

1.MD.A.2.2. Ability to identify a unit of measure.

1.MD.A.2.3. Knowledge of nonstandard (e.g., paper clips, eraser length, toothpicks) as well as standard units of measurement.

1.MD.B. Tell and write time.

1.MD.B.3. Additional Standard: Tell and write time in hours and half-hours using analog and digital clocks.

1.MD.B.3.1. Ability to apply knowledge of fractional wholes and halves to telling time.

1.MD.B.3.2. Ability to equate a number line to 12 with the face of a clock.

1.MD.B.3.3. Ability to match time on a digital clock with that on an analog clock.

1.MD.C. Represent and interpret data.

1.MD.C.4. Supporting Standard: 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.MD.C.4.3. Ability to answer questions about the data such as: ‘Which category has more?’ ‘Which category has less?’ ‘What is the favorite snack of our class?’ ‘How many more stickers does Sam have than John?’

MD.MA.1.G. Geometry (G)

1.G.A. Reason with shapes and their attributes.

1.G.A.1. Additional Standard: 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.

1.G.A.1.1. Ability to sort shapes (e.g., attribute blocks, polygon figures) by shape, number of sides, size or number of angles.

1.G.A.1.2. Ability to use geoboards, toothpicks, straws, paper and pencil, computer games to build shapes that possess the defining attributes.

1.G.A.1.3. Ability to explain how two shapes are alike or how they are different from each other.

1.G.A.3. Additional Standard: 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.G.A.3.3. Ability to model halves and fourths with concrete materials.