**Maryland College and Career-Ready Education Standards**. What is a Number Line? Number lines can be used to help with many different ways. The most common ways are for addition and subtraction. Read More...

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Study GuideUsing Number LineWorksheet/Answer key

Using Number LineWorksheet/Answer key

Using Number LineWorksheet/Answer key

Using Number LineWorksheet/Answer keyWhole Numbers

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

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

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

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

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.2.4. Ability to count by tens and ones.

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

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.4.2. 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.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.5.3. Ability to model addition using base ten manipulatives (e.g., base ten blocks, Digi-Blocks, connecting cubes) and explain the process.

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

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

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

Standards