In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes.
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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Numerals
Written numerals
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1 - Count (to 120 starting at any number less than 120)
1 - Read (numerals)
1 - Write (numerals)
2 - Represent (a number of objects using written numerals)
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1 - I can count to 120 from any number less than 120.
1 - I can read and write numerals.
2 - I can represent a number of objects with written numerals.
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A. A written numeral can be used to represent a number of objects.
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A.1 How can I represent a number of objects?
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Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Two-Digit Numbers
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2 - Understand (the digits of a two-digit number represent amounts of tens and ones)
1 - Understand (10 can be thought of as a bundle of 10 ones [a])
1 - Understand (the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones [b])
1 - Understand (numbers 10, 20, 30, 40, 50, 60, 70, 80, and 90 refer to one, two, three, four, five, six, seven, eight, and nine tens and 0 ones [c])
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2 - I can understand that the digits in a two-digit number represent the amount of tens and ones.
1 - I can understand that 10 can be thought of as ten ones [a].
1 - I can understand that the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones [b].
1 - I can understand that the numbers 10, 20, 30, 40, 50, 60, 70, 80, and 90 refer to one, two, three, four, five, six, seven, eight, or nine tens and 0 ones [c].
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A. The two digits in a two-digit number represent the number of tens and ones in the number.
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A.1 What do the digits in a two-digit number represent?
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Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Two-Digit Numbers
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2 - Compare (two-digit numbers based on meanings of tens and ones digits)
1 - Record (results of comparisons with symbols >, =, and <)
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2 - I can compare two-digit numbers based on the meaning of the tens and ones digits.
1 - I can record the results of my comparisons using >, =, or <.
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A. Two-digit numbers can be compared based upon the number of tens and ones in the number.
B. By using the symbols <, =, and >, one can record the comparison of numbers.
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A.1 What do I use to compare numbers?
B.1 How do I show the results of my comparisons?
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Use place value understanding and properties of operations to add and subtract.
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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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2 - Add (2-digit to 1-digit numbers)
2 - Add (2-digit number to multiple of 10)
3 - Use (concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction)
3 - Relate (strategies to written methods)
2 - Explain (reasoning used)
2 - Understand (adding according to place value; composing a ten)
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2 - I can add 2-digit to 1-digit numbers.
2 - I can add a 2-digit number to a multiple of 10.
3 - I can use concrete models or drawings or strategies based on place value, properties of operations, the relationship between addition and subtraction to add numbers.
3 - I can relate strategies to written methods.
2 - I can explain the reasoning I used when solving.
2 - I can understand that I must add according to place value, and sometimes i will have to compose a ten.
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A. Numbers can be added together according to place value.
B. Sometimes addition will require the composing of a ten.
C. Concrete models or drawings or other strategies can be used to aid in solving addition problems.
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A.1 How do I add 2-digit numbers together?
B.1 How do I know when to compose a ten?
C.1 What can I do if I need some help adding numbers together?
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Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Subtraction
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2 - Find (10 more than a number without counting)
2 - Find (10 less than a number without counting)
2 - Explain (reasoning used)
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2 - I can mentally find 10 more than a given number without counting.
2 - I can mentally find 10 less than a given number without counting.
2 - I can explain the reason I arrived at my answer.
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A. Being able to do simple math problems mentally makes doing math easier and faster.
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A.1 Why should I learn to do some math problems in my head?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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2 - Subtract (multiples of 10 from other multiples of 10 in the range from 10 to 90)
3 - Use (concrete models or drawings and strategies based on place value, properties of operations, relationships of addition and subtraction)
3 - Relate (strategies to written methods)
2 - Explain (reasoning used)
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2 - I can subtract multiples of 10 from other multiples of 10 within the range from 10 to 90.
3 - I can use concrete models or drawings or strategies based on place value, properties of operations, relationships of addition and subtraction to subtract numbers.
3 - I can relate strategies to written methods.
2 - I can explain the reasoning I used when solving.
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A. Concrete models or drawings or other strategies can be used to aid in solving subtraction problems.
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A.1 What can I do if I have trouble subtracting numbers?
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