# Grade 1 – CA Common Care – Standards & Learning Objectives

### 1.1.OA Operations and Algebraic Thinking

#### 1.1.OA.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.

Subtraction with pictures – numbers up to 10 (First grade – D.1)

Subtraction sentences – numbers up to 10 (First grade – D.2)

Subtraction word problems – one-digit numbers (First grade – D.4)

Word problems – write the subtraction sentence (First grade – D.5)

Subtraction word problems – numbers up to 18 (First grade – D.14)

Complete the subtraction sentence (First grade – D.15)

Comparison word problems (First grade – G.4)

Customary units of length: word problems (First grade – N.6)

Metric units of length: word problems (First grade – N.10)

#### 1.1.OA.3 Apply properties of operations as strategies to add and subtract.

Related subtraction facts (First grade – D.16)

Fact families (First grade – F.3)

#### 1.1.OA.4 Understand subtraction as an unknown-addend problem.

Fact families (First grade – F.3)

#### 1.1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Counting forward and backward (First grade – A.11)

Skip-counting patterns – with tables (First grade – A.19)

Sequences – count up and down by 1, 2, 3, 5, and 10 (First grade – A.20)

Subtraction sentences within 10 using number lines (First grade – D.3)

#### 1.1.OA.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).

Ways to make a number – addition sentences (First grade – B.7)

Ways to make a number using subtraction (First grade – D.6)

Ways to make a number – subtraction sentences (First grade – D.7)

Ways to subtract from a number – subtraction sentences (First grade – D.8)

Subtracting zero and all (First grade – D.9)

Subtracting doubles (First grade – D.10)

Subtraction facts – numbers up to 10 (First grade – D.11)

Subtraction sentences within 18 using number lines (First grade – D.12)

Subtraction facts – numbers up to 18 (First grade – D.13)

Subtract one-digit numbers from two-digit numbers (First grade – D.20)

Subtracting 0 (First grade – E.1)

Subtracting 1 (First grade – E.2)

Subtracting 2 (First grade – E.3)

Subtracting 3 (First grade – E.4)

Subtracting 4 (First grade – E.5)

Subtracting 5 (First grade – E.6)

Subtracting 6 (First grade – E.7)

Subtracting 7 (First grade – E.8)

Subtracting 8 (First grade – E.9)

Subtracting 9 (First grade – E.10)

Addition and subtraction – ways to make a number (First grade – F.1)

Addition and subtraction facts – numbers up to 10 (First grade – F.4)

Addition and subtraction facts – numbers up to 18 (First grade – F.5)

#### 1.1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.

Subtraction sentences: true or false? (First grade – D.17)

Which sign makes the number sentence true? (First grade – F.2)

#### 1.1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.

Complete the subtraction sentence (First grade – D.15)

### 1.1.NBT Number and Operations in Base Ten

#### 1.1.NBT.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.

Counting review – 0 to 10 (First grade – A.1)

Counting review – up to 20 (First grade – A.3)

Counting – up to 30 (First grade – A.5)

Counting – up to 100 (First grade – A.6)

Counting on the hundred chart (First grade – A.13)

Writing numbers in words (First grade – A.22)

#### 1.1.NBT.2.a 10 can be thought of as a bundle of ten ones – called a “ten.”

Counting tens and ones – up to 20 (First grade – A.4)

Counting tens and ones – up to 99 (First grade – A.8)

Hundred chart (First grade – A.14)

Convert between tens and ones (First grade – I.4)

#### 1.1.NBT.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.

Counting review – up to 20 (First grade – A.3)

Counting tens and ones – up to 20 (First grade – A.4)

Place value models up to 20 (First grade – I.1)

Write numbers as tens and ones up to 20 (First grade – I.2)

#### 1.1.NBT.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).

Counting by tens – up to 100 (First grade – A.7)

#### 1.1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Comparing numbers up to 100 (First grade – G.3)

Put numbers in order (First grade – R.3)

#### 1.1.NBT.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.

Add a one-digit number to a two-digit number – without regrouping (First grade – B.26)

Regrouping tens and ones I (First grade – B.27)

Regrouping tens and ones II (First grade – B.28)

Add a one-digit number to a two-digit number – with regrouping (First grade – B.29)

#### 1.1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Ten more or less (First grade – F.8)

#### 1.1.NBT.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.

Subtract tens I (First grade – D.18)

### 1.1.MD Measurement and Data

#### 1.1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.

Compare objects: length and height (First grade – N.2)

Customary units of length: word problems (First grade – N.6)

Metric units of length: word problems (First grade – N.10)

#### 1.1.MD.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.

Measure using objects (First grade – N.3)

#### 1.1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.

Match analog clocks and times (First grade – S.1)

Match digital clocks and times (First grade – S.2)

Match analog and digital clocks (First grade – S.3)

Compare clocks (First grade – S.7)

Choose the appropriate time units (First grade – S.9)

#### 1.1.MD.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.

Comparing – review (First grade – G.1)

Record data with tally charts, picture graphs, tables (First grade – M.1)

Interpret data in tally charts, picture graphs, tables (First grade – M.2)

Interpret bar graphs (First grade – M.3)

Which bar graph is correct? (First grade – M.4)

Sort shapes into a Venn diagram (First grade – R.1)

Count shapes in a Venn diagram (First grade – R.2)

### 1.1.G Geometry

#### 1.1.G.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.

Identify 2-dimensional shapes (First grade – K.1)

Count sides and vertices (First grade – K.6)

Count edges, vertices, and faces (First grade – K.7)

Compare sides and vertices (First grade – K.8)

Compare edges, vertices, and faces (First grade – K.9)

Open and closed shapes (First grade – K.10)

Same shape (First grade – K.13)

#### 1.1.G.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.

Halves, thirds, and fourths (First grade – J.1)

Equal parts (First grade – J.2)

Simple fractions: what fraction does the shape show? (First grade – J.3)

Simple fractions: which shape matches the fraction? (First grade – J.4)

Compare fractions (First grade – J.7)

Fraction models equivalent to whole numbers (First grade – J.8)