Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design:
Grade: First – Operations and Algebraic Thinking
Math Standard: 1.OA.1
Math Standard: 1.OA.2
Use addition and subtraction within 20 to solve word
Solve word problems that call for addition of three
problems involving situations of adding to, taking
whole numbers whose sum is less than or equal to 20,
from, putting together, taking apart, and comparing,
e.g., by using objects, drawings, and equations with a
with unknowns in all positions, e.g., by using objects,
symbol for the unknown number to represent the
drawings, and equations with a symbol for the
problem.
unknown number to represent the problem.
1.OA.1 Essential Skills and Concepts:
1. Use addition within 20 to solve word problems
Draw a picture to solve a word problem
write a number sentence to solve a word
problem
2. Use addition to find the missing number in a
number sentence
use objects to find the missing number in an
addition number sentence
draw a picture to find the missing number in an
addition number sentence
3. Use subtraction within 20 to solve word problems
draw a picture to solve a word problem
write a number sentence to solve a word
problem
4. Use subtraction to find the missing number in a
number sentence
use objects to find the missing number in a
subtraction number sentence
draw a picture to find the missing number in a
subtraction number sentence
1.OA.2 Essential Skills and Concepts:
1. Solve word problems by adding 3 numbers whose
sum is less than or equal to 20.
use objects to solve word problems that add 3
numbers
draw a picture to solve word problems that add
3 numbers
write a number sentence to solve word
problems that add 3 numbers
Mathematical Language: Essential Vocabulary: (K)
place value, digit(s), addition, subtraction, minus,
tens, ones, adding to, taking from, putting together,
taking apart, comparing, number sentence, sum,
difference
Mathematical Language: Essential Vocabulary: (K)
sum, less than, equal to, addition
OASIS, LLC
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
Math Standard: 1.OA.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.) Students need not use formal
terms for these properties
1.OA.3 Essential Skills and Concepts:
1. Apply properties of operations to add
use objects to show the properties of addition
use a number line to show the properties of
addition
use a hundreds chart to show the properties of
addition
2. Apply properties of operations to subtract
use objects to show the properties of
subtraction
use a number line to show the properties of
subtraction
use a hundreds chart to show the properties of
subtraction
Mathematical Language: Essential Vocabulary: (K)
add, subtract, properties of operations
Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design:
Grade: First – Operations and Algebraic Thinking
Math Standard: 1.OA.4
Math Standard: 1.OA.5
Understand subtraction as an unknown-addend
Relate counting to addition and subtraction (e.g., by
counting on 2 to add 2).
problem. For example, subtract 10 – 8 by finding the
number that makes 10 when added to 8. Add and
subtract within 20.
1.OA.4 Essential Skills and Concepts:
1. Use subtraction to find the missing number in an
addition problem
use objects to show the relationship between
addition and subtraction
use a number line to show the relationship
between addition and subtraction
use a hundreds chart to show the relationship
between addition and subtraction
use a ten frame to show the relationship
between addition and subtraction
Mathematical Language: Essential Vocabulary: (K)
addition, subtraction
Math Standard: 1.OA.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.
1.OA.5 Essential Skills and Concepts:
1. Make a connection between counting and adding
count all of the objects in an addition problem
count on with the objects in an addition
problem
explain how counting on relates to addition
2. Make a connection between counting and
subtracting
count all of the objects in a subtraction problem
count back with the objects in a subtraction
problem
explain how counting back relates to subtraction
Mathematical Language: Essential Vocabulary: (K)
counting, addition, subtraction, counting on, counting
all, counting back
Math Standard: 1.OA.8
Determine the unknown whole number in an addition
or subtraction equation relating 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 = _.
OASIS, LLC
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
Math Standard: 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).
1.OA.6 Essential Skills and Concepts:
1. Fluently add and subtract within 10 Focus
use strategies to add and subtract numbers
within 10 with fluency
2. Add and subtract within 20
use strategies to add and subtract numbers
within 20
3. Understand the relationship between addition and
subtraction
demonstrate relationships within fact families
4. Use a known sum to solve a problem
break apart a number to make 10 to solve a
problem
Mathematical Language: Essential Vocabulary: (K)
fluency, decomposing, fact family
Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design: OASIS, LLC
Grade: First – Operations and Algebraic Thinking
1.OA.7 Essential Skills and Concepts:
1.OA.8 Essential Skills and Concepts:
1. Use my understanding of the equal sign to
1. Recognize part-part-whole relationships of three
determine if a number sentence is true or false
numbers
tell the meaning of an equal sign
solve problems using my understanding of partuse objects and/or drawings to solve both sides
part-whole
of the number sentence
2. Name the missing number in an addition sentence
compare the values on each side of an equal
3. Name the missing number in a subtraction
sign
sentence
identify if an equation/number sentence is
use a strategy to identify the missing number in
true/false
an addition sentence
use a strategy to identify the missing number in
a subtraction sentence
Mathematical Language: Essential Vocabulary: (K)
equal sign, true, false, equations, the same
amount/quantity as
Mathematical Language: Essential Vocabulary: (K)
addition, subtraction, number sentence, unknown
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design:
Grade: First – Number and Operations in Base Ten
Math Standard: 1.NBT.1
Math Standard: 1.NBT.2
Count to 120, starting at any number less than 120. In
Understand that the two digits of a two-digit number
this range, read and write numerals and represent a
represent amounts of tens and ones. Understand the
number of objects with a written numeral.
following as special cases:
OASIS, LLC
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
Math Standard: 1.NBT.3
Compare 2 two-digit numbers based on meanings of
the tens and ones digits, recording the results of
comparisons with the symbols >, =, and <.
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.
1.NBT.1 Essential Skills and Concepts:
1. Count to 120, starting at any number less than 120
count orally to 120
count on from any number given less than 120
use the hundreds chart to count
represent any given number to 120 with
concrete materials
use counting strategies to identify if a number is
one more or one less
2. Write to 120
write numbers 0-120 in order
write any given number out of sequence to 120
3. Read numbers to 120
read any written number to 120
Mathematical Language: Essential Vocabulary: (K)
Counting, counting on, hundred chart, patterns,
numbers, place value
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).
1.NBT.2 Essential Skills and Concepts:
1. (2a) Understand and represent place value of tens
and ones
identify the tens and ones place in a 2-digit
number
show you a 2-digit number by bundling ten ones
2. (2b) Model numbers from 11-19
use concrete examples (such as tens frames or
manipulatives) to make the numbers 11-19
group 10 ones to make a ten
3. (2c) Model numbers 10, 20, 30, 40, 50, 60, 70, 80,
90
make groups of tens with no left over ones to
show these numbers. (using various
manipulatives)
Mathematical Language: Essential Vocabulary: (K)
Place value, tens, ones, digit, number, ten frame
1.NBT.3 Essential Skills and Concepts:
1. Compare two numbers by knowing the amount of
tens and ones in each number
place objects into groups of tens and ones to
compare two numbers
use a place value chart to compare two
numbers
use base ten blocks to compare two numbers
2. Use the greater than (>), less than (<), and equal to
(=) symbols to compare two numbers
write the greater than, less than, or equal to
symbol in between two numbers to show which
is bigger/smaller
3. Communicate my comparisons using words and/or
drawings
be able to tell which number is bigger, smaller,
or if they are equal using words, objects, or
drawings
Mathematical Language: Essential Vocabulary: (K)
place value, greater than (>), less than (<), equal to (=),
digit(s), tens, ones
Please note: equal & greater are under the
Kindergarten essential vocabulary list but is needed in
1st grade as an introduction to symbols.
Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design:
Grade: First – Number and Operations in Base Ten
Math Standard: 1.NBT.4
Math Standard: 1.NBT.5
Add within 100, including adding a two-digit number
Given a two-digit number, mentally find 10 more or 10
and a one-digit number, and adding a two-digit
less than the number, without having to count; explain
number and a multiple of 10, using concrete models or the reasoning used.
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.4 Essential Skills and Concepts:
1.NBT.5 Essential Skills and Concepts:
1. Can add to 100
1. Explain what is 10 more or 10 less than a given
-2 digit number and a 1 digit number
number
-2 digit number and a multiple of 10
tell what 10 more of a given number is and how
use place value blocks to make the 2 numbers
to get the answer
use place value blocks to create the groups of
tell what 10 less of a given number is and how
tens
to get the answer
combine the ones to make a group of ten
explain addition by using a hundreds chart,
place value blocks, and/or a number line
explain orally how I got my answer to an
addition equation/number sentence
Mathematical Language: Essential Vocabulary: (K)
Mathematical Language:
Ten more, ten less, number, ten frame
OASIS, LLC
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
Math Standard: 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.
1.NBT.6 Essential Skills and Concepts:
1. Subtract multiples of 10 from numbers 10, 20, 30,
40, 50 , 60, 70, 80, 90 (decade numbers)
subtract multiples of 10 from numbers 10, 20,
30, 40, 50 , 60, 70, 80, 90 (decade numbers)
write how to get the answer with an
equation/number sentence or with words.
Mathematical Language: Essential Vocabulary: (K)
decade, tens, ones
Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design:
Grade: First – Measurement and Data
Math Standard: 1.MD.1
Math Standard: 1.MD.2
Order three objects by length; compare the lengths of Express the length of an object as a whole number of
two objects indirectly by using a third object
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.1 Essential Skills and Concepts:
1.MD.2 Essential Skills and Concepts:
1. Order 3 objects by length
1. Measure an object using multiple copies of the
compare and order 3 objects by tallest to
same nonstandard unit (object)
shortest(height) and shortest to longest (length)
use and count copies of an object (nonstandard
unit) to measure length and height
Mathematical Language: measure, order, length,
height, more, less, longer than, shorter than, first,
second, third, gap, overlap, about, a little less than, a
little more than
Essential Vocabulary: (K) length, comparing, measure,
longer than, shorter than, order, first, second, third,
about, a little more than, a little less than
Mathematical Language: Essential Vocabulary: (K)
Non-standard, units, measure, length, gap, overlap,
about, a little less than, a little more than
Math Standard: 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.
Mathematically proficient students communicate
precisely by engaging in discussion about their
reasoning using appropriate mathematical language.
(see middle column for skills and concepts)
1.MD.4 Essential Skills and Concepts:
1. Collect data
collect data with up to three categories by using
tallies or another way of keeping track.
2. Organize data
organize data by adding together each item in
the category and put the data in a chart or table
3. Compare data
interpret data by answering teacher or student
generated questions
OASIS, LLC
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
Math Standard: 1.MD.3
Tell and write time in hours and half-hours using
analog and digital clocks.
1.MD.3 Essential Skills and Concepts:
1. Orally tell time to the hour and half hour by using a
digital clock and analog clock
tell time by reading that, 8:00 is defined as 8
o’clock
tell time by reading that 8:30 is defined as eight
thirty
identify the hour hand on an analog clock
identify the minute hand on an analog clock
2. Write the time to the hour and half hour by using a
digital clock and analog clock
write the time correctly, such as 8:00 and 8:30
draw the hour and minute hand on an analog
clock to show time
Mathematical Language: time, hour, half-hour,
about, o’clock, past, “six”-thirty
Essential Vocabulary: (K)
hour hand, minute hand, half hour, hour, time,
about, o’clock, past, “six” -thirty
1.MD.4: Mathematical Language: data, more, most,
less, least, same, different, category, question, collect
Essential Vocabulary: (K)
category, data, tally marks, compare, more/ most,
less/ least, same, different, question, collect
Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design:
Grade: First – Geometry
Math Standard: 1.G.1
Math Standard: 1.G.2
Distinguish between defining attributes (e.g., triangles Compose two-dimensional shapes (rectangles,
are closed and three-sided) versus non-defining
squares, trapezoids, triangles, half-circles, and
attributes (e.g., color, orientation, overall size) ; build
quarter-circles) or three-dimensional shapes
and draw shapes to possess defining attributes
(cubes, right rectangular prisms, right circular cones,
and right circular cylinders) to create a composite
shape, and compose new shapes from the
composite shape.* * Students do not need to learn
formal names such as “right rectangular prism.”
1.G.1 Essential Skills and Concepts:
1. Identify attributes that make a shape (figure)
2. Identify attributes that do not make the shape
(figure)
3. Classify shapes by their attributes
4. Build shapes to show attributes
5. Draw shapes to show attributes
be able to tell defined attributes of shapes
(figures)
be able to tell non-defined attributes of shapes
(figures)
create defined and non-defined shapes (figures)
Mathematical Language: shape, closed, side,
attribute, two-dimensional, rectangle, square,
trapezoid, triangle, half-circle, and quarter-circle,
three-dimensional, cube, cone, prism, cylinder, equal
shares, halves, fourths, quarters, half of, fourth of,
quarter of
Essential Vocabulary: (K) open, closed, triangles,
squares, rectangles, trapezoids, two-dimensional,
attribute, shape (figure)
OASIS, LLC
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
Math Standard: 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.
1.G.2 Essential Skills and Concepts:
1. Make a new shape using two or three dimensional
shapes
use smaller shapes to create a new two
dimensional shape
use smaller shapes to create a new three
dimensional shape
use smaller shapes to fill in a larger region (shape
puzzle)
1.G.3 Essential Skills and Concepts:
1. Divide a circle and rectangle into 2 and 4 equal
parts
divide a circle and a rectangle into 2 and 4 equal
parts
2. Describe the equal parts of a circle and rectangle
using the words halves, fourths and quarters
identify the equal parts of a circle and rectangle
using the words halves, fourths and quarters
3. Use the phrases half of, fourth of and quarter of to
describe the equal parts of a circle and rectangle
describe the equal parts of a circle and rectangle
using the phrases half of, fourth of and quarter
of
Mathematical Language: Essential Vocabulary: (K)
two-dimensional, three-dimensional, half-circle,
quarter-circle, cube, prism, cone, cylinder
Mathematical Language: Essential Vocabulary: (K)
equal shares, halves, fourths, quarters, half of, fourth
of, quarter of