1.OA Operations and Algebraic Thinking
Cluster: Represent and solve problems involving addition and subtraction
First Trimester
Second Trimester
November 9, 2012
February 15, 2013
1.OA.1 Use addition and
1. Solve a simple story problem
1. Solve a simple story problem by
subtraction within 20 to solve
by writing the answer to one
writing the answer to one
word problems involving
problem using numbers up to 10. problem using numbers up to 15.
situations of adding to, taking
from, putting together, taking
apart, and comparing, with
unknowns in all positions (by
using objects, drawings and
equations with a symbol for the
unknown number to represent
the problem)
1.OA.2 Solve word problems that
call for addition of three whole
number who sum is less than or
equal to 20 (by using objects,
drawings and equations with a
symbol for the unknown number
to represent the problem)
1. Represent sums of 10 using
objects (drawings, etc.)
1. Represent sums of 20 using
objects.
Third Trimester
1. Model addition and
subtraction word problems using
objects, drawings and equations
with a symbol for the unknown
numbers in different positions
2. Solve addition and subtraction
word problems using objects,
drawings and equations
3. Solve word problems with
unknown numbers in different
positions
1. Model addition and subtraction
word problems using objects,
drawings and equations with a
symbol for the unknown numbers
in different positions
2. Add three whole numbers
whose sum is less than or equal to
20
3. Solve word problems using
objects, drawings and equations
1.OA Operations and Algebraic Thinking
Cluster: Understand and apply properties of operations and the relationship between addition and subtraction.
First Trimester
Second Trimester
Third Trimester
1.OA.3 Apply properties of
NA
1. List compliments of numbers
1. Show that adding zero to any
operations as strategies to add
2. Write turn around facts using
number does not change the
and subtract.3 Examples:
single digits.
number.
If 8 + 3 = 11 is known, then 3 + 8 =
2. Show that changing the order
11 is also known. (Commutative
of the addends does not change
property of addition.) To add 2 + 6
the sum.
+ 4, the second two numbers can
3. Show when adding three
be added to make
numbers in any order the sum
a ten, so 2 + 6 + 4 = 2 + 10 = 12.
does not change.
(Associative property of addition.)
4. Use properties of operations to
add and subtract.
1.OA.4 Understand subtraction as NA
an unknown-addend problem. For
example, subtract 10 – 8 by
finding the number that makes 10
when added to 8.
1. Solve problems involving simple
function machines.
2. Find compliments of numbers
up to 20.
1. Model and explain how a
subtraction equation can be
rewritten as an addition equation.
2. Rewrite a subtraction equation
as an addition equation with a
missing addend.
1.OA.5 Relate counting to
addition and subtraction (e.g., by
counting on 2 to
add 2).
1.OA Operations and Algebraic Thinking
Cluster: Add and subtract within 20.
First Trimester
Second Trimester
1. After counting by 5s continue
After counting by 5s/10s counting
counting on by 1s
on by 1s.
Third Trimester
1. Add by counting all, counting
on, and recognizing the + 1 means
the next number and +2 means
the next next number in the
counting sequence.
2. Subtract by counting up from,
and recognizing the -1 means the
number before and -2 means the
number that is two numbers
before in the counting sequence.
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. Know easy addition facts to
sums of 10. (one digit numbers,
using die, dominoes or other
manipulatives)
2.Use a number grid to solve an
addition problem up to 20
3. Use frames and arrows to solve
addition and subtraction
problems and recognize the rule
4. Write the number model to
represent a subtraction problem
1. Know easy addition facts to
sums of 15. ( using die, dominoes
or other manipulatives)
2. Use frames and arrows to
solve addition and subtraction
problems and recognize the rule
3. Model addition and
subtraction within 15 by using
equal but easier numbers
(doubles, doubles +1, doubles -1)
1. Model addition and
subtraction within 20 with ease.
2. Model addition and
subtraction within 20 by counting
on and making a ten
3. Model addition and subtraction
within 20 by using the
relationship between addition
and subtraction.
4. Model addition and
subtraction within 20 by using
equal but easier numbers
(doubles, doubles +1, doubles -1)
1.OA Operations and Algebraic Thinking
Cluster: Work with addition and subtraction equations.
First Trimester
Second Trimester
1. Explain that the equal sign
means “same as”.
1.OA.7 Understand the meaning
NA
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.8 Determine the unknown
1. Solve parts-and –total number
whole number in an addition or
stories.
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 = �
1. Solve parts-and –total number
stories and explain how they got
their answers.
2. Write fact families for
dominoes up to 10.
Third Trimester
1. Explain that the equal sign
means “same as”.
2. Compare the value of both
sides of an equation and
determine whether the equation
is true or false.
1. Determine the unknown value
in an addition or subtraction
equation when two out of the
three numbers are given.
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.
1.NBT Number and Operations in Base Ten
Cluster: Extend the counting sequence.
First Trimester
Second Trimester
1. Count forward by 1’s, 2’s and 1. Write numbers to 100
5’s to 20
2. Order whole numbers through
2. Write the numbers that come
100
before and after a given numbers 3. Count forward and back by 1’s,
up to 50.
2’s and 5’s to 20
3. Write tally marks for numbers
4. Use skip counting to count by
(set of 5) up to 20.
2’s, 5’s and 10’s to 100
4. Write numbers to 50
5. Equivalent names for numbers
5. Count hops on a number line
recognizing tally marks to 25.
and end on the correct number.
6. Mentally add multiples of 10.
6. Use number grid to decide
*Patterns – even and odd also
what number comes before,
between or after another number
7. Find equivalent names for
numbers using tally marks to 20
8. Use skip counting to count by
2’s, 5’s and 10’s to 50
*Patterns – even and odd also
Third Trimester
1. Model counting to 120.
2. Model counting to 120 starting
from any number.
3. Read any number up to 120.
4. Write any number up to 120.
5. Label a set of objects up to 120
with a written numeral.
1.NBT Number and Operations in Base Ten
Cluster: Understand place value.
First Trimester
Second Trimester
1.Identify digits in the ones and
tens place.
1.NBT.2 Understand that the two
digits of a two-digit number
represent amounts of tens and
ones. Understand the following as
special cases:
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.
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).
NA
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 <.
1. Understanding the greater
number when comparing two
numbers or quantities to 20.
2. Tell what number is one more
or one less up to 50
1. Compare two two-digit
numbers to determine greater
than, less than or equal to with
numbers up to 50.
Third Trimester
1. Represent 10 as ten ones.
2. Represent the numbers 11-19
as a ten and some ones.
3. Represent multiple sets of ten
using number names (2 tens is
20).
4. Explain the value of each digit
in a two digit number (place
value).
1. Determine when a two-digit
number is greater than, less than,
or equal to another two-digit
number.
2. Can explain why a two digit
number is greater than, less than,
or equal to another two digit
number.
3. Can record the comparison
using the symbols >,<, =
1.NBT.4
Add within 100, including adding
a two-digit number and a onedigit number, and adding a twodigit number and a multiple of 10,
using concrete models or
drawings an strategies base 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 twodigit numbers, one adds tens and
tens, ones and ones; and
sometimes it is necessary to
compose a ten.
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.
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
1. Adds two one-digit numbers up
to sums of 18.
1. Read, write and represent
whole numbers through hundreds
with base-10 blocks.
Compare whole numbers through
100.
1. Explain that the equal sign
means “same as”.
2. Compare the value of both
sides of an equation and
determine whether the equation
is true or false.
1. Use concrete models or
drawings to show a strategy
based on place value. (applying
the operation properties to add
the following):
 Two-digit and one digit
number
 Two-digit number and a
multiple of ten
 Two-digit number and a
two-digit number
2. Write and explain the steps
that were used in models or
drawings to show addition.
1. Use the number grid to
recognize patterns of multiples of
ten up to 100.
1. Mentally add multiples of ten.
1. Mentally find 10 more for any
two-digit number.
2. Mentally find 10 less for any
two-digit number.
3. Explain why the tens digit
increases or decreases by 1 when
10 is added or subtracted.
NA
N1. Use the number grid to
recognize patterns of multiples of
tens in subtraction.
1. Subtract a multiple of ten from
a multiple of ten.
2. Explain a strategy for
subtracting a multiple of ten from
a multiple of ten.
3. Explain how subtracting by a
multiple of ten is related to
subtracting the tens digits.
addition and subtraction; relate
the
strategy to a written method
and explain the reasoning
used.
1.MD Measurement and Data
Cluster: Measure lengths indirectly and by iterating length in units.
First Trimester
Second Trimester
Third Trimester
1.MD.1 Order three objects by
length; compare the lengths of
two objects
indirectly by using a third
object.
1. Compare the length of two
objects
1. Using the correct starting point
when measuring
1. Can recognize when an object
is longer or shorter than another
object.
2. Can organize three objects by
length in order from shortest to
longest.
3. Can compare the lengths of
two objects by using a third
object.
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. Limit to contexts where
the object being measured is
spanned by a whole number of
length units with no gaps or
overlaps.
NA
1. Measure to the nearest inch.
2. Measure to the nearest foot
using an inch ruler.
1. Will explain how to use a
shorter object to measure the
length of a longer object and
explain why it is important to
avoid gaps and overlaps.
2. Will report the length of an
object as the total number of
shorter objects it takes to span
the longer object without gaps
and overlaps.
3. Will represent the length of
the longer object with a whole
number.
Measurement and Data
Cluster: Tell and write time
1.MD.3
Tell and write time in hours and
half-hours using analog and digital
clocks
First Trimester
November 9, 2012
1. Draw the hour hand pointing to
the correct number.
2. Can look at an analog clock and
say what time it is to the hour
Second Trimester
February 15, 2013
1. Can identify a digital and an
analog clock
2. Can identify the hours and
minutes on a digital and analog
clock
3. Can tell how many minutes are
in an hour
4. Can explain why 30 minutes is a
half hour
5. Can look at the time on an
analog clock (when the hour hand
is pointing to 12 or 6), say what
time it is, and draw in the hands
on an digital clock
6. Can look at the time on a digital
clock (when the minutes is
displayed as :00 or :30), say what
time it is, and draw in the hands
on an analog clock
7. Can write the time and draw in
the hands on an analog clock
when someone tells me what
time it is (when the time is stated
as “_o’clock” or “_thirty” or “half
past _”
X
Measurement and Data
Third Trimester
1. Can identify a digital and an
analog clock
2. Can identify the hours and
minutes on a digital and analog
clock
3. Can tell how many minutes are
in an hour
4. Can explain whey 30 minutes is
a half hour
5. Can look at the time on an
analog clock (when the hour hand
is pointing to 12 or 6), say what
time it is, and draw in the hands
on an digital clock
6. Can look at the time on a digital
clock (when the minutes is
displayed as :00 or :30), say what
time it is, and draw in the hands
on an analog clock
7. Can write the time and draw in
the hands on an analog clock
when someone tells me what
time it is (when the time is stated
as “_o’clock” or “_thirty” or “half
past _”
Cluster: Represent and interpret data
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.
CAS – Money –
First Trimester
November 9, 2012
1. Ability to read a tally chart.
2. Write tally marks up to 30.
1. Know the value of a penny,
nickel and dime
2. Count nickels and pennies
separately
3. Count coin combinations using
2 coins (nickels and pennies )
4.Show amount
Second Trimester
February 15, 2013
1. Answer probability questions
2. Give temperature to nearest 10
degrees.
3. Correctly interpret a bar graph
to determine the correct data.
Third Trimester
1. Can organize data in up to
three categories (group)
2. Can represent data in up to
three categories
3. Can answer questions about
the total number of data points
and how many data points are in
each category
4. Can determine when a category
has more or less than another
category
1. Show amount by using fewer
1. Count coin combinations using
coins
2 coins (quarters, dimes, and
2.Count coin combinations using 2 pennies)
coins (dimes, nickels and pennies)
Geometry
Cluster: Reason with shapes and their attributes
1.G.1
Distinguish between defining
attributes (e.g., triangles are
closed and three-sided) vs. non –
defining attributes (e.g., color,
orientation, overall size); build
and draw shapes to possess
defining attributes.
1.G.2
Compose two –dimensional
shapes (rectangles, squares,
trapezoids, triangles, half-circles,
and quarter – circles) or threedimensional shapes (cubes, right
rectangular prisms, right circular
cones, and right circular cylinders)
to create a composite shape, and
compose new shapes form the
composite shape.
1.G.3
Partition circles and rectangles
First Trimester
November 9, 2012
NA
Second Trimester
February 15, 2013
NA
Third Trimester
NA
NA
1. Can identify two-dimensional
shapes.
2. Can create new shapes using
two – dimensional and/or threedimensional shapes.
NA
NA
1. Can partition (divide) a circle
and rectangle into two and four
1. Can explain the differences
between defining attributes (e.g.,
sides, angles, faces) and nondefining attributes (e.g., color,
orientations, overall size).
2. Can construct and draw a
shape when given defining
attributes.
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.
equal parts.
2. Can describe the equal parts of
a circle and rectangle with words
(halves, fourths, and quarters).
3. Can describe the whole by the
number of equal parts (e.g., two
halves make a whole).
4. Can explain the more equal
parts in a given shape, the smaller
the parts.