## Mathematics – United States – Common Core State Standards

• ##### Mathematics
• 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. (See Glossary, Table 1. http://www.corestandards.org/the-standards/mathematics/glossary/glossary/ )

• 8 learning outcomes – click to view

Samples: Plus two. Adding within 5. Add on to 10. Adding to 10 (visual cues). Subtract from 10 (losing acorns). Addition to 20.

• #### Plus two

• Activities: 2 course, 0 extra
• #### Adding within 5

• Activities: 1 course, 0 extra
• #### Adding On To 10 (with Visual Cues)

• Activities: 2 course, 0 extra
• #### Adding to 10 - problem solving

• Activities: 1 course, 2 extra
• #### Subtracting from 10 (visual cues)

• Activities: 4 course, 2 extra
• #### Single digit addition

• Activities: 4 course, 6 extra
• #### Make 10.

• Activities: 3 course, 0 extra
• #### Single digit subtraction.

• Activities: 3 course, 3 extra
• 1.OA.2 – Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

• 2 learning outcomes – click to view

Samples: Add three numbers - each under 6. Adding three single digit numbers. Add three numbers - each under 6.

• #### Add three numbers (numbers under 6)

• Activities: 3 course, 8 extra
• #### Add three sets of numbers - numbers under 10

• Activities: 3 course, 0 extra
• ##### Mathematics
• 1.OA.3 – Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) 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.)

• 8 learning outcomes – click to view

Samples: Adding dots. Add on to 10. Addition to 20. Single digit addition (missing number). Subtract from 10 (losing acorns).

• #### Adding to 10 (visual)

• Activities: 5 course, 4 extra
• #### Adding On To 10 (with Visual Cues)

• Activities: 2 course, 0 extra
• #### Single digit addition

• Activities: 4 course, 6 extra
• #### Single digit addition (missing number)

• Activities: 5 course, 5 extra
• #### Subtracting from 10 (visual cues)

• Activities: 4 course, 2 extra
• #### Subtracting up to 10 (using counters)

• Activities: 4 course, 0 extra
• #### Single digit subtraction.

• Activities: 3 course, 3 extra
• #### Single digit subtraction - missing number

• Activities: 3 course, 3 extra
• 1.OA.4 – Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.

• 4 learning outcomes – click to view

Samples: Make 10. Make 10. Single digit addition (missing number). 'Adding On' to subtract. Make 10 - children. Make 10.

• #### Make 10.

• Activities: 3 course, 0 extra
• #### Make 10 - problem solving

• Activities: 2 course, 2 extra
• #### Single digit addition (missing number)

• Activities: 5 course, 5 extra
• #### 'Adding On' to subtract

• Activities: 1 course, 0 extra
• ##### Mathematics
• 1.OA.5 – Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

• 6 learning outcomes – click to view

Samples: One More Than. One Less Than. Count on 2 - numbers up to 10. Count on and back by 2. Subtract 1 from numbers under 10.

• #### One more than

• Activities: 2 course, 0 extra
• #### One Less Than

• Activities: 2 course, 1 extra
• #### Two More Than

• Activities: 2 course, 1 extra
• #### Two Less Than

• Activities: 2 course, 2 extra
• #### Take away 1 (numbers under 10)

• Activities: 2 course, 0 extra
• #### Subtracting 2

• Activities: 2 course, 0 extra
• 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).

• 5 learning outcomes – click to view

Samples: Addition to 20. Subtract Single Digit Numbers. Single digit addition: Activity 1. Make 10. Single digit subtraction.

• #### Single digit addition

• Activities: 4 course, 6 extra
• #### Single digit subtraction.

• Activities: 3 course, 3 extra
• #### Single digit addition - problem solving

• Activities: 2 course, 5 extra
• #### Make 10 - problem solving

• Activities: 2 course, 2 extra
• #### Single digit subtraction - problem solving

• Activities: 1 course, 4 extra
• ##### Mathematics
• 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 learning outcomes – click to view

Samples: Single Digit Addition Match. Single Digit Addition - Match Activity 2.

• #### Single digit addition match

• Activities: 2 course, 0 extra
• 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 = _.

• 12 learning outcomes – click to view

Samples: Make 10. Single digit addition (missing number). Subtract single digits with a missing number. Plus two.

• #### Make 10.

• Activities: 3 course, 0 extra
• #### Single digit addition (missing number)

• Activities: 5 course, 5 extra
• #### Single digit subtraction - missing number

• Activities: 3 course, 3 extra
• #### Plus two

• Activities: 2 course, 0 extra
• #### Adding within 5

• Activities: 1 course, 0 extra
• #### Adding On To 10 (with Visual Cues)

• Activities: 2 course, 0 extra
• #### Adding by counting

• Activities: 2 course, 3 extra
• #### Single digit addition

• Activities: 4 course, 6 extra
• #### Subtracting from 10 (visual cues)

• Activities: 4 course, 2 extra
• #### Subtracting up to 10 (using counters)

• Activities: 4 course, 0 extra
• #### Single digit subtraction.

• Activities: 3 course, 3 extra
• #### Balancing equations - Equivalent number sentences

• Activities: 2 course, 0 extra
• ##### Mathematics
• 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.

• 3 learning outcomes – click to view

Samples: Write numbers to 100. Hundred's Chart Count. Counting to 100 on a number line: Activity 1. Hundreds chart 1-30.

• #### Write numbers to 100

• Activities: 1 course, 0 extra
• #### Number Chart 1 to 100

• Activities: 4 course, 0 extra
• #### Counting to 100 on a number line

• Activities: 3 course, 2 extra
• ##### Mathematics
• 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:

• 1.NBT.2.a – 10 can be thought of as a bundle of ten ones — called a “ten.”

• 5 learning outcomes – click to view

Samples: Place Value Teens Mab using blocks to count. Counting to 20 - includes a bundle of 10.

• #### Place Value Teens

• Activities: 4 course, 0 extra
• #### Counting to Twenty using Place Value

• Activities: 2 course, 0 extra
• #### Counting to Thirty using Place Value

• Activities: 1 course, 0 extra
• #### Place value - tens and ones

• Activities: 3 course, 2 extra
• #### Write numbers to 100

• Activities: 1 course, 0 extra
• 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.

• 2 learning outcomes – click to view

Samples: Place Value Teens Mab using blocks to count. Counting to 20 - includes a bundle of 10.

• #### Place Value Teens

• Activities: 4 course, 0 extra
• #### Counting to Twenty using Place Value

• Activities: 2 course, 0 extra
• 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).

• 1 learning outcomes – click to view

Samples: Counting by Tens. Counting by tens - Faster. Skip counting by 10's. Skip counting by 10's - Number line not showing.

• #### Skip counting 10's

• Activities: 4 course, 3 extra
• 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 <.

• ##### Mathematics
• 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.

• 8 learning outcomes – click to view

Samples: Place value - 'Adding On' single digit numbers. Adding On 10 - Blocks as visual cues.

• #### Place value - 'Adding On' single digit numbers

• Activities: 1 course, 0 extra
• #### Adding On 10 - Blocks as visual cues

• Activities: 1 course, 0 extra
• #### Adding On multiples of 10 - Blocks as visual cues

• Activities: 1 course, 0 extra
• #### Place value - Adding two digit numbers (no regrouping)

• Activities: 1 course, 0 extra
• #### Explain addition and subtraction by drawing

• Activities: 1 course, 0 extra
• #### Adding multiples of 10

• Activities: 2 course, 1 extra
• #### Adding on - Numbers under 10

• Activities: 4 course, 8 extra
• #### Add on - Multiples of 10

• Activities: 2 course, 2 extra
• 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.

• 6 learning outcomes – click to view

Samples: Counting Forwards By 10. Subtracting 10 - Blocks as visual cues. Subtract 10 from numbers. Counting by Tens.

• #### Add on 10

• Activities: 3 course, 4 extra
• #### Subtracting 10 - Blocks as visual cues

• Activities: 1 course, 0 extra
• #### Subtract 10 from numbers

• Activities: 3 course, 2 extra
• #### Skip counting 10's

• Activities: 4 course, 3 extra
• #### How many tens?

• Activities: 1 course, 0 extra
• #### Groups and Rows of 10.

• Activities: 4 course, 3 extra
• 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.

• 5 learning outcomes – click to view

Samples: Subtracting multiples of 10 - Blocks as visual cues. Counting by Tens. How many tens. Groups of 10.

• #### Subtracting multiples of 10 - Blocks as visual cues

• Activities: 1 course, 0 extra
• #### Skip counting 10's

• Activities: 4 course, 3 extra
• #### How many tens?

• Activities: 1 course, 0 extra
• #### Groups and Rows of 10.

• Activities: 4 course, 3 extra
• #### 10x tables - problem solving

• Activities: 2 course, 2 extra
• ##### Mathematics
• 1.MD.1 – Order three objects by length; compare the lengths of two objects indirectly by using a third object.

• 5 learning outcomes – click to view

Samples: Measuring Length (using informal units). Order or compare objects or shapes based on informal measurements.

• #### Measure length using informal units.

• Activities: 2 course, 4 extra
• #### Order objects based on length.

• Activities: 1 course, 0 extra
• #### Compare length - Graph

• Activities: 1 course, 0 extra
• #### Directly compare length

• Activities: 3 course, 1 extra
• #### Compare the length of 3 things

• Activities: 1 course, 0 extra
• 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.

• 4 learning outcomes – click to view

Samples: Measuring Length (using informal units). Order or compare objects or shapes based on informal measurements.

• #### Measure length using informal units.

• Activities: 2 course, 4 extra
• #### Order objects based on length.

• Activities: 1 course, 0 extra
• #### Compare the length of 3 things

• Activities: 1 course, 0 extra
• #### Measure length using informal units - blocks

• Activities: 1 course, 0 extra
• ##### Mathematics
• 1.MD.3 – Tell and write time in hours and half-hours using analog and digital clocks.

• 2 learning outcomes – click to view

Samples: Reading An Analog Clock. Reading A Clock Half Past. Telling the time on an analog clock - o'clock.

• #### Telling the time on an analog clock - o'clock

• Activities: 2 course, 2 extra
• #### Telling the time on an analog clock - half past

• Activities: 2 course, 2 extra
• ##### Mathematics
• 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.

• 3 learning outcomes – click to view

Samples: Answer simple questions to collect data. Using simple questions to gather data. Interpret data as drawings.

• #### Answer yes/no questions to collect data

• Activities: 1 course, 1 extra
• #### Choose simple questions to gather responses

• Activities: 1 course, 0 extra
• #### Interpret data presented using drawings and symbols

• Activities: 1 course, 2 extra
• ##### Mathematics
• 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.

• 3 learning outcomes – click to view

Samples: Using shapes to construct a picture. Sorting shapes according to colour and shape. Naming 2D shapes.

• #### Identify and describe two-dimensional shapes in the environment

• Activities: 5 course, 7 extra
• #### Classify and sort two-dimensional shapes

• Activities: 4 course, 3 extra
• #### Naming and identifying two-dimensional shapes

• Activities: 5 course, 4 extra
• 1.G.2 – Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (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.”)

• 8 learning outcomes – click to view

Samples: Environmental objects 1. Joining shapes. Joining 3D objects to make composite objects. Naming 2D shapes.

• #### Identify and describe three-dimensional objects in the environment

• Activities: 3 course, 0 extra
• #### Joining shapes

• Activities: 1 course, 0 extra
• #### Joining 3D objects to make composite objects

• Activities: 1 course, 0 extra
• #### Naming and identifying two-dimensional shapes

• Activities: 5 course, 4 extra
• #### Construct and draw two dimensional shapes

• Activities: 1 course, 4 extra
• #### Top, side and front view. Three-dimensional objects

• Activities: 1 course, 2 extra
• #### Describe the features of three-dimensional objects

• Activities: 4 course, 5 extra
• #### Nets of three dimensional objects

• Activities: 4 course, 2 extra
• 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.

• 4 learning outcomes – click to view

Samples: Halves and quarters. Identifying Fractions. Halves, Thirds and Quarters. Dividing groups into halves and quarters.

• #### A half.

• Activities: 2 course, 2 extra
• #### Quarters and eighths

• Activities: 4 course, 1 extra
• #### Halves, thirds and quarters

• Activities: 1 course, 1 extra
• #### A half, quarter and eighth of groups.

• Activities: 3 course, 4 extra