First Grade Common Core Math: Freebie By: Renee Jenner Fonts: Jen Jones Graphics: www.mycutegraphics.com
Common Core Math Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. OA.1 Use addition and subtraction within 20 to solve word problems. OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20. Understand and apply properties of operations and the relationship between addition and subtraction. OA.3 Apply properties of operations as strategies. Commutative Property 3+4=7; 4+3=7, Associative Property 2+4+6=10+2=12 OA.4 Understand subtraction as an unknownaddend problem. Add and subtract within 20. OA.5 Relate counting to addition and subtraction OA.6 Add and subtract within 20. Work with addition and subtraction equations. OA.7 Understand the meaning of the equal sign. OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Work with equal groups of objects to gain foundations for multiplication. 2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number OA.1 I can add and subtract numbers within 20 to solve word problems. I can combine numbers, take away numbers and compare numbers in word problems. I can use objects or drawings to represent word problems I can use and equation to represent word problems. OA.2 I can add three numbers with sums of 20 to solve word problems. OA.3 I can use and understand the commutative property. I can use and understand the associative property. OA. 4 I can find the missing addend while solving a subtraction problem. OA. 5 I can use my counting on, counting back and skip counting strategies to solve addition and subtraction equations. OA 6 I can add fluently within 10. I can subtract fluently within 10. I can decompose larger numbers into groups of 10 to add and subtract. I can use fact families to solve equations. OA.7 I can use and understand the meaning of the equal sign. I can solve addition and subtraction equations and determine if they are true or false. OA.8 I can find the missing number in an addition/ subtraction equation 2.OA.3 I can determine if a group of objects has an odd or even amount. I can write and equation to represent group.
Number and Operations in Base Ten Extend the counting sequence. NBT.1 Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral. Understand place value. NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. NBT.3 Compare two digit numbers based on meanings of the tens and ones. Record results of comparisons using symbols >,= and <. Use place value understanding and properties of operations to add and subtract. NBT.4 Add within 100. NBT.5 Given a two-digit number mentally find 10 more or 10 less than the number without having to count. NBT.6 Subtract multiples of 10 in the range of 10-90. Understand Place Value 2.NBT.1A Understand that the three digits of a three-digit number represent amount of hundreds, tens and ones. NBT.1 I can count numbers up to 120 I can read, write and represent numbers up to 120. NBT.2 I can understand that two digits of a two digit number represent tens and ones. I can represent two digit numbers with tens and ones. I can understand that multiples of 10, refer to tens with no ones. NBT.3 I can compare two 2 digit numbers using the symbols <, = and >. NBT.4 I can add within 100 using models or drawings. I can add a two-digit number and a one-digit number. I can add a two-digit number and a multiple of 10. I can add 2 two-digit numbers with or without composing a ten. NBT.5 I can mentally find 10 more or 10 less of any two-digit number. NBT.6 I can subtract with multiples of 10 using models or drawings. I can subtract with multiples of 10 using place value. I can subtract with multiples of 10 and connecting it to addition. 2.NBT.1A I can understand that a three digit number represents 100 s, 10 s and 1 s. I can represent three digit numbers with hundreds, tens and ones. I can understand that multiples of 100 refer to a number with no tens or ones.
Measurement and Data Measure lengths indirectly and by iterating length units. MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object end to end. Tell and Write time. MD.3 Tell and write time in hours and half-hours using analog and digital clocks. Represent and interpret data MD.4 Organize, represent and interpret data with up to three categories. Work With Time and Money 2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies using $ and symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? MD.1 I can order three objects by length. MD.2 I can compare the lengths of two objects by using a third object. I can use a shorter object to measure a longer object. I can measure an object with not gaps. MD.3 I can tell and write time in hours using an analog clock. I can tell and write time in half-hours using an analog clock. I can tell and write time in hours and half-hours using digital clocks. MD.4 I can organize and represent data with up to three categories. I can interpret data with up to three categories. 2.MD.8 I can identify dollar bills, quarters, dimes, nickels, and pennies. I can count mixed amounts of money. I can count similar types of money. I can use $ and symbols appropriately. I can solve word problems involving money.
Geometry Reason with shapes and their attributes. G.1 Distinguish between defining attributes versus non-defining attributes; build and draw shapes to possess defining attributes. G.2 Compose 2 dimensional shapes or threedimensional shapes to create a composite shape, and compose new shapes from the composite shape. G.3 Partition circles and rectangles into two and four equal shares using the words halves, fourths, 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. 2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halved, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. G.1 G.2 G.3 2.G.3 I can sort shapes by a defining attribute. I can draw shapes with a given defining attribute. I can combine 2-dimensional shapes, to create a composite shape. I can combine 3-dimensional shapes to create a composite shape. I can partition circles and rectangles into two and four equal shares. I can describe shares of wholes using words halves, fourths, and quarters. I can understand that decomposing shapes into more equal shares create smaller shares. I can partition circles and rectangles into two, three, or four equal shares. I can describe the shares using words such as halves, thirds, half of, a third of, two halved, three thirds, four fourths. I can recognize that equal shares of identical wholes do not have to have the same shape.