Select the first button labeled Download PDF, which will start downloading the math worksheet instantly in most web browsers. Describe the whole as two of, or four of the shares. Welcome to our Common Core Printables Section for 1st Grade Math! Measure lengths indirectly and by iterating length units. Use concrete models, drawings, strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to explain the reasoning used. Counting & Cardinality (CC) 2. Order three objects by length. Add a two-digit number to a one-digit number and a two-digit number to a multiple of ten (within 100). First-grade students will understand the concept of fewer than, more than, less than and equal to. The Number System (NS)

Furthermore, students will be comfortable on adding and subtracting numbers from 0 to 20 by the end of the year. ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of … Organize, represent, and interpret data with up to three categories.
Understand for these examples that partitioning into more equal shares creates smaller shares.

Internet4classrooms is a collaborative effort by 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. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Use place value understanding and properties of operations to add and subtract. In geomtry, we learn to compose and decompose plane and solid shapes. Â© 2012-2020 Learning, Yay! main topics covered in the first-grade common core math standards. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

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). For example, a teacher can select one of the shy students to solve a simple math problem on the board.

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. Distinguish between attributes that define a shape (e.g., number of sides and vertices) versus attributes that do not define the shape (e.g., color, orientation, overall size); build and draw two-dimensional shapes to possess defining attributes.