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CCSS ID 
MathPaths Grade 1 Goals


CCSS 
OPERATIONS & ALGEBRAIC THINKING


A 
1

Represent and solve problems involving addition and subtraction. 
1.OA.1 
11

Add and subtract within 20 to solve word problems about combining or separating. 
1.OA.1 
12

Add and subtract within 20 to solve word problems about comparing. 
1.OA.1 
13

Use objects or drawings to represent word problems. 
1.OA.1 
14

Use equations to represent word problems. At this level, students should be able to write an addition or subtraction sentence using a blank for the missing number. There can be many correct sentences for a given problem. For comparison of 7 and 9, students might write 7 + __ = 9 or 9 – 7 = __. 
1.OA.2 
15

Add three numbers with sums to 20 to solve word problems. 
B 
2

Understand and apply properties of operations and the relationship between addition and subtraction. 
1.OA.3 
21*

Apply the commutative property for addition. 
1.OA.3 
22

Apply the associative property when adding three numbers. This means that students should be able to choose which two numbers to add first. For example, for 7 + 6 + 4, students should see that 6 and 4 make 10, so it is easiest to add those numbers first. At this level, it is not important to use the term "associative" or to show parentheses. 
1.OA.4 
23*

Relate subtraction to finding a missing addend. 
C 
3

Add and subtract within 20. 
1.OA.5 
31

Relate counting on or back to adding or subtracting 1 or 2. 
1.OA.5 
32

Relate counting on or back to adding or subtracting 3. 
1.OA.6 
33

Add fluently within 10. 
1.OA.6 
34

Subtract fluently within 10. 
1.OA.6 
35*

Find sums greater than 10 by decomposing to make 10. For example, add 7 + 5 by breaking apart the 5 as 3 and 2. Thus 7 + 5 = 10 + 2 or 12. It is NOT important to record a step or writing 7 + (3 + 2). Student should just THINK of breaking the number apart. 
1.OA.6 
36

Subtract from numbers greater than 10 by decomposing to make 10. 
1.OA.6 
37

Subtract by recalling addition facts. 
1.OA.6 
38

Add within 20 (using various strategies). At this level, students are not expected to be fluent with sums between 10 and 20. Fluency is a Grade 2 standard. 
1.OA.6 
39

Subtract within 20 (using various strategies). 
D 
4

Work with addition and subtraction equations. 
1.OA.7 
41

Determine if equations involving addition and/or subtraction are true or false. This problem type includes equations with operations on both sides, such as 7 + 2 = 8 + 1. It is very important for students to understand that an equals sign means "has the same value as." 
1.OA.8 
42

Find a missing number in an addition equation. 
1.OA.8 
43

Find a missing number in a subtraction equation. 
CCSS 
NUMBER & OPERATIONS IN BASE TEN


A 
1

Extend the counting sequence. 
1.NBT.1 
11

Count to 120, starting at any number less than 120. In Kindergarten, students counted by rote to 100. 
1.NBT.1 
12

Read and write numbers to 120. 
1.NBT.1 
13

Represent a number of objects to 120 with a written numeral. In Kindergarten, students counted up to 20 objects. 
B 
2

Understand place value. 
1.NBT.2a 
21

Understand that the two digits of a twodigit number represent amounts of tens and ones. 
1.NBT.2b 
22*

Understand how to represent numbers from 11 to 19 as a 10 and ones. In Kindergarten, students recorded number sentences after grouping 10 and some ones, such as 10 + 7 = 17. 
1.NBT.2c 
23*

Understand that 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to tens with no ones. 
1.NBT.3 
24

Compare numbers to 20 using the symbols >, =, and <. 
1.NBT.3 
25

Compare two 2digit numbers using the symbols >, =, and <. 
C 
3

Use place value understanding and properties of operations to add and subtract. 
1.NBT.4 
31

Add within 100 using models or drawings. 
1.NBT.4 
32*

Add a twodigit number and a onedigit number. 
1.NBT.4 
33*

Add a twodigit number and a multiple of 10. 
1.NBT.4 
34*

Add two twodigit numbers with or without composing a ten, using place value. 
1.NBT.5 
35

Mentally find 10 more or 10 less than any twodigit number. 
1.NBT.6 
36

Subtract with multiples of 10 using models or drawings. 
1.NBT.6 
37

Subtract with multiples of 10 using place value. 
1.NBT.6 
38

Subtract with multiples of 10 by relating to addition. 
CCSS 
MEASUREMENT & DATA


A 
1

Measure lengths indirectly and by iterating length units. 
1.MD.1 
11

Order three objects by length. In Kindergarten, students directly compared only two objects. 
1.MD.1 
12

Compare the lengths of two objects indirectly by using a third object. 
1.MD.2 
13

Repeat a short object endtoend to measure a longer object. 
1.MD.2 
14

When measuring, know that there cannot be gaps or overlaps. 
B 
2

Tell and write time. 
1.MD.3 
21

Tell and write time in hours using analog clocks. Time was not a Kindergarten standard. 
1.MD.3 
22*

Tell and write time in halfhours using analog clocks. 
1.MD.3 
23*

Tell and write time in hours and halfhours using digital clocks. 
C 
3

Represent and interpret data. 
1.MD.4 
31

Organize and represent data with up to three categories. 
1.MD.4 
32

Interpret data with up to three categories. 
CCSS 
GEOMETRY


A 
1

Reason with shapes and their attributes. 
1.G.1 
11

Sort shapes by a defining attribute such as the number of sides. 
1.G.1 
12

Draw shapes with a given defining attribute. 
1.G.2 
13*

Combine twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) to create a composite shape. 
1.G.2 
14

Combine threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape. 
1.G.3 
15

Partition circles and rectangles into two and four equal shares. This means that students should be able to draw lines across a circle or square, through the center, to make two halves. They should be able to draw another line perpendicular to the first line to make four equal parts. For rectangles, students should also be able to make four parts by drawing two lines parallel to the first line, dividing each half into two parts. 
1.G.3 
16

Describe shares of wholes using the words halves, fourths, and quarters. Fraction notation is not required at this grade level and should not be introduced until students understand halves and fourths using words. 
*Math card games are available.  Goals and domain icons were developed by Angie Seltzer. Highlighted parts are from Grade 1 CCSS, Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. 