North Kansas City Schools 1st Grade Mathematics A Description of 1st Grade Mathematics
Operations and Algebraic Thinking
Students will be able to use addition and subtraction within 20 to solve word problems; solve word
problems that ask students to add three whole numbers with a sum less than 20; use properties of
operations to add and subtract; understand subtraction as the opposite of addition; relate counting to
addition and subtraction; add and subtract within 20, showing fluency of adding and subtracting within
10; understand the meaning of the equal sign; determine the unknown whole number in an addition
and subtraction equation relating to three whole numbers.
Number and Operations in Base Ten
Students will be able to count to 120 starting at any number less that 120; understand the two digits
of a two-digit number represent ones and tens; compare two two-digit numbers based on the
meanings of tens and ones digits; add within 100; given a two-digit number, mentally add 10 more or
subtract 10 less; subtract multiples of 10 between 10-90 from multiples of 10 from 10-90.
Geometry
Students will be able to distinguish between defining (sides, faces, etc.) and non-defining (color,
overall size, etc.) attributes; compose two-dimensional shapes; divide circles and rectangles into two
and four equal shapes using words such as halves, fourths, and quarters.
Measurement and Data
Students will order three shapes by length; compare the lengths of two objects indirectly by using the
third; express the length of an object as a whole number using units; tell and write time in hours and
half-hours using analog and digital clocks; organize, represent, and interpret data with up to three
categories.
Mathematical Practices
The eight mathematical practices span grades K-12 and focus on the process and communication
involved in mathematics. These practices describe how a student acts and thinks as they persevere in
making sense of problems; represent problems in a meaningful way; reason about math; model
mathematical situations; use tools; attend to details; make use of patterns; and use repetition.
Page 1 North Kansas City Schools 1st Grade Mathematics 1st Grade Mathematics Academic Targets
Unit 1: Number Systems, Addition and Subtraction
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count to 120.
count to 120 starting from any number.
read any number up to 120.
write any number up to 120.
label a set of objects up to 120 with the written numeral.
represent 10 as ten ones.
represent the numbers 11 to 19 as a ten and some ones.
represent multiple sets of ten using number names (2 tens is 20).
explain the value of each digit in a two-digit number (place value).
Unit 2: Number Systems 2, Addition and Subtraction
I can model addition and subtraction word problems using objects, drawings, and equations with
unknown numbers in different positions.
I can solve addition and subtraction word problems using objects, drawings, and equations.
I can solve word problems with unknown numbers in different positions (e.g., 6 + _ = 8, _ + 2 = 8,
6 + 2 = _).
I can determine the unknown value in an addition or subtraction equation when two out of three of the
numbers in the equation are given.
Unit 3: Data Analysis
I can organize data in up to three categories (groups).
I can represent data in up to three categories.
I can answer questions about the total number of data points and how many data points are in each
category.
I can determine when a category has more or less than another category.
Unit 4: Measurement, Time, and Fractions
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recognize when an object is longer or shorter than another object.
organize three objects by length in order from shortest to longest.
compare the lengths of two objects by using a third object.
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.
report the length of an object as the total number of shorter objects it takes to span the longer
object without gaps and overlaps.
represent the length of the longer object with a whole number.
identify a digital and an analog clock.
identify the hours and minutes on a digital and analog clock.
tell how many minutes are in an hour.
explain why 30 minutes is a half-hour.
look at the time on an analog clock (when the hour hand is pointing to 12 or 6), say what time it
is, and write the time as it would appear on a digital clock.
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.
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 _).
partition (divide) a circle and rectangle into two and four equal parts.
describe the equal parts of a circle and rectangle with words (halves, fourths, and quarters).
describe the whole by the number of equal parts (e.g., two halves make a whole).
explain the more equal parts in a given shape, the smaller the parts.
Page 2 North Kansas City Schools 1st Grade Mathematics Unit 5: Number Systems 3, Addition and Subtraction
I can model addition and subtraction word problems using objects, drawings, and equations with
unknown numbers in different positions.
I can solve addition and subtraction word problems using objects, drawings, and equations.
I can solve word problems with unknown numbers in different positions (e.g., 6 + _ = 8, _ + 2 = 8,
6 + 2 = _).
I can model addition and subtraction word problems using objects, drawings, and equations with
unknown numbers in different positions.
I can add three whole numbers whose sum is less than or equal to 20.
I can solve word problems with three whole numbers using objects, drawings, and equations.
I can add and subtract within 10 with ease.
I can add and subtract within 20 by counting on and making a ten.
I can add and subtract within 20 by using the relationship between addition and subtraction.
I can add and subtract within 20 by using equal but easier numbers (e.g., doubles, doubles plus one,
doubles minus one).
I can determine the unknown value in an addition or subtraction equation when two out of three of the
numbers in the equation are given.
Unit 6: Operations and Algebraic Thinking
I can determine when a two-digit number is greater than, less than, or equal to another two-digit
number.
I can explain why a two-digit number is greater than, less than, or equal to another two-digit number.
I can record the comparison using the symbols >, < and =.
I can use concrete models or drawings to show a strategy based on place value (collecting the tens,
collecting the ones, and if necessary, composing ten ones to make a ten) or other strategies
(such as applying the operation properties) to add the following:
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a two-digit number and a one-digit number,
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a two-digit number and a multiple of 10,
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a two-digit number and a two-digit number.
I can write down and explain the steps that I followed as I used the concrete models or drawings to
show how I added.
I can mentally find 10 more for any two-digit number (e.g., 32 + 10 = 42).
I can mentally find 10 less for any two-digit number (e.g., 32 – 10 = 22).
I can explain why the tens digit increases or decreases by 1 when 10 is added or subtracted.
I can subtract a multiple of 10 from a multiple of 10 (e.g., subtract 90 – 40).
I can explain my strategy for subtracting a multiple of 10 from a multiple of 10.
I can explain how subtracting by a multiple of ten is related to subtracting the tens digits.
Unit 7: Geometry
I can explain the difference between defining attributes (e.g., sides, angles, faces) and non-defining
attributes (e.g., color, orientations, overall size).
I can construct and draw a shape when given defining attributes.
I can identify two-dimensional and three-dimensional shapes.
I can create new shapes using two-dimensional and/or three-dimensional shapes.
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