Common Core State Standard “I Can Statements”
1st Grade Mathematics
CCSS Key:
Operations and Algebraic Thinking (OA)
Number and Operations in Base Ten (NBT)
Measurement and Data (MD)
Geometry (G)
Common Core State Standards for
Mathematics (Outcome Based)
I Can Statements
(Knowledge & Skills)
Curriculum Materials &
Resources
Vocabulary,
Signs, & Symbols
Notes
Operations and Algebraic Thinking (OA)
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. 2
I Can:
1.OA.1.1 Define clue words (1, 2*, 3, 4)
1.OA.1.2 Locate clue words to solve problems. (1, 2*, 3, 4*)
1.OA.1.3 Match clue words to operation symbols in a word problem. (1,
2*, 3, 4)
1.OA.1.4 Name and match the operation to its symbol. (1*, 2*, 3, 4)
1.OA.1.5 Solve addition word problems with unknowns in all positions.
(1, 2*, 3, 4*)
1.OA.1.6 Solve subtraction word problems with unknowns in
all positions. (2, 3*, 4*)
1.OA.1.7 Solve addition word problems within 20. (1*, 2*, 3*, 4*)
1.OA.1.8 Solve subtraction word problems within 20. (2*,3*,4*)
1.OA.1.9 Model/Show/Draw/Write addition of numbers less than 20
with manipulatives. (1*, 2, 3*, 4)
1.OA.1.10 Model/Show/Draw/Write subtraction numbers less than 20
with manipulatives. (2, 3*, 4*)
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.
I Can:
1.OA.2.1 Add three numbers with a sum less than or equal to 20
using objects, manipulatives, or drawings.(3*, 4*)
1.OA.2.2 Write an addition equation to find the sum of three
numbers less than or equal to 20. (3*, 4*)
1.OA.2.3 Solve word problems to find the sum of three whole
numbers less than or equal to 20. (3*, 4*)
11-26-2012
addition
subtraction
symbols
equal sign
addend
sum
difference
number
model
show
vertical
horizontal
clue words
solve
operation
manipulatives
equation
whole number
word problem
1
Common Core State Standards for
Mathematics (Outcome Based)
I Can Statements
(Knowledge & Skills)
1.OA.3.
Apply properties of operations as strategies to
add and subtract.3 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.)
I Can:
1.OA.3.1 Identify math terms addends, sum, and difference. (1, 2,
3*, 4)
1.OA.3.2 Rearrange addends to create turnaround facts.
(commutative property) (1, 2*, 3, 4)
1.OA.3.3 Explain that I can add in any order to find the sum of
three addends. (3*, 4*)
1.OA.3.4 Apply properties of addition and subtraction. (2, 3, 4*)
3Students
Curriculum Materials &
Resources
Vocabulary,
Signs, & Symbols
Notes
commutative property
associative property
turnaround facts
need not use formal terms for these properties
1.OA.4.
I Can:
Understand subtraction as an unknown-addend
1.OA.4.1 Use addition to solve a subtraction problem.
problem. For example, subtract 1 0 – 8 by finding Exp. 10-8=__ Say 8+ ___ = 10 (2,3*,4*)
the number that makes 10 when added to 8.
1.OA.5.
Relate counting to addition and subtraction (e.g.,
by counting on 2 to add 2).
I Can:
1.OA.5.1 Relate counting to addition and subtraction. (1, 2*, 3, 4*)
1.OA.5.2 Use skip counting to add and subtract starting at any
given number. (1, 2*, 3, 4*)
1.OA.5.3 Use an array of examples to show repeated addition by
skip counting. (1, 2*, 3, 4*)
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).
1.OA.6.1 Identify the greater number when given two numbers. (1*)
1.OA.6.2 Solve addition problems by identifying the greater number
and counting on. (1*, 2*, 3*, 4*)
1.OA.6.3 Solve addition facts to 10 within a given time frame to build
fluency. (1, 2*)
1.OA.6.4 Solve addition problems by making 10 and then counting on.
(1*, 2*, 3*, 4*) 8+2=10 plus 4 more 8+6=___
1.OA.6.5 Add and subtract using fact families in various ways.
7+3=___, 3+___=10 (2, 3*, 4*)
1.OA.6.6 Add using doubles and doubles plus or minus 1. 8+7=___,
1+7+7=___ (1, 2*, 3, 4*)
1.OA.6.7 Solve subtraction facts to 10 within a given time frame to
build fluency. (2, 3*)
1.OA.6.8 Solve mixed addition and subtraction problems within 20. (3*,
4*)
11-26-2012
“Whole-Part-Part” Chart
missing addend
unknown addend
part
whole
difference
units
skip count
count on
patterns
array
relate
multiple
representations
fluency
doubles
fact families
decompose
equivalent
2
Common Core State Standards for
Mathematics (Outcome Based)
I Can Statements
(Knowledge & Skills)
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.
I Can:
1.OA.7.1 Decide if addition or subtraction number sentences are
equal. (3, 4*)
1.OA.7.2 Demonstrate understanding of the equal sign. (1*, 2, 3,
4)
equal
equations
equivalent
number sentences
1.OA.8.
Determine the unknown whole number in an addition
or subtraction equation relating to 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 = ☐.
I Can:
1.OA.8.1 Solve addition or subtraction equations by applying my
knowledge of fact families. (2, 3*, 4*)
equation
fact families
greater than
less than
Curriculum Materials &
Resources
Vocabulary,
Signs, & Symbols
Notes
Number and Operations in Base Ten (NBT)
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.
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:
a. 10 can be thought of as a bundle of ten ones
— called a “ten.”
b. The numbers from 11 to 19 are composed of
a ten and one, two, three, four, five, six,
seven, eight, or nine ones.
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).
11-26-2012
I Can:
1.NBT.1.1 Count from a given number to 120. (1, 2*, 3*, 4)
1.NBT.1.2 Read from a given number to 120. (1, 2*, 3*, 4)
1.NBT.1.3 Write from a given number to 120. (1, 2*, 3*, 4)
1.NBT.1.4 Look at a number of objects from 0-120 and write the
correct numeral to represent that number of objects. (1, 2*,3*,4)
I Can:
1.NBT.2.1 Identify place value of a digit in a given 2 digit number.
(1, 2*, 3*, 4)
1.NBT.2a.1 Represent a 2 digit number with units and bundles.
(1, 2*, 3*, 4)
1.NBT.2b.1 Demonstrate that numbers 11-19 are made up of a
tens bundle and a certain number of ones units. (through use of
manipulatives, drawing, or verbal explanation) (1,2*,3*,4)
numbers
numerals
represent
place value
bundle
towers
ten frame
manipulative
digit
units
1.NBT.2c.1 Demonstrate that 10, 20, 30, 40, 50, 60, 70, 80, 90
represent a certain number of tens bundles and zero ones units.
(1, 2*, 3*,4)
3
Common Core State Standards for
Mathematics (Outcome Based)
I Can Statements
(Knowledge & Skills)
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 <.
I Can:
1.NBT.3.1 Compare two, 1 digit numbers using symbols >,<, or =
(1*)
1.NBT.3.2 Compare two, 2 digit numbers using symbols >,<, or =.
(2*, 3*, 4*)
1.NBT.3.3 I can use <,>, or = to compare two digit numbers.
(2, 3*, 4*)
I Can:
1.NBT.4.1 Add a two-digit number to a one-digit number within
100 using concrete models, drawing, and strategies.(3, 4*)
1.NBT.4.2 Add 10 to a 2 digit number.(3, 4*)
1.NBT.4.3 Understand to add the ones place before adding the
tens place.(3, 4*)
1.NBT.4.4 Use ten units to make a bundle.(1, 2*, 3, 4*)
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.
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.
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.
11-26-2012
I Can:
1.NBT.5.1 Discuss patterns of 10 on the hundreds chart.
(1, 2*, 3, 4)
1.NBT.5.2 Locate patterns of 10 on the hundreds chart.(1, 2, 3*,
4)
1.NBT.5.3 Practice mentally finding 10 more or 10 less.(2, 3, 4*)
1.NBT.5.4 Explain how to add or subtract 10 from a given
number. (2, 3, 4*)
I Can:
1.NBT.6.1 Choose and tell in my own words how to subtract
patterns of ten in the range 10--90.(3, 4*)
1.NBT.6.2 Use what I know about place value to show that only
the tens place changes when adding/subtracting multiples of 10.
(3, 4*)
Curriculum Materials &
Resources
Vocabulary,
Signs, & Symbols
Notes
compare
greater than (>)
less than (<)
equal to (+)
compare
greater than (>)
less than (<)
equal to (+)
strategies
100’s Charts
Clear-Colored Counters
mental math
multiples
4
Common Core State Standards for
Mathematics (Outcome Based)
I Can Statements
(Knowledge & Skills)
Curriculum Materials &
Resources
Vocabulary,
Signs, & Symbols
Notes
Measurement and Data (MD)
1.MD.1.
Order three objects by length; compare the lengths of
two objects indirectly by using a third object.
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.
1.MD.3.
Tell and write time in hours and half-hours using
analog and digital clocks.
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.
11-26-2012
I Can:
1.MD.1.1 Order 3 objects by length. (3*, 4)
1.MD.1.2 Compare 3 objects with different lengths. (3*, 4)
I Can:
1.MD.2.1 Use non-standard units to measure length. (3*, 4)
1.MD.2.2 Use standard units to measure to length. (inches,
centimeters) (3*, 4)
I Can:
1.MD.3.1 Identify the parts of a clock. (hour hand, minute hand, and
second hand) (1*, 2, 3, 4)
1.MD.3.2 Tell the difference between analog and digital clocks. (1*, 2,
3, 4)
1.MD.3.3 Tell time to the hour using analog and digital clocks.
(2*, 3, 4)
1.MD.3.4 Tell time to the ½ hour using analog and digital clocks. (2*, 3,
4)
1.MD.3.5 Write the time correctly in hours and ½ hours using the colon
correctly. (2, 3*, 4*)
I Can:
1.MD.4.1 Identify the parts of a bar graph (title, numbers, categories).
(2*, 3, 4)
1.MD.4.2 Identify the parts of a pictograph. (2*, 3, 4)
1.MD.4.3 Collect data by using tally marks. (2*, 3, 4)
1.MD.4.4 Collect data from up to three categories. (2*,3, 4)
1.MD.4.5 Organize and represent collected data. (2*,3, 4)
1.MD.4.6 Create a graph using information I have collected.
(2, 3*, 4)
1.MD.4.7 Compare results to answer questions. (2, 3, 4*)
1.MD.4.8 Answer questions about collected data. (2*,3, 4)
1.MD.4.9. Ask questions about collected data. (2*,3, 4)
Non-Standard measures such as
paperclips, blocks, etc.
Standard measures such as rulers,
meter sticks, yard sticks, etc.
measure
order, compare
longer, shorter
measure
standard units
non-standard units
inch
centimeter
colon
digital
analog
minute hand
hour hand
bar graph
picture graph
data
categories
vertical
horizontal
compare
5
Common Core State Standards for
Mathematics (Outcome Based)
I Can Statements
(Knowledge & Skills)
Curriculum Materials &
Resources
Vocabulary,
Signs, & Symbols
Notes
Geometry (G)
1.G.1.
Distinguish between defining attributes (e.g.,
triangles are closed and three-sided) versus nondefining attributes (e.g., color, orientation, overall
size); build and draw shapes to possess defining
attributes.
I Can:
1.G.1.1 Identify shapes according to their characteristics that
define them (number of sides, open or closed, etc.).
(1*, 2, 3, 4)
1.G.1.2 Identify open and closed shapes. (1*, 2, 3, 4)
1.G.1.3 Build and draw identified shapes. (1*, 2, 3, 4)
two-dimensional
three-dimensional
defining attributes
non-defining attributes
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.4
4Students do not need to learn formal names,
such as “right rectangular prism”.
I Can:
1.G.2.1 Create two-dimensional shapes. (1*, 2, 3, 4)
1.G.2.2 Identify three-dimensional shapes. (2*, 3, 4)
1.G.2.3 Design/compose shapes to make a new shape. (2*, 3, 4)
1.G.2.4 Separate/Decompose shapes from a given shape.
(2*, 3, 4)
1.G.2.5 Create new shapes from the combined shape. (2*, 3, 4)
1.G.2.6 Compose trapezoids, half-circles, and quarter circles.
(2, 3*, 4)
1.G.2.7 Compose rectangular prisms, right circular cones, and
right circular cylinders. (2, 3*, 4)
I Can:
1.G.3.1 Identify equal parts of a shape. (1, 2*)
1.G.3.2 Describe the parts of a shape with the terms half, fourth,
and quarter. (1, 2*, 3, 4*)
1.G.3.3 Break apart circles and rectangles into two or four equal
parts. (1, 2*, 3, 4*)
1.G.3.4 Place the parts back together to make a whole.
(1, 2*, 3, 4*)
rectangle
square
trapezoid
triangle
half-circle
quarter-circle
cube
right-rectangular
prism
right circular cone
right circular cylinder
fractions
halves
fourths
quarters
compose
decompose
shares
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.
11-26-2012
6