First Grade Math Core Standards

Question 1

1.OA.1

Answer 1

First Grade Operations and Algebraic Thinking #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. For example, use objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Question 2

1.OA.2

Answer 2

First Grade Operations and Algebraic Thinking #2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20. For example, use objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Question 3

1.OA.3

Answer 3

First Grade Operations and Algebraic Thinking #3 Apply properties of operations as strategies to add and subtract.

For example: 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.) First grade students need not use formal terms for these properties.

EX. Domino Addition

Materials

A large set of dominoes to affix to a whiteboard or place in a pocket chart, or a regular set to use on a document projector.

One set of dominoes for each student or pair of students

Domino addition worksheets

Actions

The teacher asks a child to choose a domino from a stack or bag. As the teacher holds up the domino, the students call out how many dots are on the domino altogether.

Next the class counts the number of dots on each end of the domino to check their responses. Then the class names an addition equation that represents the relation between total number of dots and the number of dots on each end. For example, if the domino has 4 dots on one side and 2 dots on the other, the teacher can show the domino with the 4 on the left and the 2 on the right and the class names the equation 4+2=6. The teacher then writes the equation.

Then the teacher rotates the domino so the 2 is on the left and the 4 is on the right, and the class can name the equation 2+4=6. The teacher then writes the equation. The teacher then draws the dots from the chosen domino on a blank domino.

Once the students understand the task, they can work on their own. Students should have a set of dominoes to explore individually or with a partner, along with the domino addition worksheet. There are two variants of this task.

Students can choose dominoes at random, draw the dot pattern, and write the two related equations.

Students can find all of the dominoes that have a particular sum, and then draw all the related dot patterns and equations. For example, they could look for all the dominoes that have 6 dots all together, then draw the dot patterns for those dominoes and write the corresponding equations.

Question 4

1.OA.4

Answer 4

First Grade Operations and Algebraic Thinking #4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

EX. Cave Game Subtraction

Materials

A cup for each student to represent his/her cave

Counters

Recording sheet

Actions

The teacher begins by counting out a certain number of counters to find the total number of counters in the whole collection. For example,

One, two, three, four, five, six, seven, eight nine, ten. There are ten counters all together.

This number should be small enough that the students have already found sums equal to that number, for example, 10. The teacher then hides some in the cup, calling it a cave. The students are shown how many counters are remaining outside of the cup, but not how many are in the cup. The number outside of the cup is called the part that they know.

Next, the teacher shows the students an equation like this

10 - ___ = 6

if the teacher is hiding 4 counters. The students need to find the missing number. By adding, or counting on to 6, the students determine that the teacher is hiding 4 counters. The equation is completed, and checked for accuracy by seeing how many counters are hidden under the cup.

The students are then asked to help the teacher find another way to play the game with the same total number and a different part that they know. The goal is to find all the subtraction equations for the total they started with. When the teacher determines that the students understand the procedures of the game, they may play independently or in partners.

Question 5

1.OA.5

Answer 5

First Grade Operations and Algebraic Thinking #5 Relate counting to addition and subtraction. For example, by counting on 2 to add 2.

EX. The Very Hungry Caterpillar Activity

Materials

The Very Hungry Caterpillar by Eric Carle

The students work individually or in pairs. Each student or pair needs:

Three ten-frames for each student or pair of students (see PDF for black line master)

30 counters or unifix cubes per pair of students

One small dry-erase board and dry-erase maker per pair of students

Actions

The teacher reads the book to the class and asks, “How many things do you think the caterpillar ate in this story?” The students take a minute to share their estimate with a partner. Next, the teacher reads The Very Hungry Caterpillar again. After each page, the teacher pauses so that the students can add counters or unifix cubes to the ten-frame to represent the number of things the caterpillar ate, and then write an equation on the dry-erase board connecting addition to the number of counters used. After each ten-frame is filled in the students move to the next one. If the students are working in pairs, one student can add the counters/unifix cubes to the ten-frame while the other student writes the equation. By the end of the story, there should be a total of 25 food items eaten and 1 leaf eaten. (The students can decide as a class whether to count the leaf as a food). There will be two ten-frames completed with 5 or 6 counters/unifix cubes on the third ten-frame. If students come up with different, but correct, equations, then discuss the different equations and ask students, “Can all of these be correct?”

Question 6

1.OA.6

Answer 6

First Grade Operations and Algebraic Thinking #6 Add and subtract within 20. a. Use Strategies such as counting on: making ten (for example, 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (for example, 13 - 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (for example, knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (for example, adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). b. By the end of Grade 1, demonstrate fluency for addition and subtraction within 10.

EX. Dot Map

The attached graphic shows a map. You must get from start to finish by visiting three of the dots, at each dot you have to pay the specified number of dollars. If you have $20 can you get from start to finish and visit three dots?

Bonus Question #1: Can you find a way to get from start to finish and spend all $20? Can you find a way to get from start to finish and spend less then $20?

Bonus Question #2: How many different routes can you find from start to finish that go to three dots and cost $20 or less?

Question 7

1.OA.7

Answer 7

First Grade Operations and Algebraic Thinking #7 Understand the meaning of the equal sign, and determine whether 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.

Question 8

1.OA.8

Answer 8

First Grade Operations and Algebraic Thinking #8 Determine the unknown whole number in an addition or subtraction equation relating 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 = ?

Question 9

1.NBT.1

Answer 9

First Grade Number and Operations in Base Ten #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.

EX. Crossing the Decade Concentration

This game is a version of the traditional memory or concentration game.

You will need to create a set of number cards for each of the pair of numbers that cross the decade, i.e., 19 and 20, 29 and 30, 39 and 40, 49 and 50, etc.

Students place all the number cards that end with “_9” face down in an 3x3 array on the left and all the number cards that end with “_0” face down in a 3x3 array on the right. Working in pairs or trios, students take turns. The first student selects a card from the left array, stating the number name and the counting number that follows (“I have 39, I need 40”).

He or she then picks one card from the array on the right (the “_0” numbers), hoping to find the target number. If the student does not find a pair, both cards are replaced face down in their original spots. It is now the second student’s turn to choose a card from the “_9” array and to try to find the appropriate “_0” card. Students should try to remember where each number is located. (The game is called “Concentration” not “Guessing.”)

When a student finds a matching pair he or she keeps that pair of cards. Play continues until all cards have been matched. The student with the most matched pairs wins.

Question 10

1.NBT.2

Answer 10

First Grade Number and Operations in Base Ten #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).

EX. Comparing Numbers

Materials

A spinner with the numbers 0, 1, 2, … 9

A spinner with the decades 00, 10, 20, … 90

Math journal or teacher-made worksheet

Pencil

Actions

Partner #1 spins the decade spinner and writes the number in the tens place.

Partner #1 spins the 0-9 spinner and writes the number in the ones place to make a two-digit number.

Partner #2 repeats steps 1 and 2 to make another two-digit number and writes it in their math journal or on the worksheet.

Partners decided together whether the first number is greater than, less than, or equal to the second number.

Partners write the corresponding symbol (<, >, =) between the two numbers.

Partners repeat until the teacher ends the game.

Question 11

1. NBT.3

Answer 11

First Grade Number and Operations in Base Ten #3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <

EX. Comparing Numbers

Materials

A spinner with the numbers 0, 1, 2, … 9

A spinner with the decades 00, 10, 20, … 90

Math journal or teacher-made worksheet

Pencil

Actions

Partner #1 spins the decade spinner and writes the number in the tens place.

Partner #1 spins the 0-9 spinner and writes the number in the ones place to make a two-digit number.

Partner #2 repeats steps 1 and 2 to make another two-digit number and writes it in their math journal or on the worksheet.

Partners decided together whether the first number is greater than, less than, or equal to the second number.

Partners write the corresponding symbol (<, >, =) between the two numbers.

Partners repeat until the teacher ends the game.

Question 12

1.NBT.4

Answer 12

First Grade Number and Operations in Base Ten #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 to tens and ones to ones, and that it is sometimes necessary to compose a ten.

EX. Cubes in Box problem. Part part whole

EX. Capri Sun Thing

https://www.mathedleadership.org/resources/threeacts/thirstyvalues.html

Question 13

1.NBT.5

Answer 13

First Grade Number and Operations in Base Ten #5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

ex cube box problem. add 10 to 40 to get 50

Question 14

1.NBT.6

Answer 14

First Grade Number and Operations in Base Ten #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.

ex. Jenna’s Blocks

Question 15

1.MD.1

Answer 15

First Grade Measurement and Data #1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.

Ex. How Tall are We?

In this lesson students will understand measurement by measuring their classmates using building blocks and then record their data.

Question 16

1.MD.2

Answer 16

First Grade Measurement and Data #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.

Ex. Measuring with Paperclips

http://resources.sparklebox.org.uk/sb1487.pdf

Question 17

1.MD.3

Answer 17

First Grade Measurement and Data #3 Tell and write time in hours and half-hours using analog and digital clocks.

EX. Making a Clock

Materials

12 sheets of laminated paper or tag board with the numbers 1-12

12 sheets of laminated paper or tag board with the numbers 0, 5, 10, … 55

1 long arrow (minute hand)

1 short arrow (hour hand)

White board, dry erase marker

1 large clock face with hands that can be moved to different positions

Small clock faces with hands that can be moved to different positions (1 for each pair of students)

A cut-out circle with the sun on one side and moon on the other.

Actions

The students sit in a large arc/rainbow. The teacher explains that they are going to make a giant clock to practice telling time.

The teacher shows students a clock and asks what numbers they see on it. After students respond, the teacher has students help position the tag board sheets with the numbers 1-12 in a circle on the floor to represent a clock. Students count from 1 o’clock through 12 o’clock as the numbers are laid out.

Then the teacher says,

There are 60 minutes in an hour. When the minute hand goes from one number to the next, that means five minutes have passed. It starts on the 12; that means 0 minutes have passed.

Then the teacher has a student put the paper with the 0 below the paper with the 12 on it. Next, the teacher models counting by 5’s, having a student place the corresponding number of minutes below each of the numbers 1-11.

Then the teacher says,

When the minute hand reaches 12 again, that is 60 minutes, and one hour has passed. Now the count starts over for the next hour.

The students and teacher can count by 5s together pointing to each of the numbers 1-11.

The teacher then discusses the hour and minute hands and shows how they move in a clockwise direction. The teacher models moving the hands to show time to the hour and half hour.

In pairs, the students create the same time on their mini-clocks. The teacher guides the students in telling the times to their partner and shows them how to write the times on the whiteboard in both word format (i.e. eight o’clock) and digital format (8:00).

Once students have demonstrated proficiency in identifying what time it is, the teacher uses the moon/sun icon to show that the same time can occur at night or during the day. For example, she can model 12:00 lunchtime and hold up the sun icon, and model 12:00 while the students are in bed and hold up the moon icon. This can be extended with other events that are relevant to the students’ lives.

Question 18

1.MD.4

Answer 18

First Grade Measurement and Data #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.

EX. Which Ice Cream flavor do you like best?

Materials

Pocket chart

Sentence strip

Square pieces of paper for each student

Popsicle sticks

Setup

Write a question that has three choices as an answer on a sentence strip. For example,

“Which flavor of ice cream do you like best?”

Put the three categories on the bottom of the pocket chart. For example,

Chocolate Vanilla Strawberry

Write interpretation questions on the popsicle sticks. For example,

“How many students answered this question?”

“Which has the most?”

“Which has the fewest?”

“Are any the same?”

“How many are in each category?”

Actions

Begin with all students sitting together in the meeting area. Read the question aloud to the students, and ask individual students to answer the question by putting a paper square above their answer. Ensure that as each child answers, they put their paper above the previous square, not to the side of the square. When each child has answered, you will have a bar graph with three categories.

Draw a popsicle stick and model answering the question to the whole group. Divide students into five groups and have each group pick a popsicle stick. Students then read the question on the popsicle stick, discuss the question as a group, and then answer it in front of the class using the graph as a model to defend their answer.

IM Commentary

The purpose of this task is for students to represent and interpret categorical data. In first grade, a bar graph is a bit advanced, but the task itself is on the easy end for second grade. So this task could be used with advanced first graders or second graders just beginning to work with bar graphs.

Before students answer their question in front of the group, ensure that each group understands their question and is able to defend their answer using the graph.

This activity can become a daily math routine that can be done during calendar or as a transition to start the morning.

English language learners can benefit from sentence frames such as:

“__________ students answered this question.”

“More students answered __________.”

“Fewer students answered __________.”

“__________ and __________ have the same number of students that answered.”

“__________ students answered __________.”

As students become familiar with this activity, you may want to ask higher-level interpretation questions such as

“How many more/less are in __________ than __________?”

“Which category did more than half of the students answer?”

The teacher can also pull popsicle sticks and ask individual students to answer the question if time does not allow for small group discussion.

Other questions to ask students as variations on this task:

“How do you get to school?” Possible categories: bus, walk, car/truck

“Which animal do you like best?” Possible categories: dog, cat, bird

“Do you have siblings?” Possible categories: brother, sister, none

“Which food do you like best?” Possible categories: pizza, spaghetti, chicken nuggets

“Which activity do you like to do best at recess?”Possible categories: swing, slide, dig

Solution

Once students have all placed their squares in the pocket chart, you will have a bar graph with three categories. Here are some examples of student answers to two of the questions:

How many students answered this question?

“Eighteen students answered the question. I know because I counted up all the squares and there are 18 of them.”

Which has the most?

“Chocolate has the most students who prefer it. I know because the bar for chocolate is taller than the bars for the other flavors.”

Question 19

1.MD.5

Answer 19

First Grade Measurement and Data #5 Identify the values of pennies, nickels, dimes and quarters and know their comparative values. (For example, a dime is of greater value than a nickel.) Use appropriate notation to designate a coin’s value. (For example, 5¢.)

EX. do just a greater than less than activity about which is greater? a penny or a dime? a nickel or a dime? a nickel and a quarter

Question 20

1.G.1

Answer 20

First Grade Geometry #1 Distinguish between defining attributes (for example, triangles are closed and three-sided) versus non-defining attributes (for example, color, orientation, overall size); build and draw shapes that possess defining attributes.

EX. Shape Sort

Task

As a whole group, students will sort a collection of three-dimensional objects into categories by shape. There should be several that fall into each of the categories below:

sphere

cone

pyramid

cube

cylinder

rectangular prism

As a class, students brainstorm attributes of the objects they have classified, and the teacher writes those attributes where the entire class can see them. Students then use one of the following sentence frames as they classify the objects. The sentence frames should be written on sentence strips or some other large paper so that the entire class can read/see them during the activity.)

The ___________ is in the shape of a __________ . It is/has __________ , just like all ____________.

The ___________ is in the shape of a __________ . It is/has ___________ , but some ___________ aren’t/don’t.

The teacher models with one or two objects to start. An example would be:

“The can is in the shape of a cylinder. It has circles on the ends, just like all cylinders.”

“The can is a in the shape of a cylinder. It is made of metal, but some cylinders aren’t.”

This will help students distinguish between defining attributes and non-defining attributes.

Once students are familiar with this task they can be given a set of cards and can work in pairs to classify by defining attribute using the (now familiar) sentence frames.

Question 21

1.G.2

Answer 21

First Grade Geometry #2 Compose shapes. a. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quarter-circles) to create a composite shape, and compose new shapes from the composite shape. b. Compose 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. First grade students do not need to learn formal names such as “right rectangular prism.”

Ex. Grandfather Tang’s Story

Materials

A copy of Grandfather Tang’s Story by Ann Tompert

One set of tangrams for each student

A set of tangrams for the teacher (magnetic for the whiteboard or colored to use on a document projector)

Character worksheet

Crayons

Actions

The teacher reads Grandfather Tang’s Story to the class. As the teacher comes to each character in the story, note the picture of the animal that is an outline of a shape that can be made with tangrams. Students may need to spend some time looking to see how these outlines represent the animals since they are somewhat abstract. Ask the students if they see familiar shapes as components of the animal outlines–for example, the tail of the fox is a trapezoid and the wings of the hawk are triangles.

After the class has read the story, the students choose animals from the story to make with the tangrams. The worksheet shows the tangram animals, and when they have made an animal, they color the corresponding shape on the worksheet.

The teacher can demonstrate for students how to turn and place the tangram shapes as needed to support the students.

After the students have worked on making 2 or more animals from the book, they can make their own animals.

Question 22

1.G.3

Answer 22

First Grade Geometry #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 or four of the shares. Understand that, for these examples, decomposing into more equal shares creates smaller shares.

EX. which one is divided into halves?