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Common Core Lesson Plans for Grade 1

Common Core for Mathematics

Looking for Common Core Math Grade 1?

In Grade 1, instructional time should focus on four critical areas:

(1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20

(2) developing understanding of whole number relationships and place value, including grouping in tens and ones

(3) developing understanding of linear measurement and measuring lengths as iterating length units

(4) reasoning about attributes of, and composing and decomposing geometric shapes.

### Operations and Algebraic Thinking

### Number and Operations in Base Ten

### Measurement and Data

### Geometry

You can use the free Mathway calculator and problem solver below to practice Algebra or other math topics. Try the given examples, or type in your own problem and check your answer with the step-by-step explanations.

Common Core Lesson Plans for Grade 1

Common Core for Mathematics

Looking for Common Core Math Grade 1?

In Grade 1, instructional time should focus on four critical areas:

(1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20

(2) developing understanding of whole number relationships and place value, including grouping in tens and ones

(3) developing understanding of linear measurement and measuring lengths as iterating length units

(4) reasoning about attributes of, and composing and decomposing geometric shapes.

1.OA.A.1, 1.OA.A.2 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. |

1.OA.B.3 Apply properties of operations as strategies to add and
subtract. |

1.OA.B.4 Understand subtraction as an unknown-addend
problem. |

1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). |

1.OA.C.6 Add and subtract within 20, demonstrating fluency for
addition and subtraction within 10. |

1.OA.D.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. |

1.OA.D.8 Determine the unknown whole number in an addition or
subtraction equation relating three whole numbers. |

1.NBT.A.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.B.2, 1.NBT.B.2a, 1.NBT.B.2b, 1.NBT.B.2c Understand that the two digits of a two-digit number
represent amounts of tens and ones. Understand the
following as special cases: |

1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. |

1.NBT.C.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.C.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.C.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. |

1.MD.A.1, 1.MD.A.2 Order three objects by length; compare the lengths of two
objects indirectly by using a third object. |

1.MD.B.3 Tell and write time in hours and half-hours using analog and digital clocks. |

1.MD.C.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. |

1.G.A.1 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 |

1.G.A.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. |

1.G.A.3 Partition circles and rectangles into two and four equal
shares, describe the shares using the words |

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