Common Core State Standard “I Can Statements”



Bailey Educational Group

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 |

| |(Concepts & Skills) |

| |I Can: |

|1.OA.1. |I Can: |

|Use addition and subtraction within 20 to solve word problems |1.OA.1.1 Define clue words |

|involving situations of adding to, taking from, putting together, |1.OA.1.2 Locate clue words to solve problems. |

|taking apart, and comparing, with unknowns in all positions, e.g., by |1.OA.1.3 Match clue words to operation symbols in a word problem. |

|using objects, drawings, and equations with a symbol for the unknown |1.OA.1.4 Name and match the operation to its symbol. 1.OA.1.5 Solve addition word |

|number to represent the problem. 2 |problems with unknowns in all positions. |

| |1.OA.1.6 Solve subtraction word problems with unknowns in |

| |all positions. |

| |1.OA.1.7 Solve addition word problems within 20. |

| |1.OA.1.8 Solve subtraction word problems within 20. |

| |1.OA.1.9 Model/Show/Draw/Write addition of numbers less than 20 with manipulatives.|

| | |

| |1.OA.1.10 Model/Show/Draw/Write subtraction numbers less than 20 with |

| |manipulatives. |

|1.OA.2. |1.OA.2.1 Add three numbers with a sum less than or equal to 20 using objects, |

|Solve word problems that call for addition of three whole numbers |manipulatives, or drawings. |

|whose sum is less than or equal to 20, e.g., by using objects, |1.OA.2.2 Write an addition equation to find the sum of three numbers less than or |

|drawings, and equations with a symbol for the unknown number to |equal to 20. |

|represent the problem. |1.OA.2.3 Solve word problems to find the sum of three whole numbers less than or |

| |equal to 20. |

|1.OA.3. |1.OA.3.1 Identify math terms addends, sum, and difference. |

|Apply properties of operations as strategies to add and subtract.3 |1.OA.3.2 Rearrange addends to create turnaround facts. (commutative property) |

|Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. |1.OA.3.3 Explain that I can add in any order to find the sum of three addends. |

|(Commutative property of addition.) To add 2 + 6 + 4, the second two |1.OA.3.4 Apply properties of addition and subtraction. |

|numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. | |

|(Associative property of addition.) | |

|3Students need not use formal terms for these properties | |

|1.OA.4. |1.OA.4.1 Use addition to solve a subtraction problem. |

|Understand subtraction as an unknown-addend problem. For example, |Exp. 10-8=__ Say 8+ ___ = 10 |

|subtract 1 0 – 8 by finding the number that makes 10 when added to 8. | |

| | |

|1.OA.5. |I Can: |

|Relate counting to addition and subtraction (e.g., by counting on 2 to|1.OA.5.1 Relate counting to addition and subtraction. |

|add 2). |1.OA.5.2 Use skip counting to add and subtract starting at any given number. |

| |1.OA.5.3 Use an array of examples to show repeated addition by skip counting. |

|1.OA.6. |1.OA.6.1 Identify the greater number when given two numbers. |

|Add and subtract within 20, demonstrating fluency for addition and |1.OA.6.2 Solve addition problems by identifying the greater number and counting on.|

|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 |1.OA.6.3 Solve addition facts to 10 within a given time frame to build fluency. |

|to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the |1.OA.6.4 Solve addition problems by making 10 and then counting on. 8+2=10 plus 4|

|relationship between addition and subtraction (e.g., knowing that 8 + |more 8+6=___ |

|4 = 12, one knows 12 – 8 |1.OA.6.5 Add and subtract using fact families in various ways. 7+3=___, 3+___=10 |

|= 4); and creating equivalent but easier or known sums (e.g., adding 6|1.OA.6.6 Add using doubles and doubles plus or minus 1. 8+7=___, 1+7+7=___ |

|+ 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). |1.OA.6.7 Solve subtraction facts to 10 within a given time frame to build fluency.|

| | |

| |1.OA.6.8 Solve mixed addition and subtraction problems within 20. |

|1.OA.7. |1.OA.7.1 Decide if addition or subtraction number sentences are equal. |

|Understand the meaning of the equal sign, and determine if equations |1.OA.7.2 Demonstrate understanding of the equal sign. |

|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.8. |1.OA.8.1 Solve addition or subtraction equations by applying my knowledge of fact |

|Determine the unknown whole number in an addition or subtraction |families. |

|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 = ☐. | |

|1.NBT.1. |1.NBT.1.1 Count from a given number to 120. |

|Count to 120, starting at any number less than 120. In this range, |1.NBT.1.2 Read from a given number to 120. |

|read and write numerals and represent a number of objects with a |1.NBT.1.3 Write from a given number to 120. |

|written numeral. |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.NBT.2. |I Can: |

|Understand that the two digits of a two-digit number represent amounts|1.NBT.2.1 Identify place value of a digit in a given 2 digit number. |

|of tens and ones. Understand the following as special cases: |1.NBT.2a.1 Represent a 2 digit number with units and bundles. |

|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, |1.NBT.2b.1 Demonstrate that numbers 11-19 are made up of a tens bundle and a |

|three, four, five, six, seven, eight, or nine ones. |certain number of ones units. (through use of manipulatives, drawing, or verbal |

|c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, |explanation) |

|three, four, five, six, seven, eight, or nine tens (and 0 ones). | |

| |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.NBT.3. |1.NBT.3.1 Compare two, 1 digit numbers using symbols >,,, =, |1.NBT.3.3 I can use , or = to compare two digit numbers. |

|and ................
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